Podcasts about academic progress

In this engaging conversation, Pink Phoenix and Victory Knight discuss the challenges and triumphs of veterinary education, particularly as they approach spring break. Victoria shares her experiences with academic pressures, hands-on learning in large animal care, and the importance of making connections in her studies. They also touch on the excitement of returning home for spring break, the cultural significance of food, and the importance of perseverance in the face of challenges. The conversation concludes with words of wisdom for fellow students navigating their own academic journeys.Keywords VetaHumanz, veterinary medicine, academic challenges, spring break, hands-on learning, fun facts, cultural connections, study strategies, personal growth, veterinary education, perseveranceTakeawaysVictoria is excited for spring break after a busy exam week.She has been prioritizing her coursework while managing outside activities.Hands-on learning in large animal care has been a highlight for Victoria.Victoria is making connections in her studies, enhancing her understanding.She learned about the differences in animal stomachs during her classes.Victoria emphasizes the importance of studying and absorbing material.She has had to adjust her sleep schedule to keep up with studying.Victoria plans to enjoy cultural foods during her spring break.She reflects on her academic wins and the importance of learning material.Victoria encourages others to persevere through academic challenges. Chapters00:00    Introduction and Challenges in Learning01:30    Academic Progress and Hands-On Experience03:20    Interesting Learnings and Fun Facts06:10    Time Management and Overcoming Challenges08:46    Spring Break Plans and Cultural Connections10:51    Reflections on Wins and Future Goals

AP's Lisa Dwyer reports on a huge cut to an Education Department office.

On today’s edition of Bring It On!, hosts, Clarence Boone and Liz Mitchell, speaks with Jesse Hagopian, a high school educator, with over twenty years of experience, and social justice activist. He taught for over ten years at Seattle’s Garfield High School, where the historic boycott of the MAP test or Measures of Academic Progress …

College students have wrapped up the fall semester and are home for winter break, but what should they be doing with that time away from campus. Dr. John Rindy, Assistant Vice President for Career and Academic Progress at Slippery Rock University, joined the Rick Dayton Show to talk about what they can do to get some much-needed rest, but also to start working on things to prepare them for life after college.

Guests: Dr. Shannon Cole and Dr. Clarence Williams   Just a quick celebration - this is our 100th episode of The Journey - thanks for listening and for all those who made this podcast possible!!! And, reminder that you can listen, subscribe and rate the podcast!   Dr. Cole is an individual who loves the Lord, loves learning…and loves life! While serving as Head of School for the PCA Plano campus, she will continue working with her curriculum team that serves as an umbrella for all learning at both campuses.   Dr. Williams is an individual of highest integrity and competency as an educational leader - an “awesome administrator and a man of integrity.” He is also a man of faithful prayer and devotion to the Lord.   The Journey PCA Parent Podcast Feedback - if you would like to share your thoughts on past and recommendations for future podcasts, please check out this form - or to leave some parent feedback that administration will consider.   Civility Clause - parents, there is a new process being implemented to help further Kingdom-minded communication between parents and PCA faculty and administration. The desire is to make sure that not only are issues and situations aired and addressed, but also that all communications are conducted in a Christ-centered manner, treating others as you desire to be treated, honoring another in brotherly love.   MAP - Measure of Academic Progress. PCA utilizes the MAP testing at several times and stages during the year to make adjustments to the material they are teaching to ensure the greatest competency of their students. MAP scores are sent to parents for their evaluation as well.   Dr. Cole - PCA last year had 4 National Merit Scholars, which is significantly higher as a percentage of student population as compared to other schools in the area, both private and public. And PCA students scored at least a 3 on AP tests given at a rate of over 90%, which is very high.   Dr. Williams - we're not just preparing students to get into college, we're preparing students to be successful once they get there. And we have missed the mark at PCA if we're only preparing students academically; that's why Bible is a core content and a subject for PCA students. We are preparing students to be successful in life, and you can't do that outside of a relationship with Jesus Christ and knowing His Word for your life!   PCA North is celebrating their 10th year! Starting with 52 students, PCA North now has over 600 students and just had their first graduating class in 2023!   Faculty Senate Council and a student-led council to offer feedback are things coming soon! Special shout out to Jared Wood for allowing us to use his music - check him out at JaredWoodMusic!

Like what you hear??  Consider donating to TTM: Creating Confident Learners to help support us grow!In this episode we look at what the quickest route to academic progress is. We talk about how one-on-one tailored teaching to gaps in knowledge often lets kids transfer skills and focus to other settings, like the classroom, where before they couldn't.  How school works for the majority of students, but how about 15% of students get lost in the mix. In this episode we talk about:Teaching to gaps in knowledgeHow learning a skill in a one-on-one setting will often allow students to transfer that skill and focus to the classroom once it is embodied and masteredHow each students needs are different and how to meet themCreating a container outside of distraction to master a skill and focus and then be able to transfer that skill to other environmentsHow to create confident, independent learners by mirroring their strengths as studentsResources:The Foundation Course is now available!! Sign up at: www.creatingconfidentlearners.comIt's available both as a one-time purchase or as a monthly subscription with extra support through a private support group for both parents and educations as well as a monthly livestream meet up.Sign up for The Creating Confident Learners newsletter at https://pages.creatingconfidentlearners.com/newsletterFollow @creatingconfidentlearners on both Instagram and FacebookSupport the show

​​Li Sumpter:So welcome back to another episode of Future Memory. My guest today is Jesse Hagopian. He is a Seattle-based educator and the author of the upcoming Teach Truth: The Attack on Critical Race Theory and the Struggle for Antiracist Education. Hagopian is an organizer with the Zinn Education Project and co-editor of the books Black Lives Matter at School: An Uprising for Educational Justice and Teaching for Black Lives. Welcome, Jesse.Jesse Hagopian:Oh, thanks so much for having me. Good to be with you. Li:Thank you for joining us. Well, I want to get started with some questions about your own education and how you got started. I was curious about what your own early education and high school experiences were like. As a youth, what ways did you relate to or even resist to your own classroom curricula? Jesse:I was very alienated from school growing up. I felt like it didn't really speak to me. I didn't feel like I was intelligent. I can remember very clearly a parent-teacher conference in third grade where the teacher brought us out into the hallway with me and my mom, and she took out my standardized testing scores and there was a blue line that ran through the middle that was the average, and then there was the dot far below that line that represented my reading scores.And I knew from that day forward until about halfway through college, I knew that I was not smart, and I had the test scores to prove it to you. And school just felt like a place that reinforced over and over again that I was not worthy, that I was not intelligent. And there was very little that we studied that was about helping me understand myself, my identity, my place in the world as a Black, mixed-race kid.And really, it was just a fraught experience, and I took quite a bit to get over that. I was sure I was going to fail out of college, that I wasn't smart enough to go to college. And I think that it was finally the experience of a couple of professors in college that showed that education could be more than just eliminating wrong answer choices at faster rates than other children, that it could be about understanding the problems in our world and how we can collectively solve those problems.And then I realized I did have something to contribute. Then I realized that I did have some perspectives on what oppression looks like and how it feels and what we might need to do to get out of it, and I was hungry to learn about the systems that are set up in our society to reproduce inequality. And that was a real change for me. But growing up, my mom would tell me, "You're good with kids. I think you're going to be a teacher." And I said, "That's the last thing I'm going to be."Li:Oh, really?Jesse:School is just so arduous, and why would I want to come back? And then she was right. I came back to my own high school. I came back to Garfield High School, where I graduated, and I taught there for over a decade now. Li:I think that's an amazing story, coming full circle to teach back where you got your first experiences in the classroom. And going back to that, I was wondering if you had any standout memories, like I did, with the actual content. You were saying you didn't relate to it so much, but I remember very clearly a moment with my mother coming to the school when I had a moment in the classroom around Tom Sawyer, Huckleberry Finn, things like that. Do you have any standout memories of content that really either made you feel excluded or exploited or any of these things that really stuck with you? Jesse:For sure. I mean, there are many experiences that I think shaped my approach to education throughout the years. I mean, one of my firsts is from kindergarten. I remember very clearly one of the boys called me the N-word. And I didn't really know what it meant, but I knew it was directed at me and not the other kids. So I went and told the teacher, but there was parent-teacher conferences going on and parents were coming through, prospective parents, to look at the school, and the teacher got just beet red in front of the parents and was very embarrassed that I had said this, and said, "Oh, yeah. We'll deal with that," and just sort of pushed it aside and never came back to it.And the message that I got was that I had done something wrong, like I had disrupted the education process and that it was wrong for me to have done that because nothing was taken care of. And that's something that still sits with me and I think guides a lot of my approach to how to handle situations in the classroom. And I can remember the first time I had a Black teacher and that I began to learn about Black history in sixth grade, an incredible educator named Faith Davis, taught us about ancient Egypt. And it was the first thing I really got excited about learning, and I was amazed by all these accomplishments that Black people had done.And then after that class, it just sort of disappeared for a long time, and I never learned about anything else that Black people had done, and it made me wonder, "Is that why I score so poorly on these tests? Because I'm Black? Because I don't see other people like me in the advanced classes? And maybe those aren't for us. Maybe it has something to do innately with my race." And that's such a disempowering feeling, and I wanted to ensure that no other kids had to go through that kind of humiliation. Li:No, that's a great point that you bring up because I think we had similar experiences. I was actually recently going through some old photos at my mom's house, and I came across my elementary school class photo, the classic one, everyone's lined up, shortest to tallest kind of thing. And there I was, the only Black child in a class of 25 white students. And I think at that young, innocent age, I didn't really understand what I was up against, and today's youth and teachers are facing so many challenges in the classroom today, things that I don't think either of us could have really imagined.And so, as I was exploring the amazing tools and campaigns that you've been authoring and spearheading, like Teaching for Black Lives, Black Lives Matter at School, and the Zinn Education platform of so many resources, I think, "What would my early school experience have been like if these tools were available?" Right?And I'm wondering, would you have thought the same thing? Because when I think about these amazing tools that are being offered, I just imagine, and we're not even talking about the digital stuff. I'm just talking about the things around critical race theory, these ideas, just about things that are showing a representation of Black folks. Like you said, even just having a Black teacher and what that meant for you. So even thinking about, what if the tools that you are all creating today were actually in your classroom back at Garfield when you were youth? Jesse:Oh, wow. That would've been incredible. I mean, at the Zinn Education Project, we have scores of free downloadable people's history lessons that center Black history and struggles against structural racism. And these lessons tell history from the perspective of people who have been marginalized, who have been pushed out of the centers of power. We look at the founding of America from the perspective of those who have been enslaved, not those who were doing the enslaving. We look at American history through the eyes of those who are organizing multiracial struggles for racial and social justice, not the ones that are trying to maintain segregation and hoarding wealth in the hands of the few.And I would've just lit up to be able to have a teacher say that your family's history matters, that struggles that your family went through shaped this country, and whatever semblance of democracy that we're able to hold onto in this country is the result of the Black freedom struggle and the result of multiracial struggles for social justice. Instead, we got the message in American government class that democracy is something that's handed down from those in power and those on high.I can remember, at Garfield High School, my American government teacher assigned a research project, and I did a project about J. Edgar Hoover, the FBI director. And it was the only paper I think I ever really tried on in high school. I was very disengaged from school and didn't see any point in it, but this research project captured my imagination because I learned about some really despicable things that someone in power had done.I couldn't believe that J. Edgar Hoover had led a campaign against the Black freedom movement, had targeted Martin Luther King, someone who we're all supposed to revere, and yet our government was wiretapping and even trying to get him to commit suicide and some pretty despicable things. And I poured myself into the research and I wrote the best paper I had done up until that point, and she gave me a C with the notes that the claims I was making were unsubstantiated. Li:Wow. Jesse:And it's clear that she just didn't agree, that she didn't want to hear that a white man in power had misused it. And that was a strong message I got that some ideas are off-limits, and it doesn't matter how hard you work. If you go against what makes a white teacher comfortable, then there are consequences for that.And after that, I really didn't want to try anymore. I didn't feel like my opinions mattered, and I would've loved to have a teacher help me understand how we can live in a society that calls itself the freest nation on earth, and yet was based on enslavement of Black people and genocide of Native people, continued with Jim Crow segregation to where up through my dad's generation couldn't vote if you were Black.And then in our own generation, we have mass incarceration. And how is it that racism continues to change in focus and character, but is a constant in American society? And I wasn't able to learn that until much later, and I would've loved to have some of the resources that the Zinn Education Project provides today. Li:Yes, you and me both. Jesse:Yeah. Li:And that brings me to my next question about one of your ongoing campaigns is Black Lives Matter at School. And this year, the 2023 Creative Writing Challenge prompt was, "How can a school community support you in being unapologetically Black?" How might the young Jesse have answered that same question? Jesse:Wow. Well, the young Jesse would've been scared to answer that question. Li:Really? Say more. Jesse:I think that because I was so worried about what it meant to be Black and what that meant about my intelligence, that being unapologetically Black was very foreign for me for far too long. It was hard to come to loving my blackness, and it was a long road to get there. And I'm just so glad that the Black Lives Matter at School movement exists, because so many children like me who are scared to embrace their blackness because they're afraid that it could make them labeled as lesser, not as beautiful, not as deserving of love, not as deserving of care, and everything that all of our kids deserve.Now, these students are celebrated in our Week of Action that happens the first week of February every year, and also on our Year of Purpose. So every month, we're revisiting the principles of the Black Lives Matter Global Network and we're highlighting different aspects of the Black freedom struggle. And this would've been transformative in my life, helped me come to love my blackness much earlier. And I hope that for many thousands of kids across this country, they are having that experience. Li:I love that answer. Thank you. So Garfield High School in Seattle is where you actually attended school as a youth and were also a teacher for over a decade. It's the place where your role as an activist also took root. So history was made here, not just for you as an individual, but really locally and then nationally. So why do you think this was happening at Garfield? Why Garfield High School? And what's the culture and social climate of this school that made it such fertile ground to spark local protests and now national change? Jesse:Yeah. I love that question because I bleed purple and I'm a Bulldog to the core. Garfield is a special place to me, and I think the history of the school is a lot of the reason why it was a fertile ground recently for social change. Garfield High School is the school that the founder of the Seattle chapter of the Black Panther Party graduated from in 1968, Aaron Dixon. Li:Wow. Jesse:It's the site where Stokely Carmichael came to speak as the Black Power movement was rising. And before that, Martin Luther King came and spoke at Garfield High School in his only visit to Seattle. It's the heart of the Central District, which was the Black neighborhood in Seattle that was redlined so that Black people could only live in that area. And for that reason, it developed a culture of resistance, and it's an important part of the Black freedom struggle throughout Seattle's history.And I think that in recent years, we've been able to revive some of that legacy in some of the struggles we've participated in. In 2013, we had a historic boycott of the MAP test, the Measures of Academic Progress test. And this was one of the myriad of high-stakes standardized tests that the kids had to take, and studies show that the average student in K-12 education now take 113 standardized tests. We used to take one in elementary, one in middle school, maybe a couple in high school, and now they're taking standardized tests just constantly.And this was a particularly egregious test that wasn't aligned to our standards. And finally, one educator at Garfield, Mallory Clarke, said she wasn't going to administer this test anymore, and she contacted me and wanted to know if I could help, and we began organizing the entire faculty at Garfield. And we called a meeting in the library and we asked everybody, "Is anybody getting useful information out of this test that's helping them with creating their curriculum?" And nobody found this test useful.And then Mallory said she wasn't going to give the test anymore, and who would join her? And we took a vote, and it was unanimous. Everybody said they were going to refuse to administer the test. And so, we organized a press conference in Mr. Gish's room, and we invited the media to come learn why we were going to refuse to give the standardized test, and one of the reasons is because of the legacy of standardized testing based in eugenics. Right? Li:Mm-hmm. Jesse:Standardized testing was created by open white supremacists. A man named Carl Brigham created the SAT exam out of Princeton University, and he was also the author of a book called The Study in American Intelligence, which was one of the Bibles of the eugenics movement. And the book concludes by lamenting that American intelligence is on the decline because we have more Black people than Europe does, and he fears that intermixing of the races will degrade the intelligence of Americans. And so, he created the SAT exam as a gatekeeper.And lo and behold, these tests prove that white native-born men were smarter than everybody else. Right? Well, they designed the test to show that, and then they get the feedback that they were looking for, and that's why people like W.E.B. Du Bois, Horace Mann Bond were some of the first opponents of these bogus IQ standardized testings that started to be grafted onto the public schools at the behest of the eugenics movement.And we knew this history. I'd read Wayne Au's book, Unequal By Design, that explained the racist history of standardized testing, and then we saw it playing out in our own school. We saw how English language learners would get low scores and it would make them feel deficient and unintelligent. But it wasn't measuring their intelligence. It was just measuring their proximity to white dominant culture, the English language, and not their intelligence. And we had so many examples of the way these tests were abusing kids, and we refused to do it. And the school district threatened the faculty of Garfield High School with a 10-day suspension without pay for the tested subject teachers in reading and math, and even our testing coordinator refused to administer the test. Jesse:Kris McBride was an amazing advocate for the MAP test boycott. And even the first-year teachers, who didn't have any tenure protections, none of them backed down. And at the end of the school year, not only did they not suspend any of the teachers because of the overwhelming solidarity we received from thousands of educators and parents and students, not only around the country but around the world, who had heard about our boycott, at the end of the year, they actually suspended the test instead and got rid of the MAP test for all of Seattle's high schools, and it was just a resounding victory. Li:Yeah. That's a triumph. That's a triumph for sure. Jesse:Yeah. Right? Li:And I was watching some of the news coverage, and it was just, like you said, quite a victory to have that test obliterated, really, just removed completely from the system, and also then making way for this idea of multiple literacies and ways of learning that are more just and equitable for all students. And I love to see that, like you said, it begins just with one person. Shout out to Mallory and everyone who followed that one teacher. And like you said, that's all it takes, but then just to see the students really take lead in their own way was a beautiful thing. Jesse:Yeah. Yeah. It was cool that the students, when they knew we weren't going to administer the test, they sent administrators in to try to get the students to march them off to the computer labs to take the test, and some of them just staged to sit in in their own classroom, refused to get up and leave, and then the ones that went just clicked the button on the computer through very quickly so the score was invalidated.So the BSU supported us and the student government supported us, and it was an incredible solidarity that emerged in this struggle. And it wasn't about not wanting assessment. I think as you said, we wanted more authentic forms of assessment, ones that could actually help us understand what our students knew. And we started doing much more performance-based assessments. Li:Right. Jesse:When you get your PhD, they don't want you to eliminate wrong answer choices at faster rates. They want to know, can you think? Can you create? Li:Right. Are you a critical thinker? Jesse:Right. Yeah. Can you critically think? Can you make a thesis and back it up with evidence? And so, that's what we began doing. We wanted to have kids develop a thesis. And it might not be at the PhD level, but it'll be at a developmentally appropriate level for them, and then back it up with evidence and then present that evidence to the class or to other teachers and administrators and defend their position, and that, I think, was a real victory for all of our students for authentic assessment. Li:And went down at Garfield. Jesse:Yeah. No doubt. No doubt. Li:So another question I got for you. Part of the work of Monument Lab is to engage community in the current state of monuments and public memory in this country and beyond. Have you made any connections to this parallel movement to take down monuments that stand as symbols that continue to uphold oppressive systems and then honor the same false histories that you and your comrades are fighting in the classroom? Jesse:Yeah. Definitely. I think one of my favorite assignments I ever gave my students at Garfield was to research the debate over monuments around the country and think about, "How do we decide as a society who to honor, and who should be honored, and who shouldn't be?" And all the students got a big chunk of clay and they created their own monument to replace one that they thought was inappropriate. And so, many chose Confederate monuments or monuments to any slaveholders, including the hallowed Founding Fathers, that many of my students didn't hold in reverence given that they could have been owned by George Washington.And so, at the University of Washington, we have that statue of George Washington. Some people wanted to replace that with a statue of Aaron Dixon, who graduated from Garfield High School, founded the Black Panther Party, went to the University of Washington, and they felt far better represented our community as somebody who started the Free Breakfast Program in Seattle and who founded a free medical clinic that's still open to this day, just a few blocks away from Garfield High School, where many of our students receive free medical care to this day. Li:Oh, that's amazing. Jesse:So creating themselves some beautiful monuments to really honor the people that have made their lives better rather than just powerful people who imposed their will on our society. And I just think it was such an incredible moment in the 2020 uprising when all across the country, people said, "We are no longer going to honor slaveholders and perpetrators of genocide." It was incredible to see them dump the statue of Columbus into the Bay in Baltimore and teach the whole country a lesson, a history lesson about the genocidal attack of Columbus on Native people and how we need to find better heroes. Li:I like that. Find better heroes. You've dedicated a bunch of your recent efforts to resisting House Bills 1807 and 1886 introduced by state Republican Representative Jim Walsh. As you put it in your article that I read, these bills are designed to mandate educators lie to Washington students about structural racism and sexism, essentially forcing educators to teach a false, alternative history of the United States. Can you break down the basic proposals of these bills and their connection to, say, recent book bans, critical race theory, and resources like The 1619 Project? Jesse:For sure. Many people imagine that the attack on critical race theory is mostly in red states or it's just a product of the South. But instead, people should know that actually the attack on critical race theory originated from Christopher Rufo, who ran for city council in Seattle, and he is still a resident in Washington state, and that every state in the nation, except for California, has had a proposed bill that would require educators to lie to students about structural racism or sexism or heterosexism.And even in California, the one state that hasn't had a proposed bill, they have many local school districts that have one of these educational gag order policies in place that seek to coerce educators to lie to students about American history, about Black history, about queer history. And Washington state is one of the many states that has had proposed bills by Republican legislators that are trying to deceive students. They were so frightened of the 2020 uprising and all the questions that young people were asking about our deeply unequitable society that instead of working to try to eliminate that inequality, they just want to ban people from understanding where it comes from.So in my state, last year, they proposed House Bill 1886 that would make it illegal to teach about structural racism. And I found it deeply ironic that the House bill was numbered 1886, because that was the same year as a mob of white people in Seattle rounded up hundreds of Chinese people and forced them into wagons and hauled them to Seattle docks where they were placed on ships and illegally deported. And the chief of police helped this riotous white mob illegally, Police Chief William Murphy, and he never had faced any penalty for it. He was acquitted, even though this racist attack on Chinese people was carried out. Right?And our students have the right to learn about this. They should know that this happened in our city, and too many don't grow up learning the reality of that anti-Chinese attack. And then when hate crimes skyrocketed in our own era in the wake of the COVID-19 pandemic, you saw hate crimes increase by several hundred percent against Asian Americans, and people wonder why. There's a long history of this Yellow Peril narrative in American society that has labeled Asian Americans and Chinese Americans as the other, as dangerous, as dirty, and our students need to learn about that if they're going to overcome those racial divisions today. Li:And what would the passing of these bills mean for the next generation of youth and their futures, and their education? What's the status of these bills now? Jesse:Well, thankfully, the bill in Washington state did not pass, but they are proliferating around the country. 18 states have already passed bills that seek to coerce educators into lying about structural racism, denying the fact that our country was built on structural racism, of enslavement of Black people, and genocide of Native people, and the exploitation of labor of immigrants, hyper-exploitation of Chinese labor on the railroads and Latinx labor in farms, and they want to hide this history.And you saw it in Florida when they banned the AP African American Studies course. In Virginia, they're trying to rework the state standards to hide the legacy of structural racism and the contributions of Black people, and they are trying to send us back to the era of the 1940s and '50s during the second Red Scare known as the McCarthy era. In the McCarthy era, hundreds of teachers, thousands of teachers around the country were fired after having been labeled communist.And then the Red Scare had the overlapping Lavender Scare, which was the attack on LGBTQ people, and that was especially intense against educators, and Florida had a particularly pernicious attack on queer educators. They had the Johns Committee there that would interrogate teachers about their sex lives and then fire them, remove their teaching certificate so they could never teach again. And this is what people like Governor Ron DeSantis in Florida are trying to revive with the Don't Say Gay bill that has outlawed any discussions of LGBTQ people for the younger grades, and also his so-called Stop W.O.K.E. Act that imposes anti-truth laws on Black history.And in Florida now, it is a third-degree felony for an educator to be caught with the wrong book about Black people or about queer people in their classroom. You can get five years in jail and a $5,000 fine for having the wrong book. Thousands of books are being banned all over the country, and they are rapidly trying to bring us back to that Red Scare, Lavender Scare era where they could just label you a communist or today label you a critical race theorist and push you out of the classroom.So we're at a crossroads right now, where everybody has to decide, "Are we going to build a multiracial struggle to create a true democracy? Or are we going to submit to this fearmongering and this racial hatred and allow them to turn back the clock?" And I hope that people will value social justice enough to join our struggle. Li:I'm just blown away by all the things you're saying, and it's really powerful because I come from a family of educators. Both my father and my mother are educators. My brother and myself are both educators. So I see it not as a job, but like a vocation. And it really sounds like you and the folks that you're in community with, in solidarity with in Seattle and beyond are really making amazing strides and asking such critical questions that could determine the future of our country. Jesse:No doubt. Li:For me and so many other educators, Paulo Freire's Pedagogy of the Oppressed and bell hooks' Teaching to Transgress were defining transformative works that greatly impacted my trajectory in the world. And I wanted to know, can you share what books or even creative works that inspired the path that got you where you are today? Jesse:Yeah. I love that question. Definitely those two books are at the top. Li:Oh, you like those books? Aren't they at the top? Jesse:I love those books. Yes. Li:I love them. Jesse:Yes. Li:I mean, and I'm sure you reread them because I'm always rereading those books. Jesse:Sure. Yes. I'm quoting them in the book I'm writing right now. So much of what I'm doing would not be possible without the theoretical framework that bell hooks gave us and that Paulo Freire gave us to understand how to use dialogic pedagogy to engage your students in a conversation, and educating isn't about filling their heads with what you know, the banking model of education, as Paulo Freire put it, right? Li:Right. Jesse:It's about learning from your students. Li:Right. That relationship between this... I learned so much from my students, especially now that I'm getting older. Jesse:Yeah. No doubt. Li:You got to stay in the know with the youth. Jesse:Hey, the students created the greatest lesson plan of my lifetime when they organized the uprising of 2020. That was mostly young BIPOC folks that organized that uprising and taught the nation what structural racism is and taught many of their teachers that they needed to learn something about it and they needed to begin teaching about it. Right? That's where this whole backlash to critical race theory started.And I think that all of us in the struggle would do well to join in study groups around books that can help deepen our understanding of history and theory that will help us in these struggles to come. There are so many books that I could cite that have been pivotal to my understanding of the struggle. I mean, working at the Zinn Education Project, Howard Zinn's People's History of the United States has been really important. Li:Yes. Jesse:So I think reframing who the subjects of history are and... Li:And the authors of history, right? Jesse:Yeah. Exactly. Exactly. I think that Jarvis Givens book, Fugitive Pedagogy, should be read by all educators. Li:Yes. I'm familiar, very familiar with that project, and it is super inspiring. Yes. Jesse:Yeah. I mean, that book is just a key that unlocks the truth about why we're in the situation we're in right now, where they're trying to outlaw education. Li:And all the overlapping systems, because you talked about that, like these intersecting oppressions and overlapping systems of oppression that are really creating something that it feels like it's impenetrable, but people are making strides. Jesse:Yeah. No doubt. And I would just say that the book, Fugitive Pedagogy, just gives you that history of how Black education has always been a fugitive project. It's always been a challenge to the power structure. It's always been verboten. And starting in 1740 were the first anti-literacy laws in South Carolina banning Black people from learning to read and write.Li:How about that? Right. Jesse:Why was that? Because in 1739, the Stono Rebellion happened. A man named Jemmy helped lead an uprising of enslaved people, and he marched with a banner that read "Liberty" as they collected more enslaved people along the way during their uprising, and this terrified the enslavers. And they not only wanted to kill all the people that were trying to get their freedom, they wanted to kill the idea of freedom. They wanted to kill the ability of Black people to ever write the word liberty again.And so, they imposed these laws to ban Black people from learning to read and write. And today's racists aren't so bold as to ban the ability for people to learn to read and write, but they do want to ban the ability to read the world, as Paulo Freire put it. They don't want us to be racially literate. They don't want us to understand how systems of power and oppression are maintained. And so, they're banning ideas now in the classroom. And once you understand the long history of the attacks on Black education, you can understand why it's happening again today. Li:And even through the digital divide, right? This idea of being disconnected from these resources that are so much a part of education today that Black and brown communities don't always have really makes a difference in the education that they receive and how they learn as well. Jesse:No doubt. I mean, that was emphasized during the pandemic, right?Li:Exactly. So much was amplified during the pandemic, especially that digital divide. Jesse:No doubt. No doubt. Li:So, Jesse, I want to think about the future and speculate. In the best-case scenario, maybe a utopian future for education in the United States. Teachers often have to draft a wish list for what they want, the resources, the needs they have for their classrooms as the academic year comes around. So thinking about what you would want, the three essentials that would be on your wish list for the classroom of the future.Jesse:Yeah. I love this question, because too often, images of the future are all about dystopias. Those are the movies and books we get, and there's not enough freedom dreaming about what's possible. Li:I love that. Shout out to Robin D. Kelley. Jesse:No doubt. Another essential book to read. Li:Yes. Jesse:So I think in the classroom of the future that provides a liberatory education for our youth, the first thing I think we might see is the breakdown of subjects and getting rid of these artificial divisions between the different academic disciplines. And so, school would look very different. Instead of going to math class in the first period and then language arts and then social studies, you might have a class called Should Coal Trains be Used in Seattle? Right? They were just debating whether we should allow coal trains to come through our city.So it would be based on a real problem that exists in your society, and then you would use math and science and language arts and social studies to attack this problem. You would want to learn about the science of climate change and the math that helps you understand the changing climate. Right? We would want to learn the history of coal extraction in this country, the toll it's taken on working people who are minors and the toll it's taken on the environment.We would want to use language arts to write speeches, to deliver your opinion to the city council about this. So we would have problem-posing pedagogy, as Paulo Freire put it, where the courses would be organized around things that the kids care about that impact their lives, and then we would use the academic disciplines in service of that.I think in addition to that, my second requirement for this liberatory classroom would be about wraparound services, so that when kids come to school, they also get healthcare. They also get tutoring services, dental care, mental health care, food for their families. And schools could be really the hubs of community where people have their needs taken care of and are invested in to support not just the students, but their families as well.And lastly, I think schools would be flooded with resources, so that instead of wasting trillions of dollars on the Pentagon so that the United States can go bomb countries all over the world and kill children and their families, we would take that money and flood it into the school system so that kids have all the state-of-the-art resources they need, from the digital equipment, recording equipment, music, art supplies, to funding the school nurse, to the auditoriums, and the music halls. I mean, you can imagine that the richest country on earth could have incredible resources for their kids if we valued education, if we valued our young people.Instead, so many schools in America today are falling apart. The first school I ever taught in in Washington, D.C., an elementary school, I had a hole in the ceiling of my classroom, and it just rained into my classroom and destroyed the first project that I ever assigned the students, their research project, and they never even got to present the projects. Li:No way. Jesse:And our kids deserve better than that. Li:Oh, they definitely deserve better than that. Right? Oh my gosh. Jesse:We're in a society where 81 billionaires have the same amount of wealth as the bottom half of humanity, and that wealth divide means that our kids go to schools that are falling apart, and we would transform that in a future society that's worthy of our kids. Li:Most definitely. And if I can, I wanted to add a fourth thing, because I remember something you said about performance-based assessment. Jesse:Oh, yeah. Li:And I think that would- Jesse:I should put that in. Li:... definitely be essential, right? Make sure you get that one in. But last but not least, my final question to you is, what's next for Zinn Education? And more specifically, what is next for Jesse Hagopian? Jesse:Oh, thank you. Well, I'm really excited about the June 10th National Day of Action. The Zinn Education Project has partnered with Black Lives Matter at School and the African American Policy Forum to organize the Teach Truth Day of Action on June 10th, and I hope everybody will join us on that day of action in organizing an event in your community. This is the third annual Teach Truth Day of Action, and the past ones have been incredible.People have organized historical walking tours in their community to highlight examples of the Black freedom struggle and sites that were important in the Black freedom struggle in their own communities or sites of oppression and racial injustice that students have the right to learn about in their own communities. Some people went to sites where Japanese people were rounded up and incarcerated during World War II. Some people in Memphis, Tennessee went to a site right on their school grounds where there was a race riot and many Black people were killed.In Seattle, we went by the clinic that the Black Panther Party started and gave that history and highlighted how, if the bill passed to deny teachers the right to teach about structural racism, we couldn't even teach about the origins of the health clinic in our own community. And so, there'll be many creative protests that happen on June 10th, 2023, and I'm excited to say we have more cosponsors than ever before.The National Education Association is supporting now, and many other grassroots organizations from across the country. So I expect hundreds of teachers and educators will turn out to protest these anti-truth laws, and I'll be right there with them all helping to organize it and learning from the educators and organizers, who are putting these events on, and hopefully helping to tell their story in the new book that I hope to be finishing very soon about this- Li:You're going to finish it. You're going to finish. This month, man. Jesse:Thank you. Li:This is your month. Jesse:I need that encouragement. Li:You got this. Jesse:I hope I finish it on this month. Li:Believe me. When I was so close to finishing my dissertation, everyone kept asking me, "Are you done yet? Are you done yet?" So I know, because I could see you cringe when I asked you that in the beginning. All I can say is, look, I mean, I'm just so grateful to have this conversation with you today. Thank you for joining me. And I also got to say, I'm sorry to say, Jesse, your mother was right. I think this was your calling. I think this might have been what you were set on this planet to do. Jesse:It feels that way now. Thank you so much. Li:Yes, indeed. So this is Monument Lab, Future Memory. Thank you to my guest, Jesse Hagopian. Jesse:Hey, I really appreciate you having me on. I just felt your warm spirit come across and brighten my day. Really great to be with you. Li:My pleasure. 

Admit It engages in a conversation with Dr. Zach Taylor, Karla Weber-Wandel, Sarah Pauter, and Elizabeth Clews about one of the most relevant and pressing topics in higher education, student re-enrollment based on their satisfactory academic progress otherwise known as SAP. SAP is policy that is misunderstood by institutions and students. Listen to learn how your institutiton can learn how to use SAP as a re-enrollment strategy. Resources:https://financialaid.wisc.edu/eligibility/#SAPhttps://jbay.org/resources/overlooked-obstacle/

Today - Today, we join in celebrating the achievements of 173 Cochise County students who have made significant academic progress this school year.Support the show: https://www.myheraldreview.com/site/forms/subscription_services/See omnystudio.com/listener for privacy information.

In this episode, Natalia, Neil, and Niki discuss the expulsion of two representatives from the Tennessee state legislature. Support Past Present on Patreon: https://www.patreon.com/pastpresentpodcast Here are some links and references mentioned during this week's show:   ·         When two Democratic lawmakers were expelled from the Tennessee legislature, discussion turned to the state of democracy there – and in the nation. Niki referred to this Vox article about Tennessee's dubious distinction as the least democratic state. Natalia drew on this Memphis Flyer piece about how the state turned red, and Neil referenced this Jacobin essay about the insufficiency of federalism to ensure democracy.     In our regular closing feature, What's Making History: ·         Natalia discussed this PBS News Hour podcast, “Study Shows Parents Overestimate Their Student's Academic Progress.” ·         Neil recommended Allyson P. Brantley's Slate piece, “Queer Beer.” ·         Niki shared Lauren MacIvor Thompson's Washington Post article, “The Original Comstock Act Doesn't Support the New Antiabortion Decision.”

Satisfactory Academic Progress is a measure of making sufficient progress towards a degree and matters for financial aid. Learn more.

Satisfactory Academic Progress is a measure of making sufficient progress towards a degree and matters for financial aid. Learn more. The post What Is Satisfactory Academic Progress? appeared first on The College Investor.

Kevin Boston-Hill and EdWeek journalist Madeline Will explore the ways in which schools can develop a culture of mentorship to support students who struggle academically and adults who wish to more effectively help their students. They discuss how mentorship can be another Academic Intervention Service.

Today's topic was an introduction to Satisfactory Academic Progress (SAP).   Find out more about CCCSFAAA at cccsfaaa.org.  Have feedback for Dennis and Dana?  Got a topic you want us to discuss?  Email us at wbcccsfaaa@gmail.com.   "What's Brewing, CCCSFAAA?" is a Studio 1051 production.  Studio 1051 is a creative collaboration of Dennis Schroeder and Dana Yarbrough.

With graduation upon us, Renee Coyne, from SRU's Center for Career and Academic Progress, shares how SRU helps students design their lives and figure out who they want to be.

We learn the skills behind Online Education in today's episode of Vitamin PhD from guests John Rindy, Assistant Vice President for Career and Academic Progress, and Brian Danielson, Director of the Center for Teaching  and Learning, both at Slippery Rock University. We touch on the incredible challenge that comes along with educating students virtually, especially in the current era of COVID. Our guests educate us on the importance of developing a goal-oriented mindset to lead to success and how to become marketable to a broad array of career options. Finally, our guests explain the skills it takes to be able to teach in an online classroom and ensure the success of their students, globally. 

Today we bring you the first segment of a very special two-part episode in which we get to speak with three guests representing all three of the focus areas that we've been working to bridge in this podcast: Joel Boehner, Assistant Director of Exceptional Learners at South Bend Community School Corporation, Dr. Sarah Hurwitz, associate professor in special education at Indiana University - Bloomington, and Dr. Jennifer Meller, Associate Manager for Special Education Consulting Services at PCG (Public Consulting Group), the vendor providing the statewide Indiana IEP (IIEP) software for managing data and documents related to the education of students with disabilities. In the first segment of this episode, we discuss how the connections among these individuals' work came about, as well as several relatively recent trends in the federal requirements for educating students with disabilities, such as the move from a focus on compliance to results-driven accountability (RDA) and the challenges and opportunities for utilizing a data standard with very individualized education goals and progress data. We hope you enjoy listening to this as much as we enjoyed recording it! Stay tuned for Part II next week. Show notes & abbreviations Joel Boehner: https://www.linkedin.com/in/joelboehner/ Dr. Sarah Hurwitz: https://education.indiana.edu/about/directory/profiles/hurwitz-sarah.html Dr. Jennifer Meller: https://www.publicconsultinggroup.com/leadership/education/dr-jennifer-meller/ Equity in Action: https://education.indiana.edu/community/aac-in-action/index.html Autism Research Collaborative: https://www.iidc.indiana.edu/what-we-offer/autism/ INSOURCE: https://insource.org/ PCG (Public Consulting Group): https://www.publicconsultinggroup.com/ Indiana graduation pathways: https://www.in.gov/doe/students/graduation-pathways/ RDA: results-driven accountability NWEA (MAP - Measures of Academic Progress test from the Northwest Evaluation Association) https://www.nwea.org/the-map-suite/ LEA: local education agency (school district/school corporation) IDEA: Individuals with Disabilities Education Act: https://sites.ed.gov/idea/ IEP: Individualized Education Program (a requirement of the federal Individuals with Disabilities Education Act) IIEP (Indiana IEP): software program to manage IEP data in Indiana (statewide) FAPE: Free, appropriate, public education (a requirement of the federal Individuals with Disabilities Act) FBA: Functional Behavioral Assessment (part of the federal Individuals with Disabilities Education Act; https://www.pacer.org/parent/php/php-c215a.pdf) LRE: Least restrictive environment (a requirement of the federal Individuals with Disabilities Act) Music: Music: Exploring The World by Vlad Gluschenko is licensed under a Creative Commons License. https://creativecommons.org/licenses/... https://soundcloud.com/vgl9 Support by RFM - NCM

This week we talk with two leaders from the Metropolitan School District (MSD) of Steuben County in Angola, Indiana, Chantell Manahan (Director of Technology) and Dr. Schauna Relue (Curriculum Director). Over the past two years, our guests have worked as a close, cross-sectional team on the district's use cases for student and district improvement as part of their implementation of the Ed-Fi data standard. In the episode, we discuss their strategies for data governance, the importance of professional development and support in changing data practices, and ways in which technology can enhance data-driven improvement processes such as “data war rooms.” Show notes and abbreviations: Metropolitan School District (MSD) of Steuben County - https://www.msdsteuben.k12.in.us/ CETL certification from the Consortium for School Networking (CoSN) Certified Educational Technology Leader https://www.cosn.org/careers-certification/cetl-certification/ NWEA (MAP - Measures of Academic Progress test from the Northwest Evaluation Association) https://www.nwea.org/the-map-suite/ CSV files: https://www.howtogeek.com/348960/what-is-a-csv-file-and-how-do-i-open-it/ SIS: student information system RACI (Responsible, Accountable, Consulted, Informed) Matrix: https://cio-wiki.org/wiki/RACI_Matrix WIDA: An assessment of academic English levels for non-native English speakers (https://wida.wisc.edu/) Eidex: https://www.eidexinsights.com/ Michigan DataHub: https://open.spotify.com/episode/43wLYDeU6Mi73ViGnW2d2u?si=3MmlfGVUTzC2hA1yY4_qoQ Music: Exploring The World by Vlad Gluschenko is licensed under a Creative Commons License. https://creativecommons.org/licenses/... https://soundcloud.com/vgl9 Support by RFM - NCM

At Map Academy, we know that life — including struggles with mental health — can get in the way of learning. And oftentimes, in traditional schools, students who fall behind aren't given the support they need to catch up academically. This, unfortunately, happened to Jenna. She struggled to get back on track after missing a lot of school. Then, she found her way to Map. In this episode, we hear how Map's flexible, self-paced approach, welcoming community, and built-in mental health supports helped Jenna re-engage with her education and earn her high school diploma. --- Education Disruption is a podcast by Rachel Babcock and Josh Charpentier, founders of Map Academy — a free, public charter high school open to all Massachusetts students. More about Map Academy: themapacademy.org Follow us on Twitter: twitter.com/themapacademy This podcast is a Hairpin production: hairpin.org

Proposition 119: Learning Enrichment and Academic Progress, or LEAP,  will appear on Colorado's November ballot and proposes a phased 5% additional tax on recreational marijuana to fund out of school learning enrichment opportunities for eligible Colorado children. LEAP prioritizes low-income students and allows parents to decide which learning enrichment program or programs best fit their child's educational needs. On this episode of Common Sense Digest, Host and Chairman of Common Sense Institute Earl Wright welcomes Michael Johnston and Doug Robinson to discuss the measure's origin, its need, and how it would function. He asks them tough questions on how progress would be measured, if the legislature could modify Proposition 119 if it passes since it's a statute, and what they hope this measure will accomplish.  Thank for listening to Common Sense Digest. Please rate, review, and subscribe on your favorite podcatcher. All of our podcasts can be found here. Mike Johnston is the current President and CEO of Gary Community Ventures and a former Colorado State Senator. Mike received his master's degree in education policy from Harvard University Graduate School of Education in 2000 and his J.D. from Yale Law School in 2003. Mike has a wealth of background in the education system. He has been a teacher and principal in his professional career. He taught educational law at the University of Denver Law School and was the founding principal of Mapleton Expeditionary School of the Arts. Doug Robinson is a former investment banker, a long-time Colorado philanthropist and community activist on issues related to marijuana. Doug was the founder of St. Charles Capital and was a candidate for Governor in 2018 in the republican primary. He received his MBA from the Columbia University MBA program.

Leslie Manookian, President and Founder of Health Freedom Defense Fund, will be speaking throughout the Colorado Front Range at the end of the week:  Thursday, 8/26/2021, at Message of Life Ministries, 605 18th St. SW, Loveland, 6-8pm (tickets: https://bit.ly/LM-Loveland); Friday, 8/27/2021, at Deep Space, 11020 S. Pikes Peak Dr., Parker, 6-8pm (https://tickets:  bit.ly/LM-Parker) and; Saturday, 8/28/2021, at Central Christian Church, 3690 East Cherry Creek South Dr., Denver, 6-8pm (tickets:  https://bit.ly/LM-Denver).  Doors open at 5:30pm each night. The FBI found no evidence of coordination between people at the Capitol on January 6th.  The officer who killed Ashli Babbit is cleared of any wrongdoing.  Kim notes that eyewitnesses reported that there were instigators for violence in the crowd and the crowd did not respond.  The founding of America is based on the principle that all men are created equal.  Lindsay Moore, candidate for School Board District #20 (northern half of Colorado Springs) wants to “conserve” this principle.  It is our duty to take control of local boards in order to stop the anti-American assault that our children experience every day.  LEAP, Learning Enrichment and Academic Progress, which would be run by an unelected, unaccountable “Authority” is another big government program to take control of our children.  LEAP is not the proper role of government and must be defeated.  We must set our children up for success by teaching them the basics of reading, writing, arithmetic, science, history and critical thinking skills.  Lindsay congratulates those who stood at Douglas County School Board headquarters protesting the mask mandate.  To learn more about Lindsay and assist in her campaign visit:  lindsaymooreford20.com.  Kimberlee Bell, owner of Kunjani Coffee, updates us with special events, including Friday night live music and Saturday lessons learning to play chess.  Thursday through Saturday, Kunjani is open until 9:00pm with happy hour from 4-7pm.  Visit Kunjani's website to learn more:  https://kunjanicoffee.com/. Bob Boswell, CEO of Laramie Energy, joins Kim to discuss current events and its influence on energy.  Bob thinks it is ironic that Biden closes the Keystone pipeline and then asks OPEC to produce more oil while at the same time giving the green light for Russia's Nord Stream 2 which provides oil for Germany.  Obtaining federal and state oil and gas leases and permits is proving difficult, including here in Colorado.  Renewable energy is a supplement, not a replacement.  California will now build natural gas plants to bring “energy stability” to the state.  Additionally, power lines have not been maintained, causing more energy chaos for California.  The state of affairs in Afghanistan will influence energy policy in the Middle East and come to the shores of America.  It has been reported that $1-3 trillion of rare earth minerals are in Afghanistan, a key ingredient for electric vehicles.  People forget that fossil fuels are affordable, efficient, abundant and reliable for our cars and for our homes.  China has the highest fossil fuel emissions in the world at 14.3% of global emissions as a result of dirty coal production.  Saudi Arabian Oil Company is ranked second with Russia coming in at number three.  China spent more than $65 million in the U.S. to influence foreign operations, per Open Secrets.  Elections matter, there are consequences.  Lincoln said:  “The ballot is more important than the bullet.”

Freedom of the press has eroded over the years. Now there is confusion and chaos in reporting, and seeking the truth has evaporated. Norfolk naval base is being commanded by NATO (North Atlantic Treaty Organization). Is Biden giving away our sovereignty? Kim and Patti Kurgan discuss Patti's most recent op-ed, Colorado Initiative 25: LEAP for Who? (kimmonson.com/featured_articles/colorado-initiative-25-leap-for-who/). These series of Op-Ed's is seeking Truth and clarity regarding LEAP. In a recent interview with Heidi Ganahl, Executive Director of RESCHOOL Amy Anderson, states that RESCHOOL is part of the coalition supporting LEAP, Learning Enrichment and Academic Progress, and “That it is new money that is being raised to support learning accounts along the lines of what we are doing this summer … It's additional money coming into the system on top of K-12 funding.” Sounds like LEAP is RESCHOOL being funded by taxpayers. This should be done in the free market. Parental choice is limited to a preselected list of vendors. It is only for “eligible children” with priority given to low income families and it is unlikely that middle class families will have access to the LEAP dollars. The Authority is governed by an unelected and unaccountable board. Finally, the core problem that our kids are falling behind in our current government run school system, is not addressed. Castlegate Knife and Tool is hosting a knife sharpening event this Thursday, August 5, from 3-6pm. Come visit the store in Sedalia and have your everyday knife sharpened. Guest Julie Kaewert, best-selling author of mystery books, reviews Sharyl Attkisson's book Slanted: How the News Media Taught Us to Love Censorship and Hate Journalism. Ms. Attkisson witnessed from the inside, the movement of reporting the facts to reporting the narrative. Some of her news stories were not published because she reported the truth based on facts. Two examples are her stories on the Boeing Dreamliner and the 2013 Green Energy bill. Suppression of reporting the facts dates back to Woodrow Wilson, Franklin D. Roosevelt and Obama. They used government to harass journalists, including Ms. Attkisson; her computer was bugged by both the DOJ and the FBI under Bob Mueller. Julie and Kim also discuss LEAP. Julie states that our young people are being crippled by not being told the truth and instead taught the narrative. It was leaked to Slate that the New York Times year-long editorial content was to push the concept of “racism” in each story and issue. In Marxism, everything that exists needs to be destroyed. In this case, the truth. Orwell warned us of this type of journalism.

What steps can we take to strategically support English learners through learning loss while also prioritizing social and emotional well-being? What approach can districts take with professional development to support educators in identifying learning loss and teaching language development in this environment? How can schools use this experience with distance and remote learning to reimagine in-person learning in the fall? We discuss these questions and much more with Vicky Saldala, Director of the Bilingual /ESOL Department for Broward County Public Schools in Florida. Victoria B. Saldala is a veteran educator with 32 years of extensive experience developing, executing and supporting academic programs to meet the diverse needs of language learners. In her current position as the Director of the Bilingual/ESOL Department for Broward County Public Schools, Mrs. Saldala is directly responsible for coordinating all curriculum and compliance support for the English for Speakers of Other Languages Program, the Dual Language Program, and the World Languages Programs. In addition, her team is responsible for district Interpretations/Translations. She works collaboratively with the community to ensure non-English speaking families receive support and information through the International Welcome Center. Mrs. Saldala holds a Master of Science in Reading Education, a Bachelor of Arts in Elementary Education, certification in Principal Leadership, and an endorsement in English for Speakers of Other Languages. Mrs. Saldala was recognized as the 2016 Latino Administrator of the Year by the Association of Latino Administrators and Superintendents (ALAS) for her commitment to Latino students and the community in addition to various local recognitions. You can find additional resources and episode takeaways on our ELL Community page at ellevationeducation.com/ellcommunity. If you haven’t done so already, we invite you to join our ELL Community while you’re there so you get weekly resources, strategies and tips from that you can use right away. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Carl speaks with Scott Marion, executive director of the Center for Assessment, about the challenges of standardized testing during, and after, the pandemic.

Dr. Grace-Camille Munroe holds a doctorate in Adult Education and Community Development, with a focus on Transformative Learning, from the Ontario Institute for Studies in Education of the University of Toronto. She has acquired the knowledge, experience, and skills required to make interventions as a competent project manager, program evaluator, research analyst, and adult facilitator. In this regard, she has employed her skills successfully in designing and evaluating projects, conducting quantitative and qualitative research, data and policy analyses and preparing research briefs, reports, Cabinet Submissions, and presentations for clients across the public and private sectors. Dr Munroe has significant experience in the development of monitoring and evaluation frameworks for educational programs, as well as, in conducting needs assessments to inform the improvement of school administration and management. She is committed to employing her expanding knowledge and skills to projects and programs that will result in an improved quality of life for stakeholders in education. Dr. Munroe has worked at various levels of the education system in Jamaica, including the Ministry of Education as Senior Policy Analyst and Researcher in the Office of the Minister, to appreciate the complex nature of teaching and learning in the classroom, and to allow her to better address the challenges of developing and implementing system-wide change. She currently works as the Manager for Research, Projects and Operations for the Leadership By Design Program, the signature program for the Lifelong Leadership Institute. The Lifelong Leadership Institute (LLI) is an educational organization that provides innovative leadership development to Canadian youth of Jamaican, African-Caribbean and Black heritage, so that they may fulfill their personal and professional ambitions, provide inspiring leadership to their communities and country, and make this world a better place for all. Selected Publications and Research Projects 2019 Research Consultant, Curriculum and Training Development Specialist Adolescent Sexual & Reproductive Health & Reducing Adolescent Pregnancies in Jamaica 2018 Researcher and Writer Situational Analysis on Children and Youth in Jamaica UNICEF/Caribbean Policy Research Institute (CAPRI) 2017 Research Consultant, Curriculum & Training Development Specialist Curriculum and Training Development, National Family Planning Board 2013 Lead Researcher An Analysis of Students' Academic Progress and Attainment for Selected Cohorts (2006-2010) and Projections for Student Matriculation 2014-2018: The Case of Jamaica College 2013 Researcher and Co-Author Jamaica Transformation of Education Since Independence: Handbook on Education Development in Commonwealth. Bloomsbury Comparative International Education Series Recently, Ms. Munroe was on our show talking about Black Parents Involvement In Their Children's Academic Success. During the conversation, Ms. Munroe was joined by Anton James. – Both of them share some of their background including being the father of two boys – Did education find them or did they find education and how did they meet – some truths, stereotypes, barriers that many Black parents face when dealing with the education system including the myth that Black fathers are interested in their child(ren) education – Anton's dedication to his children and some of the barriers that he faces with his children and the education system – Some of what Black parents need to do when it comes to education – Some of the barriers preventing Black parents being more involved in their child(ren) education – The impact that 2020 has on this subject and what do Black parents need to do in regards to their child(ren) education You can contact Dr. Munroe via: Linkedin Email You can contact Anton James via: Email Visit The Dr. Vibe Show™ at https://www.thedrvibeshow.com/ Please feel free to email The Dr. Vibe Show™ at dr.vibe@thedrvibeshow.com Please feel free to “Like” the “The Dr. Vibe Show” Facebook fan page here God bless, peace, be well and keep the faith, Dr. Vibe dr.vibe@thedrvibeshow.com Producer of Google+ Hangouts – The Good Men Project The Dr. Vibe Show™ At “The Good Men Project” One of the first Brand Ambassador's – Cuisine Noir Magazine The Dr. Vibe Show™ Channel Dr. Vibe – Producer And Co-host of Black Men Talking On WJMS Radio Dr. Vibe on HuffPost Live – August 2, 2013 2013 Black Weblog Awards Finalist (Best Podcast) 2012 Black Weblog Awards Winner (Best International Blog) 2012 Black Weblog Awards Finalist (Best Podcast) 2011 Black Weblog Awards Finalist (Best International Blog and Best Podcast Series) Black Blog Of The Day – Black Bloggers Network – June 23, 2011 Twitter Twitter hashtag: #DrVibe The Dr. Vibe Show™ – iTunes Dr. Vibe Media – You Tube The Dr. Vibe Show™ – Stitcher Radio The Dr. Vibe Show™ – TuneIn Radio The Dr. Vibe Show™ – Google Play Music The Dr. Vibe Show™ – iHeartRadio Linkedin – The Dr. Vibe Show™ Instagram The Dr. Vibe Show Facebook Fan Page

Feeling unmotivated this summer? Listen to this podcast episode as Dr. Steven Greene, The Success Doctor, discusses the solution to most problems: a plan. You can maximise your education if you make a study plan, make time for it and commit to it. Take a look at your progress right now. Is it where you […] The post Ep. 69 – Check Your Academic Progress: Are You Where You Want To Be? appeared first on Make The Grade.

The post EP 69 Check Your Academic Progress: Are You Where You Want To Be? appeared first on mAke the grAde.

Starting Lineup: College Football academic progress rates

Original Posting Date: April 17th, 2020As the ‘Student Crisis Response & Academic Progress Case Coordinator' at UTSC, Kashfia's goal is to engage with students who are in need of higher level support and advocacy to address complex needs related to mental health, wellbeing, personal safety, and academic progress. Kashfia thrives when working collaboratively with Staff and Faculty, and strives to provide a tailored intervention to students presenting with unique circumstances.Outside of work, Kashfia enjoys exploring nature trails with her two active boys and her husband, and her de-stressors include cooking, concerts, theatre, Yoga, and entertaining family & friends.

Welcome back to a special edition of Education Disruption. Over the next few weeks we'll be talking to the co-founders and staff of Map Academy about how they are adapting to the current Covid-19 crisis and continuing to provide the wrap-around support their students count on. In this episode we talk to teachers working on-site and remotely to keep students on track academically. ------ Map Academy is a free, public charter high school open to all Massachusetts students and was founded by Rachel Babcock and Josh Charpentier More about MAP Academy: https://themapacademy.org/ Follow us on Twitter: https://twitter.com/charpentierjosh https://twitter.com/RachelBabcock This podcast is a Hairpin production https://hairpin.org

Need help?? – Don’t worry, we’ve all been there. In today’s episode your host Leyla is joined in the studio by student guests: David, Jordyn, and Arkady, discussing the subtle art of asking for help at University, and the most helpful resources available to you to assist your studies and give you that academic edge! So tune in, we think you’ll find it very helpful! • Library 'Chat Now': https://sydney.edu.au/library/ask-us • Academic Liaison Librarian: https://library.sydney.edu.au/contacts/subjectcontacts.html • Peer Learning Advisors: https://library.sydney.edu.au/help/pla.html • Student Representative Council (SRC): http://srcusyd.net.au/ • Sydney University Postgraduate Representative Association (SUPRA): http://supra.net.au/ • Disability Support: https://sydney.edu.au/study/why-choose-sydney/student-support/disability-support.html • Academic Progress: https://sydney.edu.au/students/academic-progress.html • Counselling and mental health support: https://sydney.edu.au/students/counselling-and-mental-health-support.html • Learning Centre: https://www.sydney.edu.au/students/learning-centre.html • Academic Advice: https://www.sydney.edu.au/students/course-planning/academic-advice.html

On Episode 18, Amy Van Hoose discusses the NWEA MAP test with 3rd grade SJES teacher, Heather Seger, and 3rd grade SCE teacher Ashley Schrage.  The NWEA MAP test (Northwest Evaluation Association Measures of Academic Progress) is given to students in 2nd through 8th grade to see what students know, help teachers inform instruction, individualize instruction, and monitor growth.  It is unlike standardized tests because it is adaptive, questions get easier and harder in order to pinpoint a child’s proficiency and growth in several categories and subcategories. While this test is very valuable for teachers, it can also be a helpful tool for parents too.

James is Head of Academic Progress for Upper School at Plymton Academy. We were keen to speak to him because he combines a leadership role with being in the classroom himself. How did you learn to support and create a positive climate for behaviour in the classroom? James believes this came quite naturally to him … Continue reading James Yates’ ‘Signature Behaviour Dish’ – PP190 →

In what way does our ‘armor’ protect us and in what way does our armor keep us from growing? Do we wear certain armor because society expects it of us? Have we built up our armor so well that it has become a strength? Host, Mike Domitrz welcomes CAST members Alan Anderson and Darren Tipton to explore the various ways our armour show up. The answers might surprise you.   This conversation was inspired by the phrase “People make the armor from their smartness, or their anger, or their quiet, or their fear, or their being busy, or their being nice. Some people make it from a big show, always talking. Some make it by being very important.” — From Breakfast with Buddha, by Roland Merullo.   Subscribe to the Everyday Mindfulness Show.   Key Takeaways: [1:50] Mike reads a quote from Breakfast with Buddha and asks Alan about the armor we wear. [6:24] How do we mindfully address all the different armor we wear? [14:24] Who helps us protect and reinforce our armor? [22:54] Resources for discovering our armors.   Mentioned in This Episode: Landmark Worldwide   The Masks We Wear and How to Live Without Them, by Marla Sloane   Emotional Intelligence: Why It Can Matter More Than IQ, by Daniel Goleman               Alan Anderson is a long-time mindfulness practitioner and teaches to a wide range of students from children to adult; from a Harley-Davidson cohort to a tent full of 200 Buddhists. He is the founder Windhorse Retreat Center, Arts & Mindfulness for Academic Progress, and teaches through Arts@Large, Growing Minds, and Shambhala International. Prior to this, he was a professional jazz musician for 20 years and toured and recorded with Paul Cebar, playing your basic New Orleans musical gumbo.   WisdomSplinter.com   Facebook.com/WisdomSplinter   Twitter.com/WisdomSplinter     Volunteerism and service transform communities and bring purpose to life! For twenty years, Darren Tipton has been challenging people to volunteer. He is the inspiration of the volunteer mobilization resource: “Kathatika” — a call to volunteer action bringing awareness of the infinite impact of volunteer service, and the co-author of the community-based engagement curriculum of Story to Service. He’s the founder of Project Humanity, a nonprofit focused on empowering women in Africa.   ProjectHumanity.com   Facebook.com/ProjectHumanity   Twitter.com/PjctHumanity     The Sponsors of This Week’s Episode: The “Can I Kiss You?” Book & Instructor’s Guide.   Zen Parenting Radio — A podcast to help you feel outstanding. Join Cathy, Todd and Mike Domitrz and other amazing experts at the Zen Parenting Conference — Be a Force for Good in Chicago on March 2nd and 3rd. Learn more about your ad choices. Visit megaphone.fm/adchoices

What does it mean to be mindful? Is mindfulness a mindset, a way of life or is it a practice? Is mindfulness congruent with religion or meditation? Is mindfulness hard? Host Mike Domitrz welcomes CAST members Alan Anderson, Barry Moniak, and Holly Duckworth to explore common myths surrounding mindfulness and to share how mindfulness myths have affected their lives.    Subscribe to the Everyday Mindfulness Show.    Key Takeaways:    [1:42] Mike asks the CAST “What is the biggest myth you hear surrounding mindfulness?”  [11:07] Using images to portray mindfulness.  [18:17] What is mindful work?  [23:25] A common myth is meditating is napping.  [27:15] The CAST shares mindfulness myths that have affected them.    Mentioned in This Episode:     Emotional Intelligence, by Daniel Goleman       Alan Anderson is a long-time mindfulness practitioner, and teaches to a wide range of students from children to adult; from Harley-Davidson cohort to a tent full of 200 Buddhists. He is the founder Windhorse Retreat Center, Arts & Mindfulness for Academic Progress, and teaches through Arts@Large, Growing Minds, and Shambhala International. Prior to this, he was a professional jazz musician for 20 years and toured and recorded with Paul Cebar, playing your basic New Orleans musical gumbo.    WisdomSplinter.com    Facebook.com/WisdomSplinter    Twitter.com/WisdomSplinter      Holly Duckworth, LSP, CAE, CMP. A nationally recognized author, speaker and coach for leadership and mindfulness. She works with stressed out leaders to create profits, peace, and presence in uncertain times. Holly is a regular columnist for several publications including MeetingsNet News, and writes regularly on the future of leadership for Science of Mind magazine.    HollyDuckworth.com     Facebook.com/duckworth.holly    Twitter.com/hduckworth      Barry Moniak brings insightful experience and profound discovery to his entertaining, interactive presentations. He inspires audiences to embrace a “befriend fear” mindset to build focused, energized, synergistic winning teams. Known affectionately as the “CEO Whisperer,” Barry gets leaders to not see people as they think they are, but rather as they truly are. He identifies operational strengths and weaknesses and creates a “befriend fear” modus operandi. This is the foundation for an extraordinary, winning, synergistic culture.    Endinmind.com    Facebook.com/endinmind    Twitter.com/BarryMoniak      The Sponsors of This Week’s Episode:    Zen Parenting Radio — A podcast to help you feel outstanding.     Yes Means Yes: An Introduction to Consent and Boundaries a book for young people by Christine Babinec.  Learn more about your ad choices. Visit megaphone.fm/adchoices

How much attention are you paying to the number of "likes" you get on social media? Do you seek constant feedback from others to feel valued? What do you think of when you hear the word "Ego"? Is it a negative connotation? What about "Warrior"? Can a warrior be meek and still be strong? Host, Mike Domitrz, along with CAST members Alan Anderson, Rick Clemons, Barry Moniak, and Pat Corrigan Culotti investigate the quandary, “If our primary goal is to serve others, how can our ego serve us?”    The quote that inspired this conversation is “The warrior of meek has abandoned gain, victory, and fame, leaving them far behind. You are not dependent on feedback from others because you have no doubt about yourself. You do not rely on encouragement or discouragement; therefore, you also have no need to display your valor to others.” from Shambhala: The Sacred Path of the Warrior, by Chögyam Trungpa    Subscribe to the Everyday Mindfulness Show.    Mentioned in This Episode:  Shambhala: The Sacred Path of the Warrior, by Chögyam Trungpa  Brené Brown     Alan Anderson is a long-time mindfulness practitioner, and teaches to a wide range of students from children to adult; from Harley-Davidson cohort to a tent full of 200 Buddhists. He is the founder Windhorse Retreat Center, Arts & Mindfulness for Academic Progress, and teaches through Arts@Large, Growing Minds, and Shambhala International. Prior to this, he was a professional jazz musician for 20 years and toured and recorded with Paul Cebar, playing your basic New Orleans musical gumbo.   Wisdomsplinter.com   Facebook.com/WisdomSplinter/   Twitter.com/wisdomsplinter    Rick Clemons is the Author of Frankly My Dear I’m Gay, Host of The Coming Out Lounge podcast, certified life coach, TEDx Speaker, world record holder, and a guy who’s helped 1,000’s of people in over 50 countries across the globe come out of the closets of their lives to escape their bullshit, explore their fears, and elevate their f*cking self-expression.   Rickclemons.com  Facebook.com/rickclemonsofficial  Twitter.com/RickClemons    Pat Corrigan Culotti, CTI, MTF began her studies of traditional Yang-style Tai Chi and Qigong exercises in 1977, under the tutelage of world-renown instructors. Inspired by their wisdom and the healthful benefits of Tai Chi, Pat started to teach Tai Chi herself in 1981. Pat holds certification as a Master Instructor of Tai Chi Fundamentals®, from   Tricia Yu, MA, CTI, allowing her to train and certify others to teach this medically recommended movement system of tai chi.    EnhancingBalance.com   Facebook.com/EnhancingBalance   Barry Moniak brings insightful experience and profound discovery to his entertaining interactive presentations. He inspires audiences to embrace a “befriend fear” mindset to build focused, energized, synergistic winning teams. Known affectionately as the “CEO Whisperer,” Barry gets leaders to not see people as they think they are, but rather as they truly are. He identifies operational strengths and weaknesses and creates a “befriend fear” modus operandi. This is the foundation for an extraordinary, winning, synergistic culture.   Endinmind.com  Facebook.com/endinmind   Twitter.com/BarryMoniak    The Sponsor of This Week’s Episode:    The “Can I Kiss You?" Book & Instructor’s Guide from DateSafeProject.org.    Tweetables:    “Where does your ego aid you and the world?” @mindfulnessshow   “I am a vessel of humanity here to serve.” @RickClemons   “Imagine a warrior who is fearless and completely free from aggression.” @WisdomSplinter   “I take every opportunity to learn from my students. I will stop teaching if I stop learning.” — Pat Culotti. @mindfulnessshow    “If I have people around me to give me clear, valid reflection then I can temper my ego.” @barrymoniak Contact Us:   The Everyday Mindfulness Show   listen@everydaymindfulnessshow.com   Everyday Mindfulness Show on Facebook  Learn more about your ad choices. Visit megaphone.fm/adchoices

Writing is an author’s special gift they share with the world. But does a story manifest itself, guiding an author through the process, or does an author write what is in their mind? Host, Mike Domitrz welcomes CAST members Alan Anderson, Lisa Baker King, Alexandra Folz, and Berni Xiong to discuss the origin of their creative process, and to share from which tools and resources they glean inspiration. This conversation was inspired by this quote from The Great Work of Your Life, by Stephen Cope: “Well, the book has a spine. A dharma. But you don’t know what it’s dharma is until you begin to write it. Forget about all the things you said to yourself about your book at the beginning of the project, or what you told your editor or what you wrote in your brilliant book proposal. Know the book has its own dharma which will slowly reveal itself to you. And then you have a choice. You can choose the books dharma.” Subscribe to the Everyday Mindfulness Show.  Mentioned in This Episode: The Great Work of Your Life: A Guide for the Journey to Your True Calling, by Stephen Cope Take the Stairs: 7 Steps to Achieving True Success, by Rory Vaden 750 Words Big Magic: Creative Living Beyond Fear, by Elizabeth Gilbert “Your Elusive Creative Genius,” TED Talk by Elizabeth Gilbert Kolbe Kate Atkinson On Writing, by Stephen King   Alan Anderson is a long-time mindfulness practitioner, and teaches to a wide range of students from children to adult; from Harley-Davidson cohort to a tent full of 200 Buddhists. He is the founder Windhorse Retreat Center, Arts & Mindfulness for Academic Progress, and teaches through Arts@Large, Growing Minds, and Shambhala International. Prior to this, he was a professional jazz musician for 20 years, and toured and recorded with Paul Cebar, playing your basic New Orleans musical gumbo. WisdomSplinter.com Facebook.com/WisdomSplinter Twitter.com/WisdomSplinter   Lisa Baker-King is on a mission to connect families, celebrate children, and change companies. As the owner of L B K Kreatives, and a celebrated author, Lisa is joined by a team of ghost marketers whose primary aim is to help small businesses fantastically flourish. As ghost marketers, they are guided by the fundamental belief that business should serve our lives and our lives should not serve our businesses. Lisa celebrates mindfulness by honoring her health and fitness, and operating by standards set by her faith, which says to love above all else. YourGhostMarketer.com Facebook.com/YourGhostMarketer/ Twitter.com/URGhostMarker   Alexandra Folz is an advanced practice nurse, author, and intuitive, and has worked in the healing profession for over twenty years. Along with being the member liaison and a team leader for Building Connected Communities, she currently serves the holistic health of others through intuitive readings and counseling. Alexandra has been using her clairaudient, clairvoyant, and empathic abilities for intuitive guidance for over a decade, and she is passionate about expanding her awareness and assisting others in doing the same. Alexandra is certified in Healing Touch and Reiki, and facilitates meditative journeys at Firefly Energy Center in Gig Harbor, WA. She is a hospice volunteer and her adoration for the art of caring and healing is at the heart of all her service. AlexandraFolz.com Facebook.com/TheHeirloom Twitter.com/AlexandraFolz   Berni Xiong is The Shin Kicking Life Spark. She owns and runs Brave Bear Media, an intuitive coaching and consulting boutique helping impact-driven individuals speak up, stand out, and change the world. She is a contributing author of Chicken Soup for the Soul: Time to Thrive, and contributing writer at The Huffington Post. When she’s not kicking shins, she is hanging out at her Reiki studio in the Twin Cities. Bernixiong.com Facebook.com/BraveBearMedia/ Twitter.com/bernixiong   Contact Us: The Everyday Mindfulness Show listen@everydaymindfulnessshow.com Everyday Mindfulness Show on Facebook Learn more about your ad choices. Visit megaphone.fm/adchoices

Host, Mike Domitrz, welcomes Alan Anderson for an enlightening conversation on mindfulness and living a life of mindfulness. Alan is an educator who has taken an unique journey over multitude of decades, including learning from some of the most renown teachers of Mindfulness in the World. Together, Alan and Mike explore mindfulness beyond yoga and meditation, the depths a person must muddle through to attain mindfulness, and how to integrate multi-dimensional mindfulness into everyday life. They also explore the ideas of current thought leaders and books to assist those at any stage of their mindfulness journey. Subscribe to the Everyday Mindfulness Show.   Key Takeaways: [2:21] In college, Alan began his quest for mindfulness while many others were experimenting with drugs. [5:10] Alan explains the difference between mindfulness and the discoveries of mindfulness? [11:06] Mike shares how a moment of mindfulness dramatically transformed his life. [14:14] Through books and retreats, Alan found his Buddhists teachers. [17:27] The key to mindfulness is, it should be part of every second of your life. [19:54] The use of sense perception is the most useful mindfulness tool Alan has ever received. [24:16] Book recommendations for people at various levels of mindfulness.   Mentioned in This Episode: Arts at Large Foundation Windhorse Retreat Center in Wisconsin Loving Bravely, by Dr. Alexandra Solomon Dr. Brené Brown Shambhala Mountain Center in Colorado Turning the Mind Into an Ally, by Sakyong Mipham Mindfulness in Action, by Chögyam Trungpa The Truth of Suffering and the Path of Liberation, by Chögyam Trungpa Acharya Fleet Maull Chögyam Trungpa Rinpoche Khandro Rinpoche Sakyong Mipham Rinpoche   Alan Anderson is a long-time mindfulness practitioner, and teaches to a wide range of students from children to adult; from Harley-Davidson cohort to a tent full of 200 Buddhists. He is the founder Windhorse Retreat Center, Arts & Mindfulness for Academic Progress, and teaches through Arts@Large, Growing Minds, and Shambhala International. Prior to this, he was a professional jazz musician for 20 years and toured and recorded with Paul Cebar, playing your basic New Orleans musical gumbo. Wisdomsplinter.com Facebook.com/WisdomSplinter/ Twitter.com/wisdomsplinter   Contact Us: The Everyday Mindfulness Show listen@everydaymindfulnessshow.com Learn more about your ad choices. Visit megaphone.fm/adchoices

Can regular, detailed information sent to parents about their students’ progress lead to improved student achievement? That question was put to the test by in a field experiment in the Los Angeles school system in which parents were given information by text, phone or email about their children’s missing assignments. The results for high school students show surprisingly large […] The post Improving student outcomes by giving parents detailed information about their child’s academic progress: An interview with Peter Bergman, Professor, Teachers College, Columbia University – Episode #116 appeared first on Gov Innovator podcast.

Protest and resistance have been grassroots tools that communities use to create systemic change. Today, protests in education are demanding common-sense approaches to education and education reform. Students, parents and families, teachers are banding together in cities across the country in protest of, among other things, school discipline policies and practices, teacher evaluation rubrics, and standardized tests. My guest, Jesse Hagopian, is a history teacher at Garfield High School in Seattle, Washington. Jesse recently organized his fellow teachers at Garfield and other Seattle schools and refused to administer the state standardized test, the MAP (Measures of Academic Progress). This boycott has led to several other local efforts to resist the national push to test public-school students, rather than provide meaningful, teacher-developed assessment. Jesse will talk to us about the MAP boycott and about how it fits in the larger picture of resistance and protest in education. Host Allison R. Brown is a civil rights attorney and President of Allison Brown Consulting (ABC), which works with schools and non-profit organizations to create education equity plans and promote equity in education in compliance with federal civil rights law.

At the Parent Talk on Oct. 7, UNM’s premiere tutoring service, the Center for Academic Program Support, CAPS, and a University College representative provide information on services to aid student success.