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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As children file back into America’s classrooms, they bring with them “backpacks full of emotion,” says Katie Hurley, a child psychotherapist and author of \"\u003c/span>\u003ca href=\"https://www.amazon.com/Happy-Kid-Handbook-Children-Stressful/dp/0399171819\">\u003cspan style=\"font-weight: 400\">The Happy Kid Handbook\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\" \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> And they are counting on adults to “work together to help them sort it out.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During children’s early years, teachers and caregivers have a prime opportunity to focus on emotional skills that support students’ \u003c/span>\u003ca href=\"https://www.edutopia.org/sel-research-learning-outcomes#outcomes\">\u003cspan style=\"font-weight: 400\">academic achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, wellness and sense of connectedness. Some of the most effective strategies are also the simplest – which is good, says Hurley, because “we are all running on empty.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-In with Emotions\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many early childhood and elementary classrooms start the day with a date and weather check. This is a good place to also include a “feelings check,” says Hurley. For example, try creating pockets that are labeled with different emotions and asking kids to put a popsicle stick in the pocket that matches their mood. It’s a quick temperature check that allows the teacher to scan the class and see who might need a little extra attention. Families can also check in at dinner or before bed, taking turns sharing two or three words to describe their day.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Breathe In, Breathe Out\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When kids’ emotions are running hot – if they are bringing anger or anxiety into the classroom – there are several strategies teachers can use to help them cool down. And while there is no one-size-fits-all method, in Hurley’s experience, “deep breathing is the single best thing you can do to calm down your central nervous system.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That said, simply telling kids to “take a deep breath” is rarely effective. Hurley recommends using a \u003c/span>\u003ca href=\"https://www.pbs.org/parents/thrive/breathing-exercises-to-help-calm-young-children\">\u003cspan style=\"font-weight: 400\">memorable, guided strategy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> such as square breathing, pretending to blow out birthday candles or pretending to blow up a balloon.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key is practice and adult support, says Hurley. \"You have to practice this when they're calm. When kids are hot, it's not the time to start saying, ‘Do deep breathing.’ The brain will say, ‘That'll never work. This is a five-alarm fire – I can't just breathe my way through it!’ But when we take those deep breaths, the brain starts to say, ‘Oh, wait a minute, it's not as bad as I thought. I can handle this.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we practice deep breathing regularly, it becomes a habit. Habitual strategies are key because when we are faced with a stressor, we instinctively enter “fight or flight mode.” And then it is harder for our brains to access coping strategies. Hurley urges parents and teachers to start the day with a breathing exercise, take a mid-day breathing break and do it again before bed. “That way our brain internalizes it and says, ‘Oh, hey, you know what? Breathing calms me down. This is something that helps me feel good.’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Maintain a Balanced Wellness Diet \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our brains tend to overreact to perceived threats and stressors, says Hurley, sending up false alarms that say to us, “This is bad. Nothing's working. Everything's horrible. You're in trouble.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And this internal alarm system is extra-sensitive when basic needs are not being met including sleep, exercise, hydration and nutrition. Hurley emphasizes the following basics with parents and teachers: kids need 10 to 12 hours of sleep at night; they need to drink water; they need to move their bodies; and they need to eat healthy foods. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's all interrelated. When these needs aren’t being met, children’s coping skills are compromised and one little stressor, like a timed math test, can send their brains into overload.” That’s why a system-wide commitment to healthy school lunches, movement breaks and recess supports students’ physical, mental and emotional wellbeing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>“Let’s Do This Together”\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children are emotionally hot, adults often send them away to deal with their feelings on their own – such as out into the hallway or up to their room. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of that comes from our own anxiety, says Hurley. “When our kids yell at us or throw a tantrum, it triggers us. We might think, ‘Oh no, I don’t know how to handle this.’” But this strategy also makes logical sense to us: “When adults get overwhelmed with emotion, we\u003c/span> \u003cspan style=\"font-weight: 400\">want to be alone. We say, ‘I just need five minutes to myself to collect my thoughts.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But most kids don't want that. “When kids are feeling their worst is when they want the most connection,” says Hurley. When they lose control, what they are really saying is “‘I need you – I don't know how to do this.’ But we send them away to be alone with all their negative, scary, intrusive thoughts.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, says Hurley, “we have to learn how to meet their storm with our calm.” That starts with empathy, says Hurley. Alternatively, she suggests saying, “'This is really hard,' or 'I can see that you are really upset/angry/scared.'” Then follow it with “I'm going to help you through it. Now sounds like a good time to take a nice deep breath. Let’s do this together. Do you want to do square breathing or blow up a balloon?\" \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For those everyday emotional fluctuations, Hurley recommends that teachers and parents create a “calm corner” in the house or classroom: a place where children can self-select to spend a few minutes when they notice their emotional temperature rise. You can stock it with soft squeeze balls, glitter jars or fancy coloring pages – anything that is a tension reliever.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These small interventions not only support emotional health, but they also build adult-child relationships that will pay off over time. “Children need anchors, and we are their anchors,\" says Hurley. \"That's our job as parents, as educators and as coaches. We have to practice these things on our own so that when things go wrong – and they will every single day – we will feel ready for it.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">For the first three days of summer camp, Stephanie Lucianovic’s 8-year-old son arrived home with tear-streaked cheeks. The causes varied — a skinned knee, another child kicking sand on his water bottle and other small bumps in days filled with climbing trees and making clay art. “All valid, emotional things, but he was really very quick to tears those first couple of days,” said Lucianovic, who lives in Menlo Park, California. For most of the 2020-21 school year, her son attended second grade in a hybrid format, with alternating weeks of in-person and virtual classes. She attributed his summer camp reactions to emotions worn thin by the dealing with many changes since COVID-19 arrived in the spring of his first grade year.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/grubreport/status/1418620388406218752\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lucianovic’s observations echoed what camp directors noticed among many kids this season, according to Tom Rosenberg, President and CEO of the American Camp Association. One camp director called it “the summer of more,” he said, because they saw “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58263/at-summer-camp-more-anxiety-more-learning-more-hugs-same-fun\">\u003cspan style=\"font-weight: 400\">more joy, but also more anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, more amplified emotional distress, more, you know, challenges.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"http://www.muniyakhannaphd.com/drkhanna.html\">\u003cspan style=\"font-weight: 400\">Muniya Khanna\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, strong emotional reactions and increased social discomfort are predictable responses as youngsters emerge from more than a year of isolation and altered routines caused by the pandemic. Khanna is a clinical psychologist in Pennsylvania who specializes in treatment of childhood anxiety. She explained that anxiety is part of the body’s fight-or-flight response to uncertainty. While in-person activities may be billed as a “return to normal,” Khanna said it also brings with it the uncertainties of social interactions with which children have been out of practice. As a result, she said, children’s bodies are “kind of primed to feel really more uncomfortable than ever before in going towards those things.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ease the adjustment, Khanna and other experts recommended that parents and teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">\u003cspan style=\"font-weight: 400\">listen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and observe, help children shift their focus, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school\">\u003cspan style=\"font-weight: 400\">reestablish routines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and communicate with each other. “This won’t be an ideal transition. But I do think if we kind of stick to those basics, that we’re going to get there,” said Khanna.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What Parents Can Do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents like Lucianovic, child psychiatrist \u003c/span>\u003ca href=\"https://childmind.org/bio/michael-enenbach-md/\">\u003cspan style=\"font-weight: 400\">Michael Enenbach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends learning the \u003c/span>\u003ca href=\"https://childmind.org/article/what-are-the-signs-of-anxiety/\">\u003cspan style=\"font-weight: 400\">signs of anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and simply paying attention. “Checking in every day, like, ‘How’s your anxiety? How’s your depression?’ can be a little bit much for a kid,” said Enenbach, who is clinical director and associate medical director at the Child Mind Institute. “So it’s about observing their behaviors, observing what they’re struggling with and then sort of having an open-ended conversation with them.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While problems such as bullying or severe depression may require help from school leaders or a psychologist, Khanna said anxiety usually comes from the “what ifs.” The fastest way to get out of that spiral is to help children ask different questions and plan action. One young girl Khanna worked with this summer was worried about getting teased on the bus. Rather than identifying all the ways to solve the potential problem, Khanna helped the girl plan what she wanted to do more of on the bus, including saying “hi” to all the classmates she knows. “Planning that action actually creates a lot of relief,” Khanna said. “It’s like you’ve just given your body the signal that you’re OK because you’ve just planned to do something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shifting the focus \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">doesn’t mean pretending everything is OK\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and it doesn’t mean children won’t experience discomfort when they get back on the bus or in the classroom. But Dr. Khanna said it can guide children to strategies for making themselves feel better in hard moments. “Whenever we work with kids with any kind of anxiety, we’re trying to help them identify the thing that they’ve been avoiding and then try to move them slowly towards getting more and more comfortable doing those things.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help her son through the first week of camp, Lucianovic said they talked about his feelings and strategized how to recover and return to fun throughout the day. By the time three weeks had passed, the 8-year-old had a different reason to be sad: he didn’t want camp to end. Still, the experience made Lucianovic worried about the emotional needs of other kids as schools reopen in the wake of distance or hybrid learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What Teachers Can Do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m very concerned that our schools are just going to act like everything is just normal and fine because we’re all back together,” Lucianovic said. Rather than waiting to \u003c/span>\u003ca href=\"https://childmind.org/audience/for-educators/\">\u003cspan style=\"font-weight: 400\">respond to warning signs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she wants to see schools proactively help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57503/outside-inside-is-a-time-capsule-that-helps-kids-and-adults-reflect-on-pandemic-life\">\u003cspan style=\"font-weight: 400\">process what’s happened in their lives since March 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I’m talking about really open forums of, like, ‘Hey, we’ve been through this and we should sit with the fact that it sucks and validate those feelings,’ so that kids just don’t feel like they’re supposed to pretend to be normal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Affirming children’s emotions is one the best things adults can do as kids cope with stressful changes, according to Khanna. “Our job is to demonstrate confidence and calm and that they’re going to be OK,” she said. Another role that teachers in particular can play is creating predictability. That can include taking tours of the school and classroom, setting behavioral expectations, breaking down tasks into individual steps and providing an agenda. “Every time we do something in a consistent way … our body learns and it resets and it will get better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With amplified stress this year, kids might need more practice with routines, and teachers might need more patience. Rosenberg, of the ACA, said camp staff this summer found that kids needed more transition time between activities. They also found that, even as campers expressed more discomfort with interacting with new people, they really craved chances to just talk. Making time right away for students to build relationships is a lesson teachers can take from summer camps, Rosenberg said. And getting outside and being active is a great way to do that. “I think that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">kinetic and experiential learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is exactly what kids need after they’ve been isolated and sheltered for 18 months.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To manage the tension between social anxiety and the need to connect, Dr. Khanna recommended starting with small steps and building up. For example, instead of jumping into round-robin reading, a teacher can have pairs read aloud to each other, then to a group of five, then to the whole class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When tolerable anxiety morphs into a breakdown or acting out, removing the student from the classroom or stressor isn’t the best idea, Khanna said. It’s a short-term solution, because the relief from the fight-or-flight reaction “actually came in the form of leaving the problem and now you’re probably going to have it come up again.” Instead, she suggested finding a small task that allows the student to regain a sense of control — that planned action idea again. Ideally, the task will include an avenue for rejoining the group when the student is ready. For instance, a teacher might ask if the student wants to organize the classroom bookshelf for a few minutes and then pick one book that the class can read together.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How Parents and Teachers Can Work Together\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety about the return to school buildings isn’t exclusive to children or teens. Parents and teachers have dealt with a lot of change during the pandemic, and surging coronavirus cases from the Delta variant have thrown \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58384/a-vaccine-for-children-is-not-likely-to-be-approved-until-the-end-of-year\">\u003cspan style=\"font-weight: 400\">additional stressors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the mix. To ensure that they can support young people, adults first need to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57818/if-your-brain-feels-foggy-and-youre-tired-all-the-time-youre-not-alone\">\u003cspan style=\"font-weight: 400\">take care of themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Enenbach said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents and teachers need to support each other. “Parent-teacher conferences generally revolve around how the kid is doing,” Enenbach said. “But I think it’s nice for the teacher to check in with the parents and the parent to check in with the teacher just to see how they’re doing. It’s just sort of an empathic thing to do that really solidifies that relationship.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enenbach also said it’s more important than ever for parents and teachers to communicate about what they’re observing in the classroom and at home. He pointed out that back-to-school time always brings \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58292/an-8th-grader-finally-returns-to-school-in-person-hoping-it-lasts\">\u003cspan style=\"font-weight: 400\">a mix of excitement and anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While those feelings are understandably heightened now, he said, “We’ll get through this and we’ll get through it together.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enenbach and Khanna both warned against imposing artificial timelines, though. In particular, the readjustment period may be hardest and longest for children who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54238/your-strategies-for-supporting-anxious-kids-at-home-and-at-school\">\u003cspan style=\"font-weight: 400\">struggled with anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic, those who entered remote learning \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">\u003cspan style=\"font-weight: 400\">just before hitting a developmental milestone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and children who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">\u003cspan style=\"font-weight: 400\">experienced trauma\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during this period.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Menlo Park, Lucianovic’s freshly minted third grader returned to school in late August. So did her older son, a middle schooler who completed all of last year online. After the first week, Lucianovic reported that her kids’ spirits were high. Still, she was bracing for tears or yelling to come eventually. As Rosenberg said, “The impact of the pandemic is not going to melt away with one summer camp.” The same goes for the first week of school.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For the first three days of summer camp, Stephanie Lucianovic’s 8-year-old son arrived home with tear-streaked cheeks. The causes varied — a skinned knee, another child kicking sand on his water bottle and other small bumps in days filled with climbing trees and making clay art. “All valid, emotional things, but he was really very quick to tears those first couple of days,” said Lucianovic, who lives in Menlo Park, California. For most of the 2020-21 school year, her son attended second grade in a hybrid format, with alternating weeks of in-person and virtual classes. She attributed his summer camp reactions to emotions worn thin by the dealing with many changes since COVID-19 arrived in the spring of his first grade year.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lucianovic’s observations echoed what camp directors noticed among many kids this season, according to Tom Rosenberg, President and CEO of the American Camp Association. One camp director called it “the summer of more,” he said, because they saw “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58263/at-summer-camp-more-anxiety-more-learning-more-hugs-same-fun\">\u003cspan style=\"font-weight: 400\">more joy, but also more anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, more amplified emotional distress, more, you know, challenges.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For \u003c/span>\u003ca href=\"http://www.muniyakhannaphd.com/drkhanna.html\">\u003cspan style=\"font-weight: 400\">Muniya Khanna\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, strong emotional reactions and increased social discomfort are predictable responses as youngsters emerge from more than a year of isolation and altered routines caused by the pandemic. Khanna is a clinical psychologist in Pennsylvania who specializes in treatment of childhood anxiety. She explained that anxiety is part of the body’s fight-or-flight response to uncertainty. While in-person activities may be billed as a “return to normal,” Khanna said it also brings with it the uncertainties of social interactions with which children have been out of practice. As a result, she said, children’s bodies are “kind of primed to feel really more uncomfortable than ever before in going towards those things.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To ease the adjustment, Khanna and other experts recommended that parents and teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57108/listen-and-connect-how-parents-can-support-teens-mental-health-right-now\">\u003cspan style=\"font-weight: 400\">listen\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and observe, help children shift their focus, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58274/safety-agency-connection-priorities-to-help-students-transition-back-to-school\">\u003cspan style=\"font-weight: 400\">reestablish routines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and communicate with each other. “This won’t be an ideal transition. But I do think if we kind of stick to those basics, that we’re going to get there,” said Khanna.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What Parents Can Do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For parents like Lucianovic, child psychiatrist \u003c/span>\u003ca href=\"https://childmind.org/bio/michael-enenbach-md/\">\u003cspan style=\"font-weight: 400\">Michael Enenbach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> recommends learning the \u003c/span>\u003ca href=\"https://childmind.org/article/what-are-the-signs-of-anxiety/\">\u003cspan style=\"font-weight: 400\">signs of anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and simply paying attention. “Checking in every day, like, ‘How’s your anxiety? How’s your depression?’ can be a little bit much for a kid,” said Enenbach, who is clinical director and associate medical director at the Child Mind Institute. “So it’s about observing their behaviors, observing what they’re struggling with and then sort of having an open-ended conversation with them.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While problems such as bullying or severe depression may require help from school leaders or a psychologist, Khanna said anxiety usually comes from the “what ifs.” The fastest way to get out of that spiral is to help children ask different questions and plan action. One young girl Khanna worked with this summer was worried about getting teased on the bus. Rather than identifying all the ways to solve the potential problem, Khanna helped the girl plan what she wanted to do more of on the bus, including saying “hi” to all the classmates she knows. “Planning that action actually creates a lot of relief,” Khanna said. “It’s like you’ve just given your body the signal that you’re OK because you’ve just planned to do something.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shifting the focus \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">doesn’t mean pretending everything is OK\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and it doesn’t mean children won’t experience discomfort when they get back on the bus or in the classroom. But Dr. Khanna said it can guide children to strategies for making themselves feel better in hard moments. “Whenever we work with kids with any kind of anxiety, we’re trying to help them identify the thing that they’ve been avoiding and then try to move them slowly towards getting more and more comfortable doing those things.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help her son through the first week of camp, Lucianovic said they talked about his feelings and strategized how to recover and return to fun throughout the day. By the time three weeks had passed, the 8-year-old had a different reason to be sad: he didn’t want camp to end. Still, the experience made Lucianovic worried about the emotional needs of other kids as schools reopen in the wake of distance or hybrid learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What Teachers Can Do\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m very concerned that our schools are just going to act like everything is just normal and fine because we’re all back together,” Lucianovic said. Rather than waiting to \u003c/span>\u003ca href=\"https://childmind.org/audience/for-educators/\">\u003cspan style=\"font-weight: 400\">respond to warning signs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she wants to see schools proactively help students \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57503/outside-inside-is-a-time-capsule-that-helps-kids-and-adults-reflect-on-pandemic-life\">\u003cspan style=\"font-weight: 400\">process what’s happened in their lives since March 2020\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I’m talking about really open forums of, like, ‘Hey, we’ve been through this and we should sit with the fact that it sucks and validate those feelings,’ so that kids just don’t feel like they’re supposed to pretend to be normal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Affirming children’s emotions is one the best things adults can do as kids cope with stressful changes, according to Khanna. “Our job is to demonstrate confidence and calm and that they’re going to be OK,” she said. Another role that teachers in particular can play is creating predictability. That can include taking tours of the school and classroom, setting behavioral expectations, breaking down tasks into individual steps and providing an agenda. “Every time we do something in a consistent way … our body learns and it resets and it will get better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With amplified stress this year, kids might need more practice with routines, and teachers might need more patience. Rosenberg, of the ACA, said camp staff this summer found that kids needed more transition time between activities. They also found that, even as campers expressed more discomfort with interacting with new people, they really craved chances to just talk. Making time right away for students to build relationships is a lesson teachers can take from summer camps, Rosenberg said. And getting outside and being active is a great way to do that. “I think that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">kinetic and experiential learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is exactly what kids need after they’ve been isolated and sheltered for 18 months.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To manage the tension between social anxiety and the need to connect, Dr. Khanna recommended starting with small steps and building up. For example, instead of jumping into round-robin reading, a teacher can have pairs read aloud to each other, then to a group of five, then to the whole class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When tolerable anxiety morphs into a breakdown or acting out, removing the student from the classroom or stressor isn’t the best idea, Khanna said. It’s a short-term solution, because the relief from the fight-or-flight reaction “actually came in the form of leaving the problem and now you’re probably going to have it come up again.” Instead, she suggested finding a small task that allows the student to regain a sense of control — that planned action idea again. Ideally, the task will include an avenue for rejoining the group when the student is ready. For instance, a teacher might ask if the student wants to organize the classroom bookshelf for a few minutes and then pick one book that the class can read together.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How Parents and Teachers Can Work Together\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anxiety about the return to school buildings isn’t exclusive to children or teens. Parents and teachers have dealt with a lot of change during the pandemic, and surging coronavirus cases from the Delta variant have thrown \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58384/a-vaccine-for-children-is-not-likely-to-be-approved-until-the-end-of-year\">\u003cspan style=\"font-weight: 400\">additional stressors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the mix. To ensure that they can support young people, adults first need to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57818/if-your-brain-feels-foggy-and-youre-tired-all-the-time-youre-not-alone\">\u003cspan style=\"font-weight: 400\">take care of themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Enenbach said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, parents and teachers need to support each other. “Parent-teacher conferences generally revolve around how the kid is doing,” Enenbach said. “But I think it’s nice for the teacher to check in with the parents and the parent to check in with the teacher just to see how they’re doing. It’s just sort of an empathic thing to do that really solidifies that relationship.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enenbach also said it’s more important than ever for parents and teachers to communicate about what they’re observing in the classroom and at home. He pointed out that back-to-school time always brings \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58292/an-8th-grader-finally-returns-to-school-in-person-hoping-it-lasts\">\u003cspan style=\"font-weight: 400\">a mix of excitement and anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While those feelings are understandably heightened now, he said, “We’ll get through this and we’ll get through it together.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Enenbach and Khanna both warned against imposing artificial timelines, though. In particular, the readjustment period may be hardest and longest for children who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54238/your-strategies-for-supporting-anxious-kids-at-home-and-at-school\">\u003cspan style=\"font-weight: 400\">struggled with anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic, those who entered remote learning \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">\u003cspan style=\"font-weight: 400\">just before hitting a developmental milestone\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and children who \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57982/trauma-is-a-lens-not-a-label-how-schools-can-support-all-students\">\u003cspan style=\"font-weight: 400\">experienced trauma\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during this period.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Menlo Park, Lucianovic’s freshly minted third grader returned to school in late August. So did her older son, a middle schooler who completed all of last year online. After the first week, Lucianovic reported that her kids’ spirits were high. Still, she was bracing for tears or yelling to come eventually. As Rosenberg said, “The impact of the pandemic is not going to melt away with one summer camp.” The same goes for the first week of school.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Memorization can get a bad rap in education debates, conjuring images of mindless repetition or a “drill and kill” pedagogy. After all, why memorize something when we can look it up on our phone?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But memory is inextricably tied to learning. “You don’t really really learn anything unless you have it in your long-term memory,” says Barbara Oakley, co-author of the new book \"\u003c/span>\u003ca href=\"https://www.amazon.com/Uncommon-Sense-Teaching-Practical-Insights/dp/0593329732\">\u003cspan style=\"font-weight: 400\">Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our brains are wired to acquire “biologically primary material” with very little effort – think of a toddler learning their first language. Oakley calls this the “easy stuff.” Biologically secondary material – or “the hard stuff” – includes skills that we haven’t yet evolved to do, but that we can acquire and store in our long-term memory with instruction and practice. These include reading, writing and mathematics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In classrooms, some students absorb and master these skills faster than others. Oakley calls these “\u003ca href=\"https://www.kqed.org/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students\">race car learners\u003c/a>” who zoom to the finish line. In contrast “other students have \u003ca href=\"https://www.kqed.org/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students\">hiker brains,\u003c/a>” says Oakley. “They get to the finish line, but more slowly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite what students typically believe, speed is not necessarily an advantage, says Oakley, and understanding memory systems can help teachers support both the race car and hiker approaches to learning. And that starts with understanding working memory.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>The Role of Working Memory\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Working memory is a temporary holding area for thoughts while you are using them. Oakley visualizes it as an octopus sitting in your prefrontal cortex, juggling a set of balls. The working memory can hold about four “balls” at once before they start dropping. That’s why we can remember two or three items we need to pick up at the store, but if the list is much longer than that, we’ll need to write it down. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process – unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Race car students often have “a very high capacity working memory” that is more efficient at holding material and moving it into long-term storage, says Oakley. Hiker students may need more repetition and practice to retain the same material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I lived the hiker experience,” says Oakley, a decorated engineering professor who tells her students about her struggles learning math and science. “I don’t have a great working memory, so in college I'd have to take notes like a stenographer and then stay up late to try to understand. And I would come to understand it so deeply that all the race car learners would come and ask me ‘can you explain this?’ It took me a really long time to get something, but when I got it, oh, I got it at a very deep level.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because many students don’t understand their working memory, they study ineffectively, she says. They read over their notes or stare at a list of vocabulary words and think “I’ve got it.” And they do have it in their brain – while they have their notes in front of them. But working memory is short term. Hiker students, in particular, need concrete strategies for moving material into long-term storage. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that’s where the next two memory systems come into play. As Oakley says, “Our brain learns through two major pathways: the declarative and the procedural. And if you throw one out, it's like saying, ‘Okay, I want you to be a faster sprinter. Now hop on one leg.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Understanding Declarative and Procedural Memory Systems\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Declarative memory refers to facts and information that we can consciously recall “or declare” – that we can pull out of long-term storage when needed to solve a problem, complete a task, or engage in a discussion. In contrast, the procedural memory involves knowing how to do something “by heart.” For example, once we master typing, tying a shoe, cooking a favorite recipe, or driving the route to work, it no longer takes conscious thought to engage in these activities. In fact, if strong typers think about where letters are on the keyboard, it will slow down their typing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakley notes that the declarative system is the “speedy way of learning” and often the first way older students and adults acquire information. The procedural system comes more slowly and is engaged through practice, practice and more practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two systems work hand-in-hand to achieve expertise. For example, declarative memory can help a piano player learn an unfamiliar piece of music as they draw on their knowledge of notes, chords, tempo and dynamics. But once they’ve practiced a piece so much that they can play it without looking at the music, the piece resides in the procedural memory. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young children learn largely through the procedural system, says Oakley, which is why approaches such as Montessori have proven so effective in the early years. Adult brains take in much of their new learning through the declarative system. The best K-12 teachers draw on both systems to support student learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Putting It All Together To Support Student Learning\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m really advocating a balanced approach,” says Oakley. Whether a teacher trends more toward lecture-based teaching or toward hands-on group activities, the key to success is “active learning” that activates both the declarative and procedural learning pathways. Even small changes in teaching can make a big difference to students as they “learn how to learn.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Active learning is when “the student themself is grappling with the material,” says Oakley. “This really builds our procedural links in long-term memory. While you \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be actively learning while you are staring at the professor, you can’t do that for very long.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simple strategies for integrating more active learning into a class period include: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Offering brain breaks\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">: Breaks are crucial to long-term memory formation. When students relax mentally, even for a minute or two, it gives their brain time to consolidate new learning. Think of it as interval training for the brain, says Oakley.\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Use the Jot-Recall Technique: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Pause while teaching and help students check whether they’ve moved the material from working into long-term memory. Take one minute and have them jot down important ideas from class, jot down a sketch to visually represent their learning, or jot down key ideas from previous classes that relates to the topic at hand. This retrieval practice is especially important for students who struggle with working memory.\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Teach Students How to Engage in Active Recall: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Remember the student who looks at the vocabulary list and thinks they have it memorized? Teach students to regularly put away their notes or shut their book and see what they can recall. Have them teach a science technique to a classmate, tell the story of photosynthesis to a pet, or create a study guide without looking at their notes – and then go back to fill in the gaps.\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engage in Think-Pair-Share:\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> Activities such as \u003ca href=\"https://www.readingrockets.org/strategies/think-pair-share\">think-pair-share\u003c/a> ask students to engage individually, engage with a partner and then engage with the class. In effect, they are interacting with the information three times in quick succession, helping strengthen their neural pathways.\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Practice Interleaving:\u003c/b>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\"> Interleaving\u003c/a> involves mixing up practice problems instead of working on nearly identical activities over and over again. This builds in active recall practice and cognitive flexibility as students have to consciously decide what information or procedure to apply to a given problem. And the practice builds procedural memory.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Celebrate “Desirable Difficulties”\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning something new is often a struggle because the brain is still developing pathways to store the concepts. That’s why students are most likely to give up in the early phases of a new endeavor. But what if we encouraged them to make things a little more difficult – on purpose! – as a way of jump starting their own learning? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best way to make rapid progress is to make things tougher on yourself,” says Oakley, drawing on the concept of \u003c/span>\u003ca href=\"https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_RBjork_2011.pdf\">\u003cspan style=\"font-weight: 400\">“desirable difficulties\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”, coined by cognitive psychologist Robert Bjork. “Don't just read a book or read a section of a book, see if you can retrieve those key ideas from what you just read. That's harder.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And for those students who already feel like learning is a constant struggle? Remind them that speed isn’t smarts. “Too many students think they are dumb because they don’t get it quickly the first time. You can still be a highly successful learner who is not one of those race cars who picks it up easily. There are Nobel prize winners who are hiker learners, who didn't do very well when they were in high school. They really struggled with their learning. And it was that struggle that actually helped them to see the problems that all the race car learners just jumped right over,” says Oakley. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Memorization can get a bad rap in education debates, conjuring images of mindless repetition or a “drill and kill” pedagogy. After all, why memorize something when we can look it up on our phone?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But memory is inextricably tied to learning. “You don’t really really learn anything unless you have it in your long-term memory,” says Barbara Oakley, co-author of the new book \"\u003c/span>\u003ca href=\"https://www.amazon.com/Uncommon-Sense-Teaching-Practical-Insights/dp/0593329732\">\u003cspan style=\"font-weight: 400\">Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" When teachers have a better understanding of the brain’s memory systems, they can help students develop stronger study habits and engage them in deep learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our brains are wired to acquire “biologically primary material” with very little effort – think of a toddler learning their first language. Oakley calls this the “easy stuff.” Biologically secondary material – or “the hard stuff” – includes skills that we haven’t yet evolved to do, but that we can acquire and store in our long-term memory with instruction and practice. These include reading, writing and mathematics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In classrooms, some students absorb and master these skills faster than others. Oakley calls these “\u003ca href=\"https://www.kqed.org/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students\">race car learners\u003c/a>” who zoom to the finish line. In contrast “other students have \u003ca href=\"https://www.kqed.org/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students\">hiker brains,\u003c/a>” says Oakley. “They get to the finish line, but more slowly.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite what students typically believe, speed is not necessarily an advantage, says Oakley, and understanding memory systems can help teachers support both the race car and hiker approaches to learning. And that starts with understanding working memory.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>The Role of Working Memory\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Working memory is a temporary holding area for thoughts while you are using them. Oakley visualizes it as an octopus sitting in your prefrontal cortex, juggling a set of balls. The working memory can hold about four “balls” at once before they start dropping. That’s why we can remember two or three items we need to pick up at the store, but if the list is much longer than that, we’ll need to write it down. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s also why many students struggle at following multi-step directions. It’s not a lack of focus. Their working memory simply does not have the capacity to “keep in mind” something like a five-step process – unless they’ve practiced those steps so many times that it has become a routine that doesn’t require active thought. That’s why skilled teachers spend so much time at the beginning of the year establishing classroom procedures and thinking routines. These practiced routines can free up working memory space for students to learn novel material.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Race car students often have “a very high capacity working memory” that is more efficient at holding material and moving it into long-term storage, says Oakley. Hiker students may need more repetition and practice to retain the same material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I lived the hiker experience,” says Oakley, a decorated engineering professor who tells her students about her struggles learning math and science. “I don’t have a great working memory, so in college I'd have to take notes like a stenographer and then stay up late to try to understand. And I would come to understand it so deeply that all the race car learners would come and ask me ‘can you explain this?’ It took me a really long time to get something, but when I got it, oh, I got it at a very deep level.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because many students don’t understand their working memory, they study ineffectively, she says. They read over their notes or stare at a list of vocabulary words and think “I’ve got it.” And they do have it in their brain – while they have their notes in front of them. But working memory is short term. Hiker students, in particular, need concrete strategies for moving material into long-term storage. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And that’s where the next two memory systems come into play. As Oakley says, “Our brain learns through two major pathways: the declarative and the procedural. And if you throw one out, it's like saying, ‘Okay, I want you to be a faster sprinter. Now hop on one leg.’”\u003c/span>\u003c/p>\n\u003cp>\u003cb>Understanding Declarative and Procedural Memory Systems\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Declarative memory refers to facts and information that we can consciously recall “or declare” – that we can pull out of long-term storage when needed to solve a problem, complete a task, or engage in a discussion. In contrast, the procedural memory involves knowing how to do something “by heart.” For example, once we master typing, tying a shoe, cooking a favorite recipe, or driving the route to work, it no longer takes conscious thought to engage in these activities. In fact, if strong typers think about where letters are on the keyboard, it will slow down their typing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oakley notes that the declarative system is the “speedy way of learning” and often the first way older students and adults acquire information. The procedural system comes more slowly and is engaged through practice, practice and more practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two systems work hand-in-hand to achieve expertise. For example, declarative memory can help a piano player learn an unfamiliar piece of music as they draw on their knowledge of notes, chords, tempo and dynamics. But once they’ve practiced a piece so much that they can play it without looking at the music, the piece resides in the procedural memory. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Young children learn largely through the procedural system, says Oakley, which is why approaches such as Montessori have proven so effective in the early years. Adult brains take in much of their new learning through the declarative system. The best K-12 teachers draw on both systems to support student learning. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Putting It All Together To Support Student Learning\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m really advocating a balanced approach,” says Oakley. Whether a teacher trends more toward lecture-based teaching or toward hands-on group activities, the key to success is “active learning” that activates both the declarative and procedural learning pathways. Even small changes in teaching can make a big difference to students as they “learn how to learn.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Active learning is when “the student themself is grappling with the material,” says Oakley. “This really builds our procedural links in long-term memory. While you \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> be actively learning while you are staring at the professor, you can’t do that for very long.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simple strategies for integrating more active learning into a class period include: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Offering brain breaks\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">: Breaks are crucial to long-term memory formation. When students relax mentally, even for a minute or two, it gives their brain time to consolidate new learning. Think of it as interval training for the brain, says Oakley.\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Use the Jot-Recall Technique: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Pause while teaching and help students check whether they’ve moved the material from working into long-term memory. Take one minute and have them jot down important ideas from class, jot down a sketch to visually represent their learning, or jot down key ideas from previous classes that relates to the topic at hand. This retrieval practice is especially important for students who struggle with working memory.\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Teach Students How to Engage in Active Recall: \u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Remember the student who looks at the vocabulary list and thinks they have it memorized? Teach students to regularly put away their notes or shut their book and see what they can recall. Have them teach a science technique to a classmate, tell the story of photosynthesis to a pet, or create a study guide without looking at their notes – and then go back to fill in the gaps.\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Engage in Think-Pair-Share:\u003c/b>\u003cspan style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\"> Activities such as \u003ca href=\"https://www.readingrockets.org/strategies/think-pair-share\">think-pair-share\u003c/a> ask students to engage individually, engage with a partner and then engage with the class. In effect, they are interacting with the information three times in quick succession, helping strengthen their neural pathways.\u003c/span>\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Practice Interleaving:\u003c/b>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/37765/how-relearning-old-concepts-alongside-new-ones-makes-it-all-stick\"> Interleaving\u003c/a> involves mixing up practice problems instead of working on nearly identical activities over and over again. This builds in active recall practice and cognitive flexibility as students have to consciously decide what information or procedure to apply to a given problem. And the practice builds procedural memory.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Celebrate “Desirable Difficulties”\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning something new is often a struggle because the brain is still developing pathways to store the concepts. That’s why students are most likely to give up in the early phases of a new endeavor. But what if we encouraged them to make things a little more difficult – on purpose! – as a way of jump starting their own learning? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best way to make rapid progress is to make things tougher on yourself,” says Oakley, drawing on the concept of \u003c/span>\u003ca href=\"https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/04/EBjork_RBjork_2011.pdf\">\u003cspan style=\"font-weight: 400\">“desirable difficulties\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">”, coined by cognitive psychologist Robert Bjork. “Don't just read a book or read a section of a book, see if you can retrieve those key ideas from what you just read. That's harder.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And for those students who already feel like learning is a constant struggle? Remind them that speed isn’t smarts. “Too many students think they are dumb because they don’t get it quickly the first time. You can still be a highly successful learner who is not one of those race cars who picks it up easily. There are Nobel prize winners who are hiker learners, who didn't do very well when they were in high school. They really struggled with their learning. And it was that struggle that actually helped them to see the problems that all the race car learners just jumped right over,” says Oakley. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Why Adolescence Matters in Preventing Substance Abuse",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">In order to understand people who develop substance abuse disorders as adults, it's important to recognize when they were first exposed. The majority of adults who develop substance abuse disorders first used drugs or alcohol during adolescence. In her new book, \u003c/span>\u003ca href=\"https://www.jessicalahey.com/the-addiction-inoculation\">\u003cspan style=\"font-weight: 400\">“The Addiction Inoculation: Raising Healthy Kids in a Culture of Dependence,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Jessica Lahey translates the research around addiction and explores practical ways parents and educators can use this information to support kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lahey’s motivation for writing this book is personal. Born into a family with a history of addiction, she found herself struggling with alcoholism as an adult. After finding her path to sobriety, Lahey – a career educator – began to teach teens at an inpatient drug and alcohol rehabilitation center. These experiences, along with the task of raising two teenage sons, prompted her to spend years researching the core elements of efficacious addiction prevention. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Explore Root Causes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of today’s educators and parents came of age during the War on Drugs, “Just Say No,” and school assemblies that included harrowing stories of a late-stage addiction. But effective prevention programs involve much more than blanket warnings, says Lahey. Adults need to examine why an adolescent uses drugs or alcohol in the first place. In the words of \u003c/span>\u003ca href=\"https://herrenproject.org/\">\u003cspan style=\"font-weight: 400\">Chris Herren\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, former NBA Player, and recovering heroin addict, too often “we focus on the worst day and forget the first day.” Adolescents take that first drink for any number of reasons – including a desire to escape the pressures of school or home, to ease social anxiety, to fit in, or to cope with trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If a kid is drinking because they are trying to numb out what they feel is wrong with them, what can we do to help them feel like they are enough?” asks Lahey. “And there is so much we could be doing. All the best substance abuse programs are, at their heart, social-emotional learning programs.” If adults can help kids manage their emotions without using alcohol as a form of self-medication, says Lahey, we increase their chances of making it to adulthood substance-free. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Understand the Adolescent Brain\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The brain goes through two major growth spurts: from birth to age three and again in adolescence. During these periods, the “brain is acutely sensitive to outside influences including chemicals,” says Lahey. Simply put, the teenage brain is more prone to the damaging effects of drugs and alcohol than the adult brain. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this stage of brain development, adolescents are wired to crave risk, new experiences, social acceptance, and independence. At the same time, teens often struggle with impulse control and risk assessment. “If you want to see your teenager become even more volatile, add substances into the mix,” says Lahey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the very things that make the teenage years challenging can also be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43020/harnessing-the-incredible-learning-potential-of-the-adolescent-brain\">\u003cspan style=\"font-weight: 400\">harnessed in powerful, positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The brain is primed right at that moment to seek novelty and boost dopamine,” says Lahey, so adults have “an incredible opportunity to push kids in a direction of positive risks that up their competence.” Let them engage in new, exciting activities that create that dopamine rush they crave. Encourage them to join a new club, try out for a part in the play, take that rock-climbing class, become a volunteer for a cause they care about, or explore the woods – any activity that catches their attention and pushes them out of their comfort zone. Exercise, time in nature, team activities, and meaningful work all support mental health.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Amplify Protective Measures\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several factors put children at increased risk for substance abuse, including \u003ca href=\"https://www.kqed.org/mindshift/54767/childhood-trauma-is-a-public-health-issue-and-we-can-do-more-to-prevent-it\">adverse childhood experiences\u003c/a>, family history of substance abuse, low academic achievement, peer culture, and lack of school connectedness. But none of these factors are destiny, says Lahey, and she wants to absolve the shame and guilt that some parents may feel when they recognize their child is in a higher-risk category for one reason or another. Instead, she wants parents to feel empowered by what they can do, starting today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are plenty of ways adults can amplify protective measures that will reduce a teen’s risk level. These include getting them academic support; setting clear family expectations about substance use; building healthy sleep, exercise, mindfulness, and nutrition habits as a family; and enlisting other adult allies to help, such as mentors, pediatricians, guidance counselors, and coaches. Research shows that “as long as a kid has one supportive, protective adult in their life, then they can overcome a whole bunch of risk factors,” says Lahey.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Talk About It Openly and Honestly\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to drugs and alcohol, our kids need transparent, honest, and evidence-based information from trusted adults. Lahey’s advice for having these conversations boils down to this: Start early and keep it up, because the more you talk the easier it gets. Twenty-nine percent of middle schoolers and 61 percent of high schoolers report that they have a close friend who uses substances. According to Lahey, we can inoculate kids by equipping them with useful information, including refusal skills. Practice scripts they can use when they encounter peer pressure – including an exit strategy, such as a word or emoji they can text you if they want you to come pick them up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And don’t worry about being a hypocrite if you use substances yourself, says Lahey. You can still urge your children to wait because chemicals interact differently with the adolescent brain than with the adult brain. “If you do harm to your brain during that period, there's no going back to fix it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Look for ways to help them understand how avoiding substance use is in their immediate best interest – how it will positively impact their athletic and academic performance or personal goals. “Kids can feel really bulletproof, but you can help them understand how drug and alcohol use affects their hopes and dreams and goals – which, of course, requires you to know what their hopes and dreams and goals are,” says Lahey. This personal approach taps into their internal motivation and self-efficacy – or that “sense of control, agency and hope, even when the world around them feels out of control.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Implement Evidence-Based School Programs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Lahey’s research, she found that school-connectedness was the “only education-related variable that protected kids against every single adverse life outcome.” In other words, when kids felt safe and cared for at school, they had better outcomes on just about every measure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research also shows that the more invested the principal and superintendent are in prevention programs, the more invested the entire school community will be – leading to greater program efficacy. “It's really hard for one school nurse to pull it off alone,” says Lahey. “So many of the risk situations are community-based, so the solutions are going to be community-based, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Strong prevention programs have an SEL component, teach children refusal skills, and give them clear, compelling evidence that helps them understand how their brains work and how substances can affect their lives. School leaders can use the\u003c/span>\u003ca href=\"https://www.blueprintsprograms.org/\">\u003cspan style=\"font-weight: 400\"> Blueprints for Healthy Youth Development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> registry to explore programs that have clear evidence of effectiveness. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the challenges, Lahey says that she feels “really optimistic” about our ability to support this new generation of teenagers. “There is so much we can be doing to help kids. It’s not like we have exhausted all of our options in preventing substance abuse. The programs are there, they are tested, and they are evidence-based. I'm hoping that what I've provided here is at least a way to think about getting started.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In order to understand people who develop substance abuse disorders as adults, it's important to recognize when they were first exposed. The majority of adults who develop substance abuse disorders first used drugs or alcohol during adolescence. In her new book, \u003c/span>\u003ca href=\"https://www.jessicalahey.com/the-addiction-inoculation\">\u003cspan style=\"font-weight: 400\">“The Addiction Inoculation: Raising Healthy Kids in a Culture of Dependence,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> Jessica Lahey translates the research around addiction and explores practical ways parents and educators can use this information to support kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lahey’s motivation for writing this book is personal. Born into a family with a history of addiction, she found herself struggling with alcoholism as an adult. After finding her path to sobriety, Lahey – a career educator – began to teach teens at an inpatient drug and alcohol rehabilitation center. These experiences, along with the task of raising two teenage sons, prompted her to spend years researching the core elements of efficacious addiction prevention. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Explore Root Causes\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of today’s educators and parents came of age during the War on Drugs, “Just Say No,” and school assemblies that included harrowing stories of a late-stage addiction. But effective prevention programs involve much more than blanket warnings, says Lahey. Adults need to examine why an adolescent uses drugs or alcohol in the first place. In the words of \u003c/span>\u003ca href=\"https://herrenproject.org/\">\u003cspan style=\"font-weight: 400\">Chris Herren\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, former NBA Player, and recovering heroin addict, too often “we focus on the worst day and forget the first day.” Adolescents take that first drink for any number of reasons – including a desire to escape the pressures of school or home, to ease social anxiety, to fit in, or to cope with trauma. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If a kid is drinking because they are trying to numb out what they feel is wrong with them, what can we do to help them feel like they are enough?” asks Lahey. “And there is so much we could be doing. All the best substance abuse programs are, at their heart, social-emotional learning programs.” If adults can help kids manage their emotions without using alcohol as a form of self-medication, says Lahey, we increase their chances of making it to adulthood substance-free. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Understand the Adolescent Brain\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The brain goes through two major growth spurts: from birth to age three and again in adolescence. During these periods, the “brain is acutely sensitive to outside influences including chemicals,” says Lahey. Simply put, the teenage brain is more prone to the damaging effects of drugs and alcohol than the adult brain. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this stage of brain development, adolescents are wired to crave risk, new experiences, social acceptance, and independence. At the same time, teens often struggle with impulse control and risk assessment. “If you want to see your teenager become even more volatile, add substances into the mix,” says Lahey.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the very things that make the teenage years challenging can also be \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43020/harnessing-the-incredible-learning-potential-of-the-adolescent-brain\">\u003cspan style=\"font-weight: 400\">harnessed in powerful, positive ways\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The brain is primed right at that moment to seek novelty and boost dopamine,” says Lahey, so adults have “an incredible opportunity to push kids in a direction of positive risks that up their competence.” Let them engage in new, exciting activities that create that dopamine rush they crave. Encourage them to join a new club, try out for a part in the play, take that rock-climbing class, become a volunteer for a cause they care about, or explore the woods – any activity that catches their attention and pushes them out of their comfort zone. Exercise, time in nature, team activities, and meaningful work all support mental health.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Amplify Protective Measures\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several factors put children at increased risk for substance abuse, including \u003ca href=\"https://www.kqed.org/mindshift/54767/childhood-trauma-is-a-public-health-issue-and-we-can-do-more-to-prevent-it\">adverse childhood experiences\u003c/a>, family history of substance abuse, low academic achievement, peer culture, and lack of school connectedness. But none of these factors are destiny, says Lahey, and she wants to absolve the shame and guilt that some parents may feel when they recognize their child is in a higher-risk category for one reason or another. Instead, she wants parents to feel empowered by what they can do, starting today.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are plenty of ways adults can amplify protective measures that will reduce a teen’s risk level. These include getting them academic support; setting clear family expectations about substance use; building healthy sleep, exercise, mindfulness, and nutrition habits as a family; and enlisting other adult allies to help, such as mentors, pediatricians, guidance counselors, and coaches. Research shows that “as long as a kid has one supportive, protective adult in their life, then they can overcome a whole bunch of risk factors,” says Lahey.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Talk About It Openly and Honestly\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When it comes to drugs and alcohol, our kids need transparent, honest, and evidence-based information from trusted adults. Lahey’s advice for having these conversations boils down to this: Start early and keep it up, because the more you talk the easier it gets. Twenty-nine percent of middle schoolers and 61 percent of high schoolers report that they have a close friend who uses substances. According to Lahey, we can inoculate kids by equipping them with useful information, including refusal skills. Practice scripts they can use when they encounter peer pressure – including an exit strategy, such as a word or emoji they can text you if they want you to come pick them up. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And don’t worry about being a hypocrite if you use substances yourself, says Lahey. You can still urge your children to wait because chemicals interact differently with the adolescent brain than with the adult brain. “If you do harm to your brain during that period, there's no going back to fix it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Look for ways to help them understand how avoiding substance use is in their immediate best interest – how it will positively impact their athletic and academic performance or personal goals. “Kids can feel really bulletproof, but you can help them understand how drug and alcohol use affects their hopes and dreams and goals – which, of course, requires you to know what their hopes and dreams and goals are,” says Lahey. This personal approach taps into their internal motivation and self-efficacy – or that “sense of control, agency and hope, even when the world around them feels out of control.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Implement Evidence-Based School Programs\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Lahey’s research, she found that school-connectedness was the “only education-related variable that protected kids against every single adverse life outcome.” In other words, when kids felt safe and cared for at school, they had better outcomes on just about every measure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Research also shows that the more invested the principal and superintendent are in prevention programs, the more invested the entire school community will be – leading to greater program efficacy. “It's really hard for one school nurse to pull it off alone,” says Lahey. “So many of the risk situations are community-based, so the solutions are going to be community-based, too.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Strong prevention programs have an SEL component, teach children refusal skills, and give them clear, compelling evidence that helps them understand how their brains work and how substances can affect their lives. School leaders can use the\u003c/span>\u003ca href=\"https://www.blueprintsprograms.org/\">\u003cspan style=\"font-weight: 400\"> Blueprints for Healthy Youth Development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> registry to explore programs that have clear evidence of effectiveness. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the challenges, Lahey says that she feels “really optimistic” about our ability to support this new generation of teenagers. “There is so much we can be doing to help kids. It’s not like we have exhausted all of our options in preventing substance abuse. The programs are there, they are tested, and they are evidence-based. I'm hoping that what I've provided here is at least a way to think about getting started.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "13 Effective Study Strategies to Help Students Learn",
"title": "13 Effective Study Strategies to Help Students Learn",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Between kindergarten and twelfth grade, students are expected to learn how to study, schedule their time and complete sizable assignments without procrastinating. Yet these skills often aren’t taught explicitly. With the increased self-sufficiency necessitated by virtual education, educators and parents can help students learn and manage their goals more effectively by directly teaching study skills.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.danielwillingham.com/\">\u003cspan style=\"font-weight: 400\">Daniel Willingham\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychologist at the University of Virginia, studies the application of cognitive psychology in education. He recently spoke at a \u003c/span>\u003ca href=\"http://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and the Brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference about the science behind study techniques.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids are more on their own now than they typically are,” Willingham told MindShift. Students need to independently log in to class on time and maintain focus in their home environments. By explicitly teaching how to avoid distraction, combat procrastination and study effectively, educators entrust students with the necessary skills for educational challenges faced both virtually and in person. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>STRATEGIES FOR AVOIDING DISTRACTION\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When studying or in virtual class, students may keep their phones nearby and subsequently get distracted by notifications. They might decide to respond to a notification, figuring it can be handled quickly, and then be sucked into a digital rabbit hole. This could amount to missing parts of class or wasting time set aside for homework. Coupled with potential \u003ca href=\"https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best\">noise distractions\u003c/a>, at-home learning environments can test students’ attention spans.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 1: Change Your Space\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Willingham encourages students to ask themselves: “Have you made your environment as distraction-free as you can?” While many students’ options are limited during virtual learning, selecting the best location in a home comes from carefully considering one’s personal sources of distraction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If notifications constantly grab students’ attention, they can turn them off on their phones and laptops. Should a phone’s proximity be a temptation, they can place their phone in another room during class or study time. Non-virtual disturbances, like noise, can be curbed through noise-cancelling headphones or inexpensive foam earbuds. Charting their most common sources of distraction encourages students to be more cognizant about their personal obstacles and take more active roles in their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Don’t Choose Distraction\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multitasking almost always exacts a cost. So if you add a second task, it is going to reduce the efficiency of that first task,” Willingham said. While students likely recognize that they put less effort into their work when they choose to also watch TV, text or play music, they may underestimate the impact of multitasking on their task’s accuracy and duration. “It's very clear that multitasking is not helping them, even though they mostly think it's fine,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/learning-with-technology/should-i-be-concerned-about-my-teens-constant-multitasking-during-homework\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 51% of teens and 34% of tweens (ages 8 through 12) watch TV while studying. More than 70% of teens and tweens believe that a TV playing in their environment won’t affect their homework. When it comes to social media, 50% of teens use it while studying, and 69% of teens and tweens believe checking social media won’t impact their work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among the forms of multitasking, data is more varied when it comes to playing music while studying. Different studies’ results \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/07/14/opinion/multitasking-brain.html\">\u003cspan style=\"font-weight: 400\">range\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from no effect to detrimental impacts to benefits. “Listening to music does distract, so it is taking away from cognition. But the other thing listening to music can do is it can energize,” Willingham said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music can boost the autonomic nervous system with emotionally uplifting tracks that can increase heart rates and blood pressure. This can be useful for athletic and potentially academic motivation. The impact of music may be based on the student’s interest in the task and the challenges of the task itself — a student could choose to press play based on their needs and situation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Ask “Do You \u003c/b>\u003cb>Want\u003c/b> \u003cb>Social Media, or Enjoy it?”\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the brain’s dopamine-carrying mesolimbic pathway was initially theorized as related to situations of pleasure or reward, research from the past decade suggests that the pathway has less to do with reward and more with repetition, regardless of the happiness provided by the task. Over the past decade, social media also became more societally ubiquitous, with more people spending more time online — though not necessarily because social media provides pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Willingham encourages parents and teachers to ask students whether they\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> enjoy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> social media, or simply want it — and if they find that divide meaningful. When he posed that question to teens and tweens, many said, “ ‘Once I'm on, it's really not that fun. It's just like there's lots of drama. It's a lot of stuff. It's not interesting. It's people posing. And yet I still feel really compelled for some reason to get on there,’” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The suggestion that there’s a difference between wanting to go on social media and actually enjoying being online may be significant to students. The next time a social media notification appears, they may pause. If they recognize that while they feel pulled to scroll, they don’t typically enjoy the time they spend online, they might choose to not pursue that distraction. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 4: \u003c/b>\u003cb>Plan\u003c/b>\u003cb> Breaks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If students find themselves constantly distracted, they might just need a \u003ca href=\"https://www.kqed.org/mindshift/37711/why-daydreaming-is-critical-to-effective-learning\">break\u003c/a>. Data shows that brief breaks rejuvenate students, allowing them to return to schoolwork with heightened concentration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planned breaks are more effective than spontaneous ones, however. Scheduling breaks ensures the pause remains brief and that students return to their work. The \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro Technique\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides one example for this, though Willingham stated that there’s no need to follow the specific time allotments of Pomodoro precisely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Knowing when a break is coming up can also influence motivation: when a student feels tempted to give up, seeing that their next break is in five minutes or less may encourage them to keep up their work until that break. Achieving goals improves self-esteem, allowing students to feel positively about their ability to regulate work habits.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 5: It’s Still School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students arrive at their virtual classes in PJs, under bed covers and in varied states of wakefulness, they might not as easily accept that they’re in a school setting. “For some kids I know, learning at home doesn't feel like school,” Willingham told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In-person school environments are structured to allow for effective learning and to minimize distraction. Outside that context, students may find paying attention more difficult. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents and guardians emphasize that virtual school “is still school,” Willingham said, they can help their students structure their mindsets to tune out disturbances. By encouraging students to prepare for virtual school similarly to how they’d prepare for in-person instruction — by eating breakfast, getting dressed and showing respect for their teachers — parents can help achieve that mindset.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A workshop for parents may be helpful to that end, but educators should be mindful that parents might be more willing to hear this message from another parent. Someone who’s also been dealing with the challenges of raising a child during a global pandemic can help foster a dialogue that feels honest and realistic. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WHY WE PROCRASTINATE — AND HOW TO FIGHT IT\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three main reasons why students procrastinate: \u003c/span>\u003cspan style=\"font-weight: 400\">the task is “\u003c/span>boring”; the task seems overwhelming or impossible; the task provokes fears of failure, causing a student to self-sabotage. Willingham suggests these ways to address and prevent procrastination:\u003c/p>\n\u003cp>\u003cb>TIP 1: Start work in class\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply beginning the work makes headway against procrastination. Data from exercise studies show that people tend to underestimate how much they’ll enjoy a given task. Once they begin, they often find that task less boring or overwhelming than predicted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can initiate this process by devoting the last five to ten minutes of class time to beginning an upcoming project or paper. Starting the project means that a student is more likely to continue outside of class. This also allows students time to directly ask the questions they need answered in order to begin. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Use a planner — and make it a habit\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students aren’t told to plan out their work – or shown how to schedule — they tend to struggle. Scheduling portions of a hefty task allows the task to feel more manageable, meaning it won’t loom over students’ heads until the last minute. Teaching students to use a planner means not only teaching them to write down the dates of big exams and projects, but also reminders and \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">scheduled work\u003c/a> or study times for chipping away at the task. Repetition and enforcement helps planner usage become a habit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much in the way that large-scale construction projects tend to finish over-schedule and over-budget, people tend to underestimate how much time is required and how many resources are needed for a task. This is because humans generally discount roadblocks they find unlikely — but if there are 50 low-probability events for a given task, there’s a higher probability one of those events will occur. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Tell students, ‘When you're doing your planning, whatever time estimate you come up with, double it,’” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By thinking in terms of time, rather than task, students can pace themselves and prepare for the unexpected. Many students may look at their planners, see that no assignment is due the next day and think they get the night off, only to find themselves staying up late the next night with multiple tasks. Instead, if a student commits to working every day for at least 30 minutes, they’ll have a cushion if anything surprising pops up. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Practice Breaking Down Tasks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students need to learn how to break up large tasks into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students\">\u003cspan style=\"font-weight: 400\">bite-sized chunks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While they’re fully capable of doing this, they might not know how to go about it. Demonstrating and teaching this concept directly can help guide students toward success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way students can practice is by working in small groups to brainstorm strategies for dividing up tasks. This allows teachers to give feedback about different strategies’ efficacies and allows students to crowdsource new approaches. “It's the perfect kind of thing you could do in a Zoom breakout room,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Self-sabotaging\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-sabotaging, also known as self-handicapping, “is the idea that you procrastinate knowing that you're setting yourself up for failure,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Separate from the other two reasons for procrastination, self-sabotaging comes from a student’s fear that even if they tried their hardest on an assignment or test, they wouldn’t succeed. They procrastinate in order to give themselves an excuse for a failure they fear is inevitable. A bad grade can be blamed on their “choice” to procrastinate, rather than seen as a true metric of their ability or knowledge.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can likely guess which of their students possess this fear of failure. They can talk with the student one-on-one, telling the student that they will succeed if they put in the effort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Invoking a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> might be helpful here, as might working together to develop a new strategy for the task. This may involve breaking tasks down or troubleshooting together, and then monitoring that student’s progress with the new strategies. Providing continual support allows the student to feel as though their teacher is with them for the long haul.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>HOW TO KNOW WHEN TO STOP STUDYING\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students think they know when to stop studying for an exam: when they feel like they know the material. Humans generally consider ourselves good judges of what we know and don’t know — but we might be worse at this than we think, said Willingham. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/articles/201703/massively-intelligent\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many participants were quick to say they knew how a toilet worked. But when asked to explain what makes a toilet flush, they found they couldn’t. This points to a common misunderstanding of memory. We think that if we quickly scan our minds and see a concept, we know that concept and could explain it if we tried. But sometimes, we’re only vaguely familiar with how toilets work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People actually are not so good at knowing what they know,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 1: Feeling That You Know Something Is Not Reliable\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students assess whether they know a topic, they should consider whether they’re only familiar with it. The scientific definition of familiarity is knowing that one has seen a stimulus before, but possessing few other pieces of knowledge about it. Familiarity allows us to operate quickly — we assume we could say more about the topic if we thought about it. “Partial access” provides a similar fallacy — sometimes when we know a few things about a topic, we assume we know it in full. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recollection, conversely, involves deeper mental associations and the ability to explain something rather than simply recognize it. While a student may feel they know a concept when they read a line of their notes, close their eyes and immediately repeat that line back, checking back after time has passed ensures that the knowledge isn’t only stored in short-term memory. Students can test whether they know a concept by stepping away from their notes for a half-hour or more and then self-testing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Studying Until You Know Is Not Enough\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though a student may feel they can stop studying once they receive 100% on a practice test, this score may not ensure success on the actual exam. “What they've forgotten is that forgetting happens,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To protect themselves against forgetting, Willingham encourages students to plan their studying so that it includes time to study even after mastering a self-test. By including a buffer between self-test mastery and the actual exam, students can continue practicing the concept, reducing the likelihood of forgetting material during that time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This may involve using the scheduling techniques mentioned above. Students can be encouraged to save roughly 20% of their study time for this buffer, meaning that mastery should be achieved by the penultimate night before the exam so that the night before can be used for review.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Creating Study Materials \u003c/b>\u003cb>\u003ci>Is\u003c/i>\u003c/b>\u003cb> Studying\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students might forego \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/this-teacher-wont-use-textbooks-his-students-succeed-despite-that--or-maybe-because-of-it/2019/10/04/d62f9bbc-e52b-11e9-b403-f738899982d2_story.html\">\u003cspan style=\"font-weight: 400\">creating their own study materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> if they find resources online that are similar enough, believing this would allow them to begin studying “sooner.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They don't realize creating their own study materials is actually a really, really effective way of studying,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making their own study guides, \u003ca href=\"https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice\">flashcards\u003c/a> or \u003c/span>\u003ca href=\"https://quizlet.com/\">\u003cspan style=\"font-weight: 400\">Quizlets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> not only allows students to review their notes, but ensures the materials they use are on-topic and accurate — as opposed to a readily accessible Quizlet made by a stranger. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 4: “Knowing” Means Being Able To Explain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A student might believe they “know” a concept but can’t explain it. Often, this comes from the idea that the student couldn't comprehend the teacher’s first explanation of the concept, but with further review, readings and questions, the concept now makes sense — when the teacher explains it. This student wouldn’t feel able to put the concept in their own words or thoroughly discuss it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tell students that “knowledge” doesn’t mean that a concept only makes sense when reading about it or hearing it explained – it means being able to explain it oneself. This ensures that students define knowledge with the correct criterion and can more confidently determine when they know a concept.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 5: Use In-class Queries\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Quick tests that require students to produce knowledge allow them to check their understanding of a concept. These can involve clickers, Zoom polls or exit tickets, as well as Zoom breakout rooms or small-group discussions based on producing knowledge or demonstrating specific skills. Interactions like this allow a student to see if they actually know a concept or require more studying. They allow teachers to take note of their classes’ levels of understanding, too.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These management techniques can help bolster students working with heightened autonomy during virtual learning. When teachers, parents and caregivers directly explain and model these strategies, they provide students with tools to use the next time they feel distracted, pulled to procrastinate or unsure if they’re ready for an exam. With these tools, students can learn how to address these situations independently — and how to ask for the specific support they need.\u003c/span>\u003c/p>\n\n",
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"excerpt": "Students don't always know how to study. Those skills are especially needed as they spend time in remote or hybrid learning situations. Professor and author Daniel Willingham narrowed down these effective studying strategies.",
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"description": "Daniel Willingham outlines effective study strategies to help students learn in person and via remote learning.",
"title": "13 Effective Study Strategies to Help Students Learn - MindShift",
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"headline": "13 Effective Study Strategies to Help Students Learn",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Between kindergarten and twelfth grade, students are expected to learn how to study, schedule their time and complete sizable assignments without procrastinating. Yet these skills often aren’t taught explicitly. With the increased self-sufficiency necessitated by virtual education, educators and parents can help students learn and manage their goals more effectively by directly teaching study skills.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.danielwillingham.com/\">\u003cspan style=\"font-weight: 400\">Daniel Willingham\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a psychologist at the University of Virginia, studies the application of cognitive psychology in education. He recently spoke at a \u003c/span>\u003ca href=\"http://www.learningandthebrain.com/\">\u003cspan style=\"font-weight: 400\">Learning and the Brain\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conference about the science behind study techniques.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kids are more on their own now than they typically are,” Willingham told MindShift. Students need to independently log in to class on time and maintain focus in their home environments. By explicitly teaching how to avoid distraction, combat procrastination and study effectively, educators entrust students with the necessary skills for educational challenges faced both virtually and in person. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>STRATEGIES FOR AVOIDING DISTRACTION\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When studying or in virtual class, students may keep their phones nearby and subsequently get distracted by notifications. They might decide to respond to a notification, figuring it can be handled quickly, and then be sucked into a digital rabbit hole. This could amount to missing parts of class or wasting time set aside for homework. Coupled with potential \u003ca href=\"https://www.kqed.org/mindshift/46824/what-types-of-sound-experiences-enable-children-to-learn-best\">noise distractions\u003c/a>, at-home learning environments can test students’ attention spans.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 1: Change Your Space\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Willingham encourages students to ask themselves: “Have you made your environment as distraction-free as you can?” While many students’ options are limited during virtual learning, selecting the best location in a home comes from carefully considering one’s personal sources of distraction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If notifications constantly grab students’ attention, they can turn them off on their phones and laptops. Should a phone’s proximity be a temptation, they can place their phone in another room during class or study time. Non-virtual disturbances, like noise, can be curbed through noise-cancelling headphones or inexpensive foam earbuds. Charting their most common sources of distraction encourages students to be more cognizant about their personal obstacles and take more active roles in their learning.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Don’t Choose Distraction\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multitasking almost always exacts a cost. So if you add a second task, it is going to reduce the efficiency of that first task,” Willingham said. While students likely recognize that they put less effort into their work when they choose to also watch TV, text or play music, they may underestimate the impact of multitasking on their task’s accuracy and duration. “It's very clear that multitasking is not helping them, even though they mostly think it's fine,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/learning-with-technology/should-i-be-concerned-about-my-teens-constant-multitasking-during-homework\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 51% of teens and 34% of tweens (ages 8 through 12) watch TV while studying. More than 70% of teens and tweens believe that a TV playing in their environment won’t affect their homework. When it comes to social media, 50% of teens use it while studying, and 69% of teens and tweens believe checking social media won’t impact their work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among the forms of multitasking, data is more varied when it comes to playing music while studying. Different studies’ results \u003c/span>\u003ca href=\"https://www.nytimes.com/2019/07/14/opinion/multitasking-brain.html\">\u003cspan style=\"font-weight: 400\">range\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from no effect to detrimental impacts to benefits. “Listening to music does distract, so it is taking away from cognition. But the other thing listening to music can do is it can energize,” Willingham said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Music can boost the autonomic nervous system with emotionally uplifting tracks that can increase heart rates and blood pressure. This can be useful for athletic and potentially academic motivation. The impact of music may be based on the student’s interest in the task and the challenges of the task itself — a student could choose to press play based on their needs and situation.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Ask “Do You \u003c/b>\u003cb>Want\u003c/b> \u003cb>Social Media, or Enjoy it?”\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the brain’s dopamine-carrying mesolimbic pathway was initially theorized as related to situations of pleasure or reward, research from the past decade suggests that the pathway has less to do with reward and more with repetition, regardless of the happiness provided by the task. Over the past decade, social media also became more societally ubiquitous, with more people spending more time online — though not necessarily because social media provides pleasure.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Willingham encourages parents and teachers to ask students whether they\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> enjoy\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> social media, or simply want it — and if they find that divide meaningful. When he posed that question to teens and tweens, many said, “ ‘Once I'm on, it's really not that fun. It's just like there's lots of drama. It's a lot of stuff. It's not interesting. It's people posing. And yet I still feel really compelled for some reason to get on there,’” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The suggestion that there’s a difference between wanting to go on social media and actually enjoying being online may be significant to students. The next time a social media notification appears, they may pause. If they recognize that while they feel pulled to scroll, they don’t typically enjoy the time they spend online, they might choose to not pursue that distraction. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 4: \u003c/b>\u003cb>Plan\u003c/b>\u003cb> Breaks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If students find themselves constantly distracted, they might just need a \u003ca href=\"https://www.kqed.org/mindshift/37711/why-daydreaming-is-critical-to-effective-learning\">break\u003c/a>. Data shows that brief breaks rejuvenate students, allowing them to return to schoolwork with heightened concentration.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planned breaks are more effective than spontaneous ones, however. Scheduling breaks ensures the pause remains brief and that students return to their work. The \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro Technique\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> provides one example for this, though Willingham stated that there’s no need to follow the specific time allotments of Pomodoro precisely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Knowing when a break is coming up can also influence motivation: when a student feels tempted to give up, seeing that their next break is in five minutes or less may encourage them to keep up their work until that break. Achieving goals improves self-esteem, allowing students to feel positively about their ability to regulate work habits.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 5: It’s Still School\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students arrive at their virtual classes in PJs, under bed covers and in varied states of wakefulness, they might not as easily accept that they’re in a school setting. “For some kids I know, learning at home doesn't feel like school,” Willingham told MindShift.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In-person school environments are structured to allow for effective learning and to minimize distraction. Outside that context, students may find paying attention more difficult. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When parents and guardians emphasize that virtual school “is still school,” Willingham said, they can help their students structure their mindsets to tune out disturbances. By encouraging students to prepare for virtual school similarly to how they’d prepare for in-person instruction — by eating breakfast, getting dressed and showing respect for their teachers — parents can help achieve that mindset.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A workshop for parents may be helpful to that end, but educators should be mindful that parents might be more willing to hear this message from another parent. Someone who’s also been dealing with the challenges of raising a child during a global pandemic can help foster a dialogue that feels honest and realistic. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WHY WE PROCRASTINATE — AND HOW TO FIGHT IT\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are three main reasons why students procrastinate: \u003c/span>\u003cspan style=\"font-weight: 400\">the task is “\u003c/span>boring”; the task seems overwhelming or impossible; the task provokes fears of failure, causing a student to self-sabotage. Willingham suggests these ways to address and prevent procrastination:\u003c/p>\n\u003cp>\u003cb>TIP 1: Start work in class\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simply beginning the work makes headway against procrastination. Data from exercise studies show that people tend to underestimate how much they’ll enjoy a given task. Once they begin, they often find that task less boring or overwhelming than predicted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can initiate this process by devoting the last five to ten minutes of class time to beginning an upcoming project or paper. Starting the project means that a student is more likely to continue outside of class. This also allows students time to directly ask the questions they need answered in order to begin. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Use a planner — and make it a habit\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students aren’t told to plan out their work – or shown how to schedule — they tend to struggle. Scheduling portions of a hefty task allows the task to feel more manageable, meaning it won’t loom over students’ heads until the last minute. Teaching students to use a planner means not only teaching them to write down the dates of big exams and projects, but also reminders and \u003ca href=\"https://www.kqed.org/mindshift/50947/how-reverse-planning-for-goals-can-help-students-succeed-in-school\">scheduled work\u003c/a> or study times for chipping away at the task. Repetition and enforcement helps planner usage become a habit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much in the way that large-scale construction projects tend to finish over-schedule and over-budget, people tend to underestimate how much time is required and how many resources are needed for a task. This is because humans generally discount roadblocks they find unlikely — but if there are 50 low-probability events for a given task, there’s a higher probability one of those events will occur. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Tell students, ‘When you're doing your planning, whatever time estimate you come up with, double it,’” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By thinking in terms of time, rather than task, students can pace themselves and prepare for the unexpected. Many students may look at their planners, see that no assignment is due the next day and think they get the night off, only to find themselves staying up late the next night with multiple tasks. Instead, if a student commits to working every day for at least 30 minutes, they’ll have a cushion if anything surprising pops up. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Practice Breaking Down Tasks\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students need to learn how to break up large tasks into \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49697/5-strategies-to-demystify-the-learning-process-for-struggling-students\">\u003cspan style=\"font-weight: 400\">bite-sized chunks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. While they’re fully capable of doing this, they might not know how to go about it. Demonstrating and teaching this concept directly can help guide students toward success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way students can practice is by working in small groups to brainstorm strategies for dividing up tasks. This allows teachers to give feedback about different strategies’ efficacies and allows students to crowdsource new approaches. “It's the perfect kind of thing you could do in a Zoom breakout room,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Self-sabotaging\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Self-sabotaging, also known as self-handicapping, “is the idea that you procrastinate knowing that you're setting yourself up for failure,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Separate from the other two reasons for procrastination, self-sabotaging comes from a student’s fear that even if they tried their hardest on an assignment or test, they wouldn’t succeed. They procrastinate in order to give themselves an excuse for a failure they fear is inevitable. A bad grade can be blamed on their “choice” to procrastinate, rather than seen as a true metric of their ability or knowledge.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can likely guess which of their students possess this fear of failure. They can talk with the student one-on-one, telling the student that they will succeed if they put in the effort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Invoking a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/43197/beyond-working-hard-what-growth-mindset-teaches-us-about-our-brains\">\u003cspan style=\"font-weight: 400\">growth mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> might be helpful here, as might working together to develop a new strategy for the task. This may involve breaking tasks down or troubleshooting together, and then monitoring that student’s progress with the new strategies. Providing continual support allows the student to feel as though their teacher is with them for the long haul.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>HOW TO KNOW WHEN TO STOP STUDYING\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students think they know when to stop studying for an exam: when they feel like they know the material. Humans generally consider ourselves good judges of what we know and don’t know — but we might be worse at this than we think, said Willingham. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In one \u003c/span>\u003ca href=\"https://www.psychologytoday.com/us/articles/201703/massively-intelligent\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, many participants were quick to say they knew how a toilet worked. But when asked to explain what makes a toilet flush, they found they couldn’t. This points to a common misunderstanding of memory. We think that if we quickly scan our minds and see a concept, we know that concept and could explain it if we tried. But sometimes, we’re only vaguely familiar with how toilets work.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“People actually are not so good at knowing what they know,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 1: Feeling That You Know Something Is Not Reliable\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students assess whether they know a topic, they should consider whether they’re only familiar with it. The scientific definition of familiarity is knowing that one has seen a stimulus before, but possessing few other pieces of knowledge about it. Familiarity allows us to operate quickly — we assume we could say more about the topic if we thought about it. “Partial access” provides a similar fallacy — sometimes when we know a few things about a topic, we assume we know it in full. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Recollection, conversely, involves deeper mental associations and the ability to explain something rather than simply recognize it. While a student may feel they know a concept when they read a line of their notes, close their eyes and immediately repeat that line back, checking back after time has passed ensures that the knowledge isn’t only stored in short-term memory. Students can test whether they know a concept by stepping away from their notes for a half-hour or more and then self-testing. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 2: Studying Until You Know Is Not Enough\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though a student may feel they can stop studying once they receive 100% on a practice test, this score may not ensure success on the actual exam. “What they've forgotten is that forgetting happens,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To protect themselves against forgetting, Willingham encourages students to plan their studying so that it includes time to study even after mastering a self-test. By including a buffer between self-test mastery and the actual exam, students can continue practicing the concept, reducing the likelihood of forgetting material during that time. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This may involve using the scheduling techniques mentioned above. Students can be encouraged to save roughly 20% of their study time for this buffer, meaning that mastery should be achieved by the penultimate night before the exam so that the night before can be used for review.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 3: Creating Study Materials \u003c/b>\u003cb>\u003ci>Is\u003c/i>\u003c/b>\u003cb> Studying\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students might forego \u003c/span>\u003ca href=\"https://www.washingtonpost.com/local/education/this-teacher-wont-use-textbooks-his-students-succeed-despite-that--or-maybe-because-of-it/2019/10/04/d62f9bbc-e52b-11e9-b403-f738899982d2_story.html\">\u003cspan style=\"font-weight: 400\">creating their own study materials\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> if they find resources online that are similar enough, believing this would allow them to begin studying “sooner.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They don't realize creating their own study materials is actually a really, really effective way of studying,” Willingham said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making their own study guides, \u003ca href=\"https://www.kqed.org/mindshift/49750/a-better-way-to-study-through-self-testing-and-distributed-practice\">flashcards\u003c/a> or \u003c/span>\u003ca href=\"https://quizlet.com/\">\u003cspan style=\"font-weight: 400\">Quizlets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> not only allows students to review their notes, but ensures the materials they use are on-topic and accurate — as opposed to a readily accessible Quizlet made by a stranger. \u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 4: “Knowing” Means Being Able To Explain\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A student might believe they “know” a concept but can’t explain it. Often, this comes from the idea that the student couldn't comprehend the teacher’s first explanation of the concept, but with further review, readings and questions, the concept now makes sense — when the teacher explains it. This student wouldn’t feel able to put the concept in their own words or thoroughly discuss it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tell students that “knowledge” doesn’t mean that a concept only makes sense when reading about it or hearing it explained – it means being able to explain it oneself. This ensures that students define knowledge with the correct criterion and can more confidently determine when they know a concept.\u003c/span>\u003c/p>\n\u003cp>\u003cb>TIP 5: Use In-class Queries\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Quick tests that require students to produce knowledge allow them to check their understanding of a concept. These can involve clickers, Zoom polls or exit tickets, as well as Zoom breakout rooms or small-group discussions based on producing knowledge or demonstrating specific skills. Interactions like this allow a student to see if they actually know a concept or require more studying. They allow teachers to take note of their classes’ levels of understanding, too.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These management techniques can help bolster students working with heightened autonomy during virtual learning. When teachers, parents and caregivers directly explain and model these strategies, they provide students with tools to use the next time they feel distracted, pulled to procrastinate or unsure if they’re ready for an exam. With these tools, students can learn how to address these situations independently — and how to ask for the specific support they need.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "More Counselors, Summer School And Other Bold Ideas To Help Students Catch Up",
"title": "More Counselors, Summer School And Other Bold Ideas To Help Students Catch Up",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>It's been 11 months since schools first shut down across the country and around the world.\u003c/p>\n\u003cp>And most students in the U.S. are still experiencing disruptions to their learning — going into the classroom only a few days a week or not at all.\u003c/p>\n\u003cp>To respond to this disruption, education leaders are calling for a reinvention of public education on the order of the \u003ca href=\"https://www.npr.org/2019/09/06/758392077/episode-938-the-marshall-plan\">Marshall Plan\u003c/a>, the massive U.S. initiative to rebuild Western Europe after the devastations of World War II.\u003c/p>\n\u003cp>It won't be cheap, they say. The White House has\u003ca href=\"https://edlabor.house.gov/imo/media/doc/2021-02-08%20FY21%20Budget%20Reconciliation%20Section%20by%20Section.pdf\"> put forward \u003c/a>a plan that includes $130 billion in aid for K-12 schools. \u003ca href=\"https://www.erstrategies.org/cms/files/4699-cost-of-covid-paper-final.pdf\">One estimate \u003c/a>puts the full cost of recovery even higher: $12,000 per student over five years, about a 20% increase in spending for large districts.\u003c/p>\n\u003cp>But those in the education world say it would be more expensive \u003cem>not\u003c/em> to fix this.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The data on the amount of unfinished instruction that students will have from school closures is just so significant, particularly for our most vulnerable students,\" argues Allison Socol of the Education Trust, which advocates for academic achievement and equity. \"We're really talking about this as a five- or 10-year plan.\"\u003c/p>\n\u003cp>Education experts, parents and students are thinking about what is going to be necessary to recover — and at the same time the things that are not worth returning to. Here are four key ideas.\u003c/p>\n\u003ch2>\u003cstrong>1. \"Acceleration academies\" — aka summer school\u003c/strong>\u003c/h2>\n\u003cp>For students who have missed significant learning over the past year, there is one opportunity for them to make up some of that lost time.\u003c/p>\n\u003cp>\"We're talking about summer school,\" says Keri Rodrigues, the co-founder of the National Parents Union, one of the groups invited to meet with Biden's transition team to talk about priorities for children. One of their top asks is extra learning time for students who have fallen behind.\u003c/p>\n\u003cp>\"We're talking about ending this idea that the school year ends in June this year. It should not,\" she told NPR. \"If June is when every K-12 educator gets vaccinated, guess what, July 1st is the first day of school.\"\u003c/p>\n\u003cp>Some small, pilot programs that supported \u003ca href=\"https://www.npr.org/2020/07/28/895720240/can-online-learning-be-better-this-fall-these-educators-think-so\">student learning\u003c/a> this past summer found success, such as the \u003ca href=\"https://www.npr.org/2020/07/25/895329194/national-summer-school-initiative-aims-to-improve-online-teaching\">National Summer School Initiative\u003c/a>, (which used certified teachers), \u003ca href=\"https://www.springboardcollaborative.org/case-study-baltimore-city-public-schools-springboard-support-learning-at-home/\">Springboard Collaborative\u003c/a>, (which enlists parents as coaches) and the \u003ca href=\"https://oaklandreach.org/the-oakland-reach-city-wide-virtual-hub-2/\">Oakland REACH\u003c/a> (which had staff and volunteers). The White House proposal specifically mentions that K-12 schools would be able to use aid for \"summer school or other support for students that will help make up lost learning time this year.\"\u003c/p>\n\u003ch2>\u003cstrong>2. Tutoring\u003c/strong>\u003c/h2>\n\u003cp>Robert Slavin has investigated many of the potential solutions that are on the table to help students recover learning. He's the director of the Center for Research and Reform in Education at Johns Hopkins University.\u003c/p>\n\u003cp>\"We've looked at all different kinds of things,\" he says, \"summer school, after school, extended day. ... And what's striking is that tutoring gets far bigger impacts than any of those other kinds of interventions.\"\u003c/p>\n\u003cp>But not just any tutoring. Models that have been validated by research include careful training and support for tutors, plus software or other materials; a total of at least 60 sessions, three to five days a week; and groups of no more than four students to a tutor. Most of the evidence backs this kind of tutoring to help readers in elementary school, with some in math as well.\u003c/p>\n\u003cp>The programs Slavin says are well documented and could be scaled up are : \u003ca href=\"https://readingrecovery.org/reading-recovery/teaching-children/basic-facts/\">Reading Recovery\u003c/a>, \u003ca href=\"https://www.voyagersopris.com/literacy/sound-partners/overview\">Sound Partners\u003c/a>, \u003ca href=\"https://www.savvas.com/index.cfm?locator=PS15K4\">QuickReads\u003c/a>, \u003ca href=\"https://www.fountasandpinnell.com/lli/\">Leveled Literacy Intervention\u003c/a>, and the \u003ca href=\"https://www.readingandmath.net/\">Minnesota Reading and Math Corps\u003c/a>.\u003c/p>\n\u003cp>Most of these programs can be run successfully with trained teaching assistants who aren't necessarily certified teachers. Slavin likes the idea of creating a federal jobs program for tutors who are recent graduates, potentially an extension of AmeriCorps.\u003c/p>\n\u003ch2>\u003cstrong>3. Safer and more equitable schools; \"Never going to go back to normal\" \u003c/strong>\u003c/h2>\n\u003cp>Making sure every child can read and do math is not the only purpose of school.\u003c/p>\n\u003cp>After a year that saw a surge in child hunger, a mass racial uprising and an attempted insurrection, parent and student groups said they want schools to become more safe, supportive and just.\u003c/p>\n\u003cp>This encompasses many things: support for mental health and needed accommodations, strong relationships with caring adults. Biden's rescue package currently includes funds for hiring more school counselors and for expanding the \"community schools\" model where schools are set up to connect families with housing help and other social services.\u003c/p>\n\u003cp>And, students are asking for different content in the classroom. An organization called \u003ca href=\"https://www.stuvoice.org/about\">Student Voice\u003c/a> has been holding virtual listening sessions with high school students. Maya Green, 19, has conducted some of the sessions. She said, \"A lot of students spoke for the desire for a decolonization of school curricula: speaking to the real and often violent history of America, encouraging empathy in learning and really just celebrating the diverse experiences and diverse identities of students.\"\u003c/p>\n\u003cp>Jenna Yuan, 18 and also with Student Voice, noted that students are living through a tumultuous period in history. \"Regardless of whether they return to the school building or they continue to be online,\" Yuan says, \"their school experience is never going to go back to normal, nor was normal something that worked for all students even before the pandemic. \"\u003c/p>\n\u003cp>Rodrigues says that, based on her organization's polling, parents feel the same way: \"Every single month since April,\" by a 2 to 1 ratio, she says, parents have sent a consistent message: \"They're not interested in putting their kids back in the same status quo.\"\u003c/p>\n\u003ch2>4. \u003cstrong> Invest in a Moon Shot \u003c/strong>\u003c/h2>\n\u003cp>\"Tutoring and summer learning are not magic pixie dust,\" cautions Socol, at EdTrust. She says if these endeavors are to work, they need a big commitment. \"There is evidence that they work, but ... they're going to need to be at the federal level or state level, with [significant] investments and quality safeguards.\"\u003c/p>\n\u003cp>Speaking of pixie dust, Mark Schneider at the Department of Education's Institute of Education Sciences thinks the U.S. needs a lot more investment in research and evaluation of what really works in education. Artificial intelligence-based tutoring software and other high-tech ed-tech applications, he says, have disappointing and inconsistent results. \"On average, the effect size is zero.\" And with all this new federal investment, \"What I'm worried about is if we spend five billion dollars on massive tutoring, we're not setting up an evaluation system--so that we actually start learning which tutoring programs work for, say, black kids in Philadelphia, for Hispanic kids in Brownsville.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>He proposes a federal Advanced Research Projects Agency for education — like \u003ca href=\"https://www.npr.org/2017/03/28/521779864/inside-darpa-the-pentagon-agency-whose-technology-has-changed-the-world\">DARPA\u003c/a>, in the Defense Department, which invests in cutting-edge research for national security. In fact, his office has a\u003ca href=\"https://fyi.coe.uga.edu/2020-12-ies-announces-transformative-research-in-the-education-sciences-grants-program/#:~:text=Through%20the%20Transformative%20Research%20in,education%20practice%20or%20policy%2C%20or\"> grant out right now\u003c/a> of up to $3 million for \"transformative research in the education sciences.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Keep+Schools+Open+All+Summer%2C+And+Other+Bold+Ideas+To+Help+Kids+Catch+Up&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's been 11 months since schools first shut down across the country and around the world.\u003c/p>\n\u003cp>And most students in the U.S. are still experiencing disruptions to their learning — going into the classroom only a few days a week or not at all.\u003c/p>\n\u003cp>To respond to this disruption, education leaders are calling for a reinvention of public education on the order of the \u003ca href=\"https://www.npr.org/2019/09/06/758392077/episode-938-the-marshall-plan\">Marshall Plan\u003c/a>, the massive U.S. initiative to rebuild Western Europe after the devastations of World War II.\u003c/p>\n\u003cp>It won't be cheap, they say. The White House has\u003ca href=\"https://edlabor.house.gov/imo/media/doc/2021-02-08%20FY21%20Budget%20Reconciliation%20Section%20by%20Section.pdf\"> put forward \u003c/a>a plan that includes $130 billion in aid for K-12 schools. \u003ca href=\"https://www.erstrategies.org/cms/files/4699-cost-of-covid-paper-final.pdf\">One estimate \u003c/a>puts the full cost of recovery even higher: $12,000 per student over five years, about a 20% increase in spending for large districts.\u003c/p>\n\u003cp>But those in the education world say it would be more expensive \u003cem>not\u003c/em> to fix this.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The data on the amount of unfinished instruction that students will have from school closures is just so significant, particularly for our most vulnerable students,\" argues Allison Socol of the Education Trust, which advocates for academic achievement and equity. \"We're really talking about this as a five- or 10-year plan.\"\u003c/p>\n\u003cp>Education experts, parents and students are thinking about what is going to be necessary to recover — and at the same time the things that are not worth returning to. Here are four key ideas.\u003c/p>\n\u003ch2>\u003cstrong>1. \"Acceleration academies\" — aka summer school\u003c/strong>\u003c/h2>\n\u003cp>For students who have missed significant learning over the past year, there is one opportunity for them to make up some of that lost time.\u003c/p>\n\u003cp>\"We're talking about summer school,\" says Keri Rodrigues, the co-founder of the National Parents Union, one of the groups invited to meet with Biden's transition team to talk about priorities for children. One of their top asks is extra learning time for students who have fallen behind.\u003c/p>\n\u003cp>\"We're talking about ending this idea that the school year ends in June this year. It should not,\" she told NPR. \"If June is when every K-12 educator gets vaccinated, guess what, July 1st is the first day of school.\"\u003c/p>\n\u003cp>Some small, pilot programs that supported \u003ca href=\"https://www.npr.org/2020/07/28/895720240/can-online-learning-be-better-this-fall-these-educators-think-so\">student learning\u003c/a> this past summer found success, such as the \u003ca href=\"https://www.npr.org/2020/07/25/895329194/national-summer-school-initiative-aims-to-improve-online-teaching\">National Summer School Initiative\u003c/a>, (which used certified teachers), \u003ca href=\"https://www.springboardcollaborative.org/case-study-baltimore-city-public-schools-springboard-support-learning-at-home/\">Springboard Collaborative\u003c/a>, (which enlists parents as coaches) and the \u003ca href=\"https://oaklandreach.org/the-oakland-reach-city-wide-virtual-hub-2/\">Oakland REACH\u003c/a> (which had staff and volunteers). The White House proposal specifically mentions that K-12 schools would be able to use aid for \"summer school or other support for students that will help make up lost learning time this year.\"\u003c/p>\n\u003ch2>\u003cstrong>2. Tutoring\u003c/strong>\u003c/h2>\n\u003cp>Robert Slavin has investigated many of the potential solutions that are on the table to help students recover learning. He's the director of the Center for Research and Reform in Education at Johns Hopkins University.\u003c/p>\n\u003cp>\"We've looked at all different kinds of things,\" he says, \"summer school, after school, extended day. ... And what's striking is that tutoring gets far bigger impacts than any of those other kinds of interventions.\"\u003c/p>\n\u003cp>But not just any tutoring. Models that have been validated by research include careful training and support for tutors, plus software or other materials; a total of at least 60 sessions, three to five days a week; and groups of no more than four students to a tutor. Most of the evidence backs this kind of tutoring to help readers in elementary school, with some in math as well.\u003c/p>\n\u003cp>The programs Slavin says are well documented and could be scaled up are : \u003ca href=\"https://readingrecovery.org/reading-recovery/teaching-children/basic-facts/\">Reading Recovery\u003c/a>, \u003ca href=\"https://www.voyagersopris.com/literacy/sound-partners/overview\">Sound Partners\u003c/a>, \u003ca href=\"https://www.savvas.com/index.cfm?locator=PS15K4\">QuickReads\u003c/a>, \u003ca href=\"https://www.fountasandpinnell.com/lli/\">Leveled Literacy Intervention\u003c/a>, and the \u003ca href=\"https://www.readingandmath.net/\">Minnesota Reading and Math Corps\u003c/a>.\u003c/p>\n\u003cp>Most of these programs can be run successfully with trained teaching assistants who aren't necessarily certified teachers. Slavin likes the idea of creating a federal jobs program for tutors who are recent graduates, potentially an extension of AmeriCorps.\u003c/p>\n\u003ch2>\u003cstrong>3. Safer and more equitable schools; \"Never going to go back to normal\" \u003c/strong>\u003c/h2>\n\u003cp>Making sure every child can read and do math is not the only purpose of school.\u003c/p>\n\u003cp>After a year that saw a surge in child hunger, a mass racial uprising and an attempted insurrection, parent and student groups said they want schools to become more safe, supportive and just.\u003c/p>\n\u003cp>This encompasses many things: support for mental health and needed accommodations, strong relationships with caring adults. Biden's rescue package currently includes funds for hiring more school counselors and for expanding the \"community schools\" model where schools are set up to connect families with housing help and other social services.\u003c/p>\n\u003cp>And, students are asking for different content in the classroom. An organization called \u003ca href=\"https://www.stuvoice.org/about\">Student Voice\u003c/a> has been holding virtual listening sessions with high school students. Maya Green, 19, has conducted some of the sessions. She said, \"A lot of students spoke for the desire for a decolonization of school curricula: speaking to the real and often violent history of America, encouraging empathy in learning and really just celebrating the diverse experiences and diverse identities of students.\"\u003c/p>\n\u003cp>Jenna Yuan, 18 and also with Student Voice, noted that students are living through a tumultuous period in history. \"Regardless of whether they return to the school building or they continue to be online,\" Yuan says, \"their school experience is never going to go back to normal, nor was normal something that worked for all students even before the pandemic. \"\u003c/p>\n\u003cp>Rodrigues says that, based on her organization's polling, parents feel the same way: \"Every single month since April,\" by a 2 to 1 ratio, she says, parents have sent a consistent message: \"They're not interested in putting their kids back in the same status quo.\"\u003c/p>\n\u003ch2>4. \u003cstrong> Invest in a Moon Shot \u003c/strong>\u003c/h2>\n\u003cp>\"Tutoring and summer learning are not magic pixie dust,\" cautions Socol, at EdTrust. She says if these endeavors are to work, they need a big commitment. \"There is evidence that they work, but ... they're going to need to be at the federal level or state level, with [significant] investments and quality safeguards.\"\u003c/p>\n\u003cp>Speaking of pixie dust, Mark Schneider at the Department of Education's Institute of Education Sciences thinks the U.S. needs a lot more investment in research and evaluation of what really works in education. Artificial intelligence-based tutoring software and other high-tech ed-tech applications, he says, have disappointing and inconsistent results. \"On average, the effect size is zero.\" And with all this new federal investment, \"What I'm worried about is if we spend five billion dollars on massive tutoring, we're not setting up an evaluation system--so that we actually start learning which tutoring programs work for, say, black kids in Philadelphia, for Hispanic kids in Brownsville.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He proposes a federal Advanced Research Projects Agency for education — like \u003ca href=\"https://www.npr.org/2017/03/28/521779864/inside-darpa-the-pentagon-agency-whose-technology-has-changed-the-world\">DARPA\u003c/a>, in the Defense Department, which invests in cutting-edge research for national security. In fact, his office has a\u003ca href=\"https://fyi.coe.uga.edu/2020-12-ies-announces-transformative-research-in-the-education-sciences-grants-program/#:~:text=Through%20the%20Transformative%20Research%20in,education%20practice%20or%20policy%2C%20or\"> grant out right now\u003c/a> of up to $3 million for \"transformative research in the education sciences.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Keep+Schools+Open+All+Summer%2C+And+Other+Bold+Ideas+To+Help+Kids+Catch+Up&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Can Teachers Nurture Meaningful Student Agency?",
"title": "How Can Teachers Nurture Meaningful Student Agency?",
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"content": "\u003cp> \u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “student agency” continues to be at the forefront of the educational discourse around the world. By encouraging children to have more control over their learning, educators hope students will leave our classrooms and schools with a range of skills that will support them in being lifelong learners, engaged humanitarians and empathetic people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As of late, this has become increasingly apparent as teachers and students have pivoted to more distance learning experiences. Supporting students in this different educational landscape has proven challenging for many. In the circumstances where student agency had been cultivated and nurtured in the brick-and-mortar classroom setting, I have witnessed that students have transitioned more smoothly into distance learning and have been more successful in a hybrid model. Their ability to manage their time and self-direct; their engagement with their learning and seemingly inherent curiosity; and their critical thinking and collaboration skills all have been at the forefront of what has helped them be successful in several modalities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in my work with schools to create more student-agency-rich environments, I fear we may be missing the mark on what “student agency” truly is. Teachers frequently talk about student agency as a choice over assignments, like a list of items on a menu: essay, PowerPoint presentation, poster project or some form of digital literacy, such as a video, Padlet or Prezi. Although it’s important we ask our students how they would like to demonstrate their learning, student agency is about so much more. It requires educators to hold ourselves accountable to values that we must embody and intentionally work towards. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s have a look at these values in more detail in order to clarify what we mean when we talk about student agency.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Genuine decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student agency is about having students take on some of the heavy lifting of learning. When students can have a genuine role in the decision-making process, this will create a classroom culture that values learning as an action. When I teach, I often ask myself, \"\u003c/span>\u003cspan style=\"font-weight: 400\">Am I doing something my students could be doing themselves?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> If the answer is yes, I de-centre myself so students can take on these responsibilities. The more I do this, the more comfortable and confident they become in taking on this agency over their learning. Learning becomes a partnership between the teacher and the student as we co-design and co-construct the learning experiences together in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowing my strengths and stretches as a learner.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask myself if my students know where they are at in their learning, where they need to go next, and if they can identify the steps they need to take to get there. Teachers can often answer these questions about each of our students, but can our students answer these questions for themselves? To help get these conversations started in class, I ask a series of guiding questions to help students reflect and begin to get to know themselves better as learners. For example, \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\">Do you learn best alone, in a small group, or in a large class setting? Do you prefer to write, talk about or draw your learning for others to see? What is your focus threshold, as in, how long can you remain focused on something before you feel you need a change of pace, setting or action?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> These questions all help students begin to take on more ownership over their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring my wonderings, curiosities and passions in school.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">All students enter their schooling as curious and inquisitive beings. They are full of questions and wonder as they explore and discover the world around them. However, somewhere in their schooling, many become complacent, disengaged and uninterested in their learning and in school. What does our teaching do to support and honour the innate curiosity of all students? How do we lean into student wonderings to make rich connections to our curriculum? How can we make our curriculum come alive so students see it as something we explore rather than something we merely cover? These questions help honour the wonderings, curiosities and passions of all of our students so that they can see themselves as important stakeholders in their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having my questions shape my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions are an invitation to learning. They call for us to be engaged, to be inquisitive and to research and problem-solve. In order to utilize this opportunity to create student agency, I often pose big, unGoogleable questions to frame our units of study in class that draw students in and will act as our overarching big idea for our learning. I make this question highly visible in class. I compose this question to be compelling, relevant and interesting with a hope that this one big unGoogleable question will spark wonder and curiosity in students to ask their own connected questions. We discuss the questions that students generate and begin to sort them into categories and themes before we post them in class under the larger unGoogleable question. They have a genuine voice in the design of the unit in that we will explore the questions they posed in our research and exploration together. Students begin to see how their questions shape their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having a genuine voice in assessment of my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If we are talking about student agency in the classroom, we must ensure there is student voice in the assessment of learning as well. Students have a genuine voice in the assessment of their learning when they can confidently give accurate feedback to peers, take and apply feedback without worry of ridicule or embarrassment, and embark into learning through the lens of taking risks in order to grow, rather than for a grade, mark or percentage score. Students need to feel psychologically safe if we are to ask them to take on a more active and meaningful role in their learning, which is why as we nurture student agency in our classrooms, it’s important that we also nurture relationships, trust and risk taking.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Showing and exploring my learning in different ways.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the big idea or content we are learning about, I often begin the school year with a new group of students by providing a choice board through which kids can explore content. A choice board is a digital slide that I have embedded resources into that allows students some options to select information in a means that they feel best supports their learning. I often introduce the exploratory nature of a choice board by asking students, \"D\u003c/span>\u003cspan style=\"font-weight: 400\">o you enjoy taking in information by reading text, looking at images, infographics or charts, watching a short video, exploring a website, or listening to a podcast or someone talking about the information?\" \u003c/span>\u003cspan style=\"font-weight: 400\">Once students have reflected on this prompt, they have a clearer understanding of what best supports their learning. When facing the options on a choice board, they make a decision based on their better understanding of their learning needs and strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further, I encourage students to document their learning–\"\u003c/span>\u003cspan style=\"font-weight: 400\">evidencing,\"\u003c/span>\u003cspan style=\"font-weight: 400\"> as we refer to it–in a manner that they decide. I always provide a few options in the form of thinking maps, thinking routines or templates to help anchor and organize their learning. After exploring these options and considering if any of them would support their learning, I encourage students to take ownership over this decision and select an evidencing method that works best for them. The power of this choice over showing and exploring their learning in different ways is seen in their success and engagement as well as the greater understanding of how I can best support each individual student that I gain. I observe and document their choices and pathways and then reflect on how I can help them with this agency and have them be continuously successful throughout the process.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deciding how I want to share my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask my students, \"\u003c/span>\u003cspan style=\"font-weight: 400\">If you could show me your learning in any way, how would you show me what you know?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> My hope is to honour the diverse learners in the room whilst simultaneously leaning into student’s strengths when it comes to agency. Inevitably students tell me the things they’ve always done in school. Similar to the list of items on a menu I referenced at the onset of this piece, I often observe that students don’t reflect on this prompt with the depth, individuality or creativity I would hope the opportunity offers. That’s why it’s so important that I share with students any artifacts I have curated from other classes and previous years to help paint the picture of what is possible in their learning. I have these artifacts posted on my walls, on display on my shelves or saved as digital files so I can do a bit of a \u003c/span>\u003cspan style=\"font-weight: 400\">show-and-share\u003c/span>\u003cspan style=\"font-weight: 400\"> and speak to how other students have shown their learning before them. The result is that students begin to see that in our classroom, they will have some voice and choice in how they show their learning and that they can really lean into their strengths and interests. This creates a start point in learning from a strength-based stance rather than a deficit-based position. Kids will choose things that they’re good at, interested in exploring more meaningfully and are more genuinely engaged in. How cool is that?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Growing into the person I want to be.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What are the enduring skills, lasting values and habits of mind that will be the legacy of our time with children in our classrooms? How are we cultivating the conditions in today’s classrooms that will nurture the empathy and equity we hope students embody as citizens of tomorrow’s world? How do we view each and every one of our students as unique individuals with strengths, talents, characteristics and perspectives that we need to honour and help flourish during their time in school? It is within our active exploration of these questions and our validation of them in our interactions with students that will give space and support for them to grow in our classrooms. Student agency is not about pushing all kids down the same pathway or having all kids choose the same goal. Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://trevmackenzie.wordpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cp>\u003cstrong>By Trevor MacKenzie\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “student agency” continues to be at the forefront of the educational discourse around the world. By encouraging children to have more control over their learning, educators hope students will leave our classrooms and schools with a range of skills that will support them in being lifelong learners, engaged humanitarians and empathetic people.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As of late, this has become increasingly apparent as teachers and students have pivoted to more distance learning experiences. Supporting students in this different educational landscape has proven challenging for many. In the circumstances where student agency had been cultivated and nurtured in the brick-and-mortar classroom setting, I have witnessed that students have transitioned more smoothly into distance learning and have been more successful in a hybrid model. Their ability to manage their time and self-direct; their engagement with their learning and seemingly inherent curiosity; and their critical thinking and collaboration skills all have been at the forefront of what has helped them be successful in several modalities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in my work with schools to create more student-agency-rich environments, I fear we may be missing the mark on what “student agency” truly is. Teachers frequently talk about student agency as a choice over assignments, like a list of items on a menu: essay, PowerPoint presentation, poster project or some form of digital literacy, such as a video, Padlet or Prezi. Although it’s important we ask our students how they would like to demonstrate their learning, student agency is about so much more. It requires educators to hold ourselves accountable to values that we must embody and intentionally work towards. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Let’s have a look at these values in more detail in order to clarify what we mean when we talk about student agency.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Genuine decision making\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Student agency is about having students take on some of the heavy lifting of learning. When students can have a genuine role in the decision-making process, this will create a classroom culture that values learning as an action. When I teach, I often ask myself, \"\u003c/span>\u003cspan style=\"font-weight: 400\">Am I doing something my students could be doing themselves?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> If the answer is yes, I de-centre myself so students can take on these responsibilities. The more I do this, the more comfortable and confident they become in taking on this agency over their learning. Learning becomes a partnership between the teacher and the student as we co-design and co-construct the learning experiences together in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Knowing my strengths and stretches as a learner.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask myself if my students know where they are at in their learning, where they need to go next, and if they can identify the steps they need to take to get there. Teachers can often answer these questions about each of our students, but can our students answer these questions for themselves? To help get these conversations started in class, I ask a series of guiding questions to help students reflect and begin to get to know themselves better as learners. For example, \u003c/span>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\">Do you learn best alone, in a small group, or in a large class setting? Do you prefer to write, talk about or draw your learning for others to see? What is your focus threshold, as in, how long can you remain focused on something before you feel you need a change of pace, setting or action?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> These questions all help students begin to take on more ownership over their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Exploring my wonderings, curiosities and passions in school.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">All students enter their schooling as curious and inquisitive beings. They are full of questions and wonder as they explore and discover the world around them. However, somewhere in their schooling, many become complacent, disengaged and uninterested in their learning and in school. What does our teaching do to support and honour the innate curiosity of all students? How do we lean into student wonderings to make rich connections to our curriculum? How can we make our curriculum come alive so students see it as something we explore rather than something we merely cover? These questions help honour the wonderings, curiosities and passions of all of our students so that they can see themselves as important stakeholders in their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having my questions shape my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Questions are an invitation to learning. They call for us to be engaged, to be inquisitive and to research and problem-solve. In order to utilize this opportunity to create student agency, I often pose big, unGoogleable questions to frame our units of study in class that draw students in and will act as our overarching big idea for our learning. I make this question highly visible in class. I compose this question to be compelling, relevant and interesting with a hope that this one big unGoogleable question will spark wonder and curiosity in students to ask their own connected questions. We discuss the questions that students generate and begin to sort them into categories and themes before we post them in class under the larger unGoogleable question. They have a genuine voice in the design of the unit in that we will explore the questions they posed in our research and exploration together. Students begin to see how their questions shape their learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Having a genuine voice in assessment of my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If we are talking about student agency in the classroom, we must ensure there is student voice in the assessment of learning as well. Students have a genuine voice in the assessment of their learning when they can confidently give accurate feedback to peers, take and apply feedback without worry of ridicule or embarrassment, and embark into learning through the lens of taking risks in order to grow, rather than for a grade, mark or percentage score. Students need to feel psychologically safe if we are to ask them to take on a more active and meaningful role in their learning, which is why as we nurture student agency in our classrooms, it’s important that we also nurture relationships, trust and risk taking.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Showing and exploring my learning in different ways.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whatever the big idea or content we are learning about, I often begin the school year with a new group of students by providing a choice board through which kids can explore content. A choice board is a digital slide that I have embedded resources into that allows students some options to select information in a means that they feel best supports their learning. I often introduce the exploratory nature of a choice board by asking students, \"D\u003c/span>\u003cspan style=\"font-weight: 400\">o you enjoy taking in information by reading text, looking at images, infographics or charts, watching a short video, exploring a website, or listening to a podcast or someone talking about the information?\" \u003c/span>\u003cspan style=\"font-weight: 400\">Once students have reflected on this prompt, they have a clearer understanding of what best supports their learning. When facing the options on a choice board, they make a decision based on their better understanding of their learning needs and strengths.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Further, I encourage students to document their learning–\"\u003c/span>\u003cspan style=\"font-weight: 400\">evidencing,\"\u003c/span>\u003cspan style=\"font-weight: 400\"> as we refer to it–in a manner that they decide. I always provide a few options in the form of thinking maps, thinking routines or templates to help anchor and organize their learning. After exploring these options and considering if any of them would support their learning, I encourage students to take ownership over this decision and select an evidencing method that works best for them. The power of this choice over showing and exploring their learning in different ways is seen in their success and engagement as well as the greater understanding of how I can best support each individual student that I gain. I observe and document their choices and pathways and then reflect on how I can help them with this agency and have them be continuously successful throughout the process.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Deciding how I want to share my learning.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">I often ask my students, \"\u003c/span>\u003cspan style=\"font-weight: 400\">If you could show me your learning in any way, how would you show me what you know?\"\u003c/span>\u003cspan style=\"font-weight: 400\"> My hope is to honour the diverse learners in the room whilst simultaneously leaning into student’s strengths when it comes to agency. Inevitably students tell me the things they’ve always done in school. Similar to the list of items on a menu I referenced at the onset of this piece, I often observe that students don’t reflect on this prompt with the depth, individuality or creativity I would hope the opportunity offers. That’s why it’s so important that I share with students any artifacts I have curated from other classes and previous years to help paint the picture of what is possible in their learning. I have these artifacts posted on my walls, on display on my shelves or saved as digital files so I can do a bit of a \u003c/span>\u003cspan style=\"font-weight: 400\">show-and-share\u003c/span>\u003cspan style=\"font-weight: 400\"> and speak to how other students have shown their learning before them. The result is that students begin to see that in our classroom, they will have some voice and choice in how they show their learning and that they can really lean into their strengths and interests. This creates a start point in learning from a strength-based stance rather than a deficit-based position. Kids will choose things that they’re good at, interested in exploring more meaningfully and are more genuinely engaged in. How cool is that?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Growing into the person I want to be.\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">What are the enduring skills, lasting values and habits of mind that will be the legacy of our time with children in our classrooms? How are we cultivating the conditions in today’s classrooms that will nurture the empathy and equity we hope students embody as citizens of tomorrow’s world? How do we view each and every one of our students as unique individuals with strengths, talents, characteristics and perspectives that we need to honour and help flourish during their time in school? It is within our active exploration of these questions and our validation of them in our interactions with students that will give space and support for them to grow in our classrooms. Student agency is not about pushing all kids down the same pathway or having all kids choose the same goal. Student agency is about empowering students to know themselves better, determine who they want to be and identifying steps we can take together to have this goal become a reality.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/trev_mackenzie\">Trevor MacKenzie\u003c/a> is an award-winning English teacher at Oak Bay High School in Victoria, BC, Canada, who believes that it is a \u003ca href=\"http://trevmackenzie.wordpress.com/\" target=\"_blank\" rel=\"noopener noreferrer\">magical time to be an educator\u003c/a>. He is also the author of \u003ca href=\"https://www.amazon.com/Dive-Into-Inquiry-Trevor-MacKenzie/dp/1945167157/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1517784142&sr=8-7&dpID=41bWKOfZtNL&preST=_SY344_BO1,204,203,200_QL70_&dpSrc=detail\">Dive into Inquiry: Amplify Learning and Empower Student Voice\u003c/a>, and co-author of \u003ca href=\"https://www.trevormackenzie.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Inquiry Mindsets: Nurturing the Dreams, Wonders, and Curiosities of Our Youngest Learners, \u003c/a>along with \u003ca href=\"https://twitter.com/rbathursthunt\">Rebecca Bathurst-Hunt\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Here's How Back To School Might Look In The New Normal",
"title": "Here's How Back To School Might Look In The New Normal",
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"content": "\u003cp>The students are met at the school door with a thermometer and a health quiz, answering questions like \"Are you feeling sick today?\"\u003c/p>\n\u003cp>Once they pass this quiz, the students in this summer enrichment program outside St. Louis proceed to folding chairs spread 10 feet apart across the gymnasium to eat breakfast alone.\u003c/p>\n\u003cp>Eating so far from friends has been \"not great\" for Jada Randle. \"It's boring. You just have to sit \u003cem>away\u003c/em> from people,\" said the 10-year-old.\u003c/p>\n\u003cp>Jennings School District, which educates about 2,500 students just north of St. Louis, is using this summer program to test an in-person school model that it will roll out for the entire district next month. The program highlights the challenges that lie ahead for schools as they try to safely reopen amid a raging pandemic.\u003c/p>\n\u003cp>Two groups of a few dozen students, in grades five through 12, come on alternating days for enrichment programs that include computer coding, building design and chess. Jennings is one of the first public school districts in the region to welcome any students and staff back into its buildings on a regular basis, even as neighboring districts cancel plans to open their schools in the fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When school resumes in earnest on Aug. 24, Jennings will offer this alternating-day schedule along with a fully online version, a combination that administrators hope will keep capacity at just 25%.\u003c/p>\n\u003cp>\"It's really going well,\" said Vernice Hicks-Prophet, who oversees elementary schools for the district. \"We're working this program so we can get all of the kinks out of it when students return in August.\"\u003c/p>\n\u003cfigure id=\"attachment_56366\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56366\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/071320_rd_jenningsschoolpilot_03-copy_slide-849480e4a1f3ba1eb39b483f3cef660100bf609d-scaled-e1595919044683.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students who attend the summer enrichment program in Jennings, Mo., have their temperature taken upon arrival. \u003ccite>(Ryan Delaney/St. Louis Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers nationwide and \u003ca href=\"https://news.stlpublicradio.org/post/how-go-back-teachers-wrestle-thought-returning-school\">in St. Louis\u003c/a> have voiced their concerns about keeping themselves and their students healthy. This comes as pressure mounts from government leaders to reopen schools and as coronavirus cases spike around the United States. The union representing teachers in Jennings is against reopening for in-person classes.\u003c/p>\n\u003cp>Business teacher Marc Reid volunteered to come back to school and teach: \"Since we have a lot of safeguards in place, it made me feel very comfortable in doing so.\" Tables in his computer lab were spread as far apart as possible, with just one computer on each table.\u003c/p>\n\u003cp>Sometimes it's hard to hear students' questions when their voices are muffled by their masks, he said.\u003c/p>\n\u003cp>Students are instructed to wear masks except for sips of water from their own cups or bottles. If they show up barefaced, they are supplied a mask. Teachers are also expected to wear masks, though one wasn't. Students mostly complied with the rule, though masks didn't always stay on perfectly over their noses and mouths; masks are too hot, several students said.\u003c/p>\n\u003cp>\"Sometimes I pull it down to scratch my face and forget to pull it back up,\" said 13-year-old Curtis Grisby.\u003c/p>\n\u003cfigure id=\"attachment_56368\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56368\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/072020_rd_jenningsschoolpilot_17-copy_custom-223f0b29a368ba18c86a10b532347daba24c995b-scaled-e1595919148584.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Business teacher Marc Reid spaced out tables in the classroom he's teaching in this summer. He said it can be hard to hear his students when they're spread out and talking through masks. \u003ccite>(Ryan Delaney/St. Louis Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Curtis, who's about to start his freshman year of high school, said he mostly doesn't mind the mask and distancing rules: \"It's just a new experience.\" But he also predicted that his classmates will not follow every rule, especially when changing classes.\u003c/p>\n\u003cp>In regard to mask and distancing infractions, Superintendent Art McCoy said it will take time to develop habits around the protocols.\u003c/p>\n\u003cp>\"We're not expecting perfect. That's why we're starting early,\" he said, adding that the goal will be to balance enforcement and maintaining a positive learning environment, all while keeping the number of COVID-19 cases as low as possible.\u003c/p>\n\u003cp>When NPR visited, a custodian frequently lapped the hallways with a spray bottle of disinfectant; hand sanitizer and Clorox wipes were scattered around rooms; and teachers told students to sanitize their hands before coming into a classroom.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-56369 alignnone\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/071320_rd_jenningsschoolpilot_20-copy_custom-31d8e9beaa3dc6b80b0da75d0e9080284a0063f9-scaled-e1595919197958.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003c/p>\n\u003cp>The district still has some work to do before reopening — while chairs were spaced far apart for eating, not all classrooms were set up for kids to be separated by at least 6 feet.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Jada, the 10-year-old student, said she's worried about more crowded schools too. And as a typical kid, she's not exactly excited about being back in school. But after being stuck inside since March, she \"just wanted to get out of the house.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 St. Louis Public Radio. To see more, visit \u003ca href=\"http://www.stlpublicradio.org\">St. Louis Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+How+Back+To+School+Might+Look+In+The+New+Normal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The students are met at the school door with a thermometer and a health quiz, answering questions like \"Are you feeling sick today?\"\u003c/p>\n\u003cp>Once they pass this quiz, the students in this summer enrichment program outside St. Louis proceed to folding chairs spread 10 feet apart across the gymnasium to eat breakfast alone.\u003c/p>\n\u003cp>Eating so far from friends has been \"not great\" for Jada Randle. \"It's boring. You just have to sit \u003cem>away\u003c/em> from people,\" said the 10-year-old.\u003c/p>\n\u003cp>Jennings School District, which educates about 2,500 students just north of St. Louis, is using this summer program to test an in-person school model that it will roll out for the entire district next month. The program highlights the challenges that lie ahead for schools as they try to safely reopen amid a raging pandemic.\u003c/p>\n\u003cp>Two groups of a few dozen students, in grades five through 12, come on alternating days for enrichment programs that include computer coding, building design and chess. Jennings is one of the first public school districts in the region to welcome any students and staff back into its buildings on a regular basis, even as neighboring districts cancel plans to open their schools in the fall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When school resumes in earnest on Aug. 24, Jennings will offer this alternating-day schedule along with a fully online version, a combination that administrators hope will keep capacity at just 25%.\u003c/p>\n\u003cp>\"It's really going well,\" said Vernice Hicks-Prophet, who oversees elementary schools for the district. \"We're working this program so we can get all of the kinks out of it when students return in August.\"\u003c/p>\n\u003cfigure id=\"attachment_56366\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56366\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/071320_rd_jenningsschoolpilot_03-copy_slide-849480e4a1f3ba1eb39b483f3cef660100bf609d-scaled-e1595919044683.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Students who attend the summer enrichment program in Jennings, Mo., have their temperature taken upon arrival. \u003ccite>(Ryan Delaney/St. Louis Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers nationwide and \u003ca href=\"https://news.stlpublicradio.org/post/how-go-back-teachers-wrestle-thought-returning-school\">in St. Louis\u003c/a> have voiced their concerns about keeping themselves and their students healthy. This comes as pressure mounts from government leaders to reopen schools and as coronavirus cases spike around the United States. The union representing teachers in Jennings is against reopening for in-person classes.\u003c/p>\n\u003cp>Business teacher Marc Reid volunteered to come back to school and teach: \"Since we have a lot of safeguards in place, it made me feel very comfortable in doing so.\" Tables in his computer lab were spread as far apart as possible, with just one computer on each table.\u003c/p>\n\u003cp>Sometimes it's hard to hear students' questions when their voices are muffled by their masks, he said.\u003c/p>\n\u003cp>Students are instructed to wear masks except for sips of water from their own cups or bottles. If they show up barefaced, they are supplied a mask. Teachers are also expected to wear masks, though one wasn't. Students mostly complied with the rule, though masks didn't always stay on perfectly over their noses and mouths; masks are too hot, several students said.\u003c/p>\n\u003cp>\"Sometimes I pull it down to scratch my face and forget to pull it back up,\" said 13-year-old Curtis Grisby.\u003c/p>\n\u003cfigure id=\"attachment_56368\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-56368\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/072020_rd_jenningsschoolpilot_17-copy_custom-223f0b29a368ba18c86a10b532347daba24c995b-scaled-e1595919148584.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Business teacher Marc Reid spaced out tables in the classroom he's teaching in this summer. He said it can be hard to hear his students when they're spread out and talking through masks. \u003ccite>(Ryan Delaney/St. Louis Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Curtis, who's about to start his freshman year of high school, said he mostly doesn't mind the mask and distancing rules: \"It's just a new experience.\" But he also predicted that his classmates will not follow every rule, especially when changing classes.\u003c/p>\n\u003cp>In regard to mask and distancing infractions, Superintendent Art McCoy said it will take time to develop habits around the protocols.\u003c/p>\n\u003cp>\"We're not expecting perfect. That's why we're starting early,\" he said, adding that the goal will be to balance enforcement and maintaining a positive learning environment, all while keeping the number of COVID-19 cases as low as possible.\u003c/p>\n\u003cp>When NPR visited, a custodian frequently lapped the hallways with a spray bottle of disinfectant; hand sanitizer and Clorox wipes were scattered around rooms; and teachers told students to sanitize their hands before coming into a classroom.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-56369 alignnone\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/07/071320_rd_jenningsschoolpilot_20-copy_custom-31d8e9beaa3dc6b80b0da75d0e9080284a0063f9-scaled-e1595919197958.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003c/p>\n\u003cp>The district still has some work to do before reopening — while chairs were spaced far apart for eating, not all classrooms were set up for kids to be separated by at least 6 feet.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Jada, the 10-year-old student, said she's worried about more crowded schools too. And as a typical kid, she's not exactly excited about being back in school. But after being stuck inside since March, she \"just wanted to get out of the house.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 St. Louis Public Radio. To see more, visit \u003ca href=\"http://www.stlpublicradio.org\">St. Louis Public Radio\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Here%27s+How+Back+To+School+Might+Look+In+The+New+Normal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "A School on the Rise Sees Progress Halted by the Pandemic",
"title": "A School on the Rise Sees Progress Halted by the Pandemic",
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"content": "\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>METAIRIE, La. — When it was time for Kelly Ragas to choose a middle school for her son three years ago, John Q. Adams was certainly the most convenient option: She worked as its school secretary and already had a child there. But she had doubts. The school was rated a C by the state, and while Ragas was comfortable with its increasing diversity, she knew other longtime residents felt differently.\u003c/p>\n\u003cp>“Some people from years ago, they look at the school and say, ‘It’s so different now,’ ” said Ragas. Three-quarters of the school’s students are non-white and more than a dozen languages, including Arabic and Urdu, are spoken.\u003c/p>\n\u003cp>By the end of her son’s first year, the school’s rating had dropped even further, to a D. But then the Jefferson Parish district hired Jason Beber to take over as principal in fall 2018 with a mandate to get Adams back on a path to academic success.\u003c/p>\n\u003cp>“They knew I had been a turnaround guy,” said Beber, who had taken a school in a neighboring district from its lowest performing to one of its highest. “My vision was I want Adams to start with an A.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Early signs were promising. In Beber’s first year, 2018-19, the school’s rating improved to a C, and teachers and staff reported that student behavior and teacher morale improved too. But the coronavirus pandemic has threatened that academic progress.\u003c/p>\n\u003cp>Louisiana schools are closed through the end of the school year, if not longer. While districts elsewhere in the country have switched to online education, Jefferson Parish, where Adams is located, chose not to move its curriculum online amid concerns that \u003ca href=\"https://www.nola.com/news/coronavirus/article_f6576f98-6535-11ea-aa05-e3379b367b76.html\">many students lacked home internet access\u003c/a>. The district has made printed instructional packets available at meal pickup locations for students who cannot get online, and teachers are free to provide digital-based lessons. But all of the work that teachers assign is optional: Students aren’t receiving grades.\u003c/p>\n\u003cfigure id=\"attachment_56030\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56030\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Seventh grade algebra students at John Q. Adams Middle School. The coronavirus shutdown has put the school’s fragile academic gains at risk. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Adams, teachers and staff are doing what they can to stay connected with their students. The school’s Facebook page has become a popular resource, offering access to school counselors as well as a \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdG-c4UIOzT2xspFWBp3kfJYmsulSmxr4VBl7nS2Y_wWhP7rQ/viewform\">virtual talent show\u003c/a>. Teachers have been reaching out to students over their own social media accounts. But, Beber acknowledges, for students who lack online access, these are not options.\u003c/p>\n\u003cp>“Some of [my teachers] have only been able to contact 10 to 15 of their students and they have 100-plus students,” Beber said. “Some of our kids are reaching out through their friends via cell phone or word of mouth, asking, ‘Can you get ahold of so-and-so? We don’t have Internet.’”\u003c/p>\n\u003cp>The issue goes beyond remote learning. “We have newcomer families from other countries who need outside services: housing, food, things like that,” said Beber. The school uses an automated translation tool to text families in multiple languages about food distribution centers and city-wide relief programs. Beber and his staff are also keeping a list of all the students teachers have not been able to reach.\u003c/p>\n\u003cfigure id=\"attachment_56033\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Sixth graders work out a math problem at John Q. Adams Middle School. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As recently as mid-February, Beber’s day-to-day concerns revolved around student engagement, teacher development and upcoming state evaluations. Adams is located in a predominantly white, middle-class neighborhood, but it draws many of its students from nearby communities with large immigrant and lower-income populations. One of the school’s greatest challenges, Beber said, is that many families work seasonal jobs in tourism and other industries, moving between the U.S. and their home countries multiple times a year. It’s common for a student to attend Adams for a few months, then return with their parents to Ecuador, for example, he said, only to reappear at Adams a few months later not having attended school in the interim.\u003c/p>\n\u003cp>On top of that, many students struggle with the stresses of poverty. Some \u003ca href=\"https://louisianaschools.com/schools/26001/academic-performance#breakdown_student_groups\">90 percent\u003c/a> of students live in households that qualify for government assistance.\u003c/p>\n\u003cp>In spite of the challenges, Beber and his staff were confident that their students were better prepared than ever for state assessments. But the tests, scheduled for April, were cancelled because of the pandemic.\u003c/p>\n\u003cp>“We’re actually upset about not taking the state tests this year,” he said. He and his staff were looking forward to showing another year of academic gains after a bump in reading and math scores in 2018. It would be further validation of a shift in both school culture and expectations that many say was long overdue.\u003c/p>\n\u003cfigure id=\"attachment_56034\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">John Q. Adams Principal Jason Beber speaks with students in an ESL class designed for students who’ve just arrived in the U.S. Immigrants make up a large share of the school’s student body. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There were several of us who felt like we weren’t being pushed the way that we needed to be pushed, not the students, not the teachers,” said Danita Brown, an algebra teacher in her 14th year at Adams. “We weren’t performing at the level we knew we could.”\u003c/p>\n\u003cp>While bringing in a new principal may seem like an easy and obvious solution, \u003ca href=\"https://edworkingpapers.com/ai19-95\">research shows\u003c/a> that the disruptions caused by changes in leadership can actually reduce student performance, at least in the short term.\u003c/p>\n\u003cp>At Adams, however, the turnaround has been swift. That’s not to say that there weren’t concerns at the beginning of Beber’s tenure.\u003c/p>\n\u003cp>“The staff attitude was mixed,” said Joan Growl, who has been at Adams for the last nine years of her three-decade teaching career. “When a new principal arrives the first thing for the teachers is sort of an anxiety that [the principal] will assume that the teachers … haven’t been doing their job or doing what they needed to do.” Whatever new goals or strategies a principal wants to put into place, she said, should begin with listening to teachers and valuing their input. “Mr. Beber did do that,” she said.\u003c/p>\n\u003cp>Teachers said those efforts began before the school year started. In July, Beber began to schedule individual meetings with every adult in the building, from teachers to custodial staff. He recalls that in these meetings, he did very little of the talking.\u003c/p>\n\u003cp>“People gave me an earful, what they’d like to see change, who’s doing what, who’s not doing what,” he said. “They got to be heard. That was a big thing. I listened.”\u003c/p>\n\u003cp>This was an important step, agrees assistant principal Laura Leinhardt, who has worked at Adams under two previous principals. “That kind of one-on-one doesn’t always happen,” she said. But listening is one thing, getting teachers and staff on board with your plans is another.\u003c/p>\n\u003cfigure id=\"attachment_56031\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56031\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Kimberly Joinelle helps a student in her sixth-grade math class. Teachers like Joinelle say the school’s new principal, Jason Beber, has valued their input. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The best and quickest way of getting people to buy in is to show them some quick results,” said Leinhardt. “People had complained about student behavior. Well, with a noticeable shift in student behavior, that’s going to get some of those people who are naysayers to say, ‘Wait, he might know what he’s talking about.’”\u003c/p>\n\u003cp>Some students said they can see the difference. “Compared to sixth grade, school safety has gotten better,” said Savannah Williams, an eighth grader whose mother teaches at the school. “There’s less fighting and less conflicts. In classes, it’s just more relaxed.”\u003c/p>\n\u003cp>Improving student behavior began with changing expectations of everything about Adams, Beber said, even the physical building. The district has a campus of the month award to celebrate clean and tidy facilities. Beber was dismayed to learn that Adams had never won. He found that school maintenance requests had been allowed to languish, without response.\u003c/p>\n\u003cp>“How hard can it be to get campus of the month?” he asked. He had the maintenance team clean up the schoolyard, removing graffiti and paint stains. In February 2019, the school won the honor.\u003c/p>\n\u003cp>Beber also opted for a more proactive approach to school discipline, seeking to identify kids who were struggling before they got into more trouble. One result was the Adams Man Club, which he initially created for male students who’d had at least three suspensions. “The idea was, we’re going to tell them how awesome they are,” Beber said. The group meets weekly so members can discuss issues they are having both inside and outside of school. They wear bow ties on Mondays to set an example for the rest of the school, and they’ve gone on college tours and recently led a school-wide canned food drive.\u003c/p>\n\u003cp>Beber said that in-school suspensions have dropped for club members and across the board. Some Man Club members are now on the honor roll. “We didn’t give them any extra tutoring,” he said. “We invested in culture, relationships.”\u003c/p>\n\u003cp>Beber said he has seen the dividends of the improved school culture during the school closure. Teacher attendance in voluntary weekly Zoom meetings is 100 percent, he said. And some students are asking for and completing assignments, even though the work is optional. But there’s no denying the shutdown’s toll on kids and their families.\u003c/p>\n\u003cfigure id=\"attachment_56035\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Danita Brown teaches her seventh grade algebra class at John Q. Adams Middle School. \u003ccite>(Amadou Diallo for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ragas, the school secretary, said her son, Mario, now an eighth grader, isn’t motivated to do the optional schoolwork. She worries about what will happen to him next fall.\u003c/p>\n\u003cp>“I’m concerned because he’s making that transition to high school and it could be more than two months’ worth of work that he’s missing,” she said. “Even if he does some at home, it’s still different than being in class every day. He might be a little behind.”\u003c/p>\n\u003cp>For students and families the school has yet to make contact with, the situation could be even more dire. “We’re losing time with our most vulnerable kids,” Beber said. “That’s the harsh reality.”\u003c/p>\n\u003cp>Despite the challenges of getting kids back on track when they return to school, Beber sees some reasons for hope.\u003c/p>\n\u003cp>“I think Adams will be a little better prepared because we’re always filling gaps. We have kids who leave and then weeks or months later, they’re back with us,” he said, referring to the school’s transient students. “My teachers have done a good job of saying, ‘They’re back, let’s pick up where we left off … let’s make a plan, so that we can give them the best education possible.’\u003c/p>\n\u003cp>It’s what we do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Jason Beber joined John Q. Adams Middle School as its principal in fall 2018, with a mandate to turn around the struggling school. In his first year, the school’s rating improved to a C, and student behavior and teacher morale improved too. But with the coronavirus pandemic, that academic progress is threatened.",
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"description": "Jason Beber joined John Q. Adams Middle School as its principal in fall 2018, with a mandate to turn around the struggling school. In his first year, the school’s rating improved to a C, and student behavior and teacher morale improved too. But with the coronavirus pandemic, that academic progress is threatened.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>METAIRIE, La. — When it was time for Kelly Ragas to choose a middle school for her son three years ago, John Q. Adams was certainly the most convenient option: She worked as its school secretary and already had a child there. But she had doubts. The school was rated a C by the state, and while Ragas was comfortable with its increasing diversity, she knew other longtime residents felt differently.\u003c/p>\n\u003cp>“Some people from years ago, they look at the school and say, ‘It’s so different now,’ ” said Ragas. Three-quarters of the school’s students are non-white and more than a dozen languages, including Arabic and Urdu, are spoken.\u003c/p>\n\u003cp>By the end of her son’s first year, the school’s rating had dropped even further, to a D. But then the Jefferson Parish district hired Jason Beber to take over as principal in fall 2018 with a mandate to get Adams back on a path to academic success.\u003c/p>\n\u003cp>“They knew I had been a turnaround guy,” said Beber, who had taken a school in a neighboring district from its lowest performing to one of its highest. “My vision was I want Adams to start with an A.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Early signs were promising. In Beber’s first year, 2018-19, the school’s rating improved to a C, and teachers and staff reported that student behavior and teacher morale improved too. But the coronavirus pandemic has threatened that academic progress.\u003c/p>\n\u003cp>Louisiana schools are closed through the end of the school year, if not longer. While districts elsewhere in the country have switched to online education, Jefferson Parish, where Adams is located, chose not to move its curriculum online amid concerns that \u003ca href=\"https://www.nola.com/news/coronavirus/article_f6576f98-6535-11ea-aa05-e3379b367b76.html\">many students lacked home internet access\u003c/a>. The district has made printed instructional packets available at meal pickup locations for students who cannot get online, and teachers are free to provide digital-based lessons. But all of the work that teachers assign is optional: Students aren’t receiving grades.\u003c/p>\n\u003cfigure id=\"attachment_56030\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56030\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_09-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Seventh grade algebra students at John Q. Adams Middle School. The coronavirus shutdown has put the school’s fragile academic gains at risk. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Adams, teachers and staff are doing what they can to stay connected with their students. The school’s Facebook page has become a popular resource, offering access to school counselors as well as a \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdG-c4UIOzT2xspFWBp3kfJYmsulSmxr4VBl7nS2Y_wWhP7rQ/viewform\">virtual talent show\u003c/a>. Teachers have been reaching out to students over their own social media accounts. But, Beber acknowledges, for students who lack online access, these are not options.\u003c/p>\n\u003cp>“Some of [my teachers] have only been able to contact 10 to 15 of their students and they have 100-plus students,” Beber said. “Some of our kids are reaching out through their friends via cell phone or word of mouth, asking, ‘Can you get ahold of so-and-so? We don’t have Internet.’”\u003c/p>\n\u003cp>The issue goes beyond remote learning. “We have newcomer families from other countries who need outside services: housing, food, things like that,” said Beber. The school uses an automated translation tool to text families in multiple languages about food distribution centers and city-wide relief programs. Beber and his staff are also keeping a list of all the students teachers have not been able to reach.\u003c/p>\n\u003cfigure id=\"attachment_56033\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56033\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_40-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Sixth graders work out a math problem at John Q. Adams Middle School. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As recently as mid-February, Beber’s day-to-day concerns revolved around student engagement, teacher development and upcoming state evaluations. Adams is located in a predominantly white, middle-class neighborhood, but it draws many of its students from nearby communities with large immigrant and lower-income populations. One of the school’s greatest challenges, Beber said, is that many families work seasonal jobs in tourism and other industries, moving between the U.S. and their home countries multiple times a year. It’s common for a student to attend Adams for a few months, then return with their parents to Ecuador, for example, he said, only to reappear at Adams a few months later not having attended school in the interim.\u003c/p>\n\u003cp>On top of that, many students struggle with the stresses of poverty. Some \u003ca href=\"https://louisianaschools.com/schools/26001/academic-performance#breakdown_student_groups\">90 percent\u003c/a> of students live in households that qualify for government assistance.\u003c/p>\n\u003cp>In spite of the challenges, Beber and his staff were confident that their students were better prepared than ever for state assessments. But the tests, scheduled for April, were cancelled because of the pandemic.\u003c/p>\n\u003cp>“We’re actually upset about not taking the state tests this year,” he said. He and his staff were looking forward to showing another year of academic gains after a bump in reading and math scores in 2018. It would be further validation of a shift in both school culture and expectations that many say was long overdue.\u003c/p>\n\u003cfigure id=\"attachment_56034\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56034\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_80-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">John Q. Adams Principal Jason Beber speaks with students in an ESL class designed for students who’ve just arrived in the U.S. Immigrants make up a large share of the school’s student body. \u003ccite>(Amadou Diallo/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“There were several of us who felt like we weren’t being pushed the way that we needed to be pushed, not the students, not the teachers,” said Danita Brown, an algebra teacher in her 14th year at Adams. “We weren’t performing at the level we knew we could.”\u003c/p>\n\u003cp>While bringing in a new principal may seem like an easy and obvious solution, \u003ca href=\"https://edworkingpapers.com/ai19-95\">research shows\u003c/a> that the disruptions caused by changes in leadership can actually reduce student performance, at least in the short term.\u003c/p>\n\u003cp>At Adams, however, the turnaround has been swift. That’s not to say that there weren’t concerns at the beginning of Beber’s tenure.\u003c/p>\n\u003cp>“The staff attitude was mixed,” said Joan Growl, who has been at Adams for the last nine years of her three-decade teaching career. “When a new principal arrives the first thing for the teachers is sort of an anxiety that [the principal] will assume that the teachers … haven’t been doing their job or doing what they needed to do.” Whatever new goals or strategies a principal wants to put into place, she said, should begin with listening to teachers and valuing their input. “Mr. Beber did do that,” she said.\u003c/p>\n\u003cp>Teachers said those efforts began before the school year started. In July, Beber began to schedule individual meetings with every adult in the building, from teachers to custodial staff. He recalls that in these meetings, he did very little of the talking.\u003c/p>\n\u003cp>“People gave me an earful, what they’d like to see change, who’s doing what, who’s not doing what,” he said. “They got to be heard. That was a big thing. I listened.”\u003c/p>\n\u003cp>This was an important step, agrees assistant principal Laura Leinhardt, who has worked at Adams under two previous principals. “That kind of one-on-one doesn’t always happen,” she said. But listening is one thing, getting teachers and staff on board with your plans is another.\u003c/p>\n\u003cfigure id=\"attachment_56031\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56031\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_36-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Kimberly Joinelle helps a student in her sixth-grade math class. Teachers like Joinelle say the school’s new principal, Jason Beber, has valued their input. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The best and quickest way of getting people to buy in is to show them some quick results,” said Leinhardt. “People had complained about student behavior. Well, with a noticeable shift in student behavior, that’s going to get some of those people who are naysayers to say, ‘Wait, he might know what he’s talking about.’”\u003c/p>\n\u003cp>Some students said they can see the difference. “Compared to sixth grade, school safety has gotten better,” said Savannah Williams, an eighth grader whose mother teaches at the school. “There’s less fighting and less conflicts. In classes, it’s just more relaxed.”\u003c/p>\n\u003cp>Improving student behavior began with changing expectations of everything about Adams, Beber said, even the physical building. The district has a campus of the month award to celebrate clean and tidy facilities. Beber was dismayed to learn that Adams had never won. He found that school maintenance requests had been allowed to languish, without response.\u003c/p>\n\u003cp>“How hard can it be to get campus of the month?” he asked. He had the maintenance team clean up the schoolyard, removing graffiti and paint stains. In February 2019, the school won the honor.\u003c/p>\n\u003cp>Beber also opted for a more proactive approach to school discipline, seeking to identify kids who were struggling before they got into more trouble. One result was the Adams Man Club, which he initially created for male students who’d had at least three suspensions. “The idea was, we’re going to tell them how awesome they are,” Beber said. The group meets weekly so members can discuss issues they are having both inside and outside of school. They wear bow ties on Mondays to set an example for the rest of the school, and they’ve gone on college tours and recently led a school-wide canned food drive.\u003c/p>\n\u003cp>Beber said that in-school suspensions have dropped for club members and across the board. Some Man Club members are now on the honor roll. “We didn’t give them any extra tutoring,” he said. “We invested in culture, relationships.”\u003c/p>\n\u003cp>Beber said he has seen the dividends of the improved school culture during the school closure. Teacher attendance in voluntary weekly Zoom meetings is 100 percent, he said. And some students are asking for and completing assignments, even though the work is optional. But there’s no denying the shutdown’s toll on kids and their families.\u003c/p>\n\u003cfigure id=\"attachment_56035\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56035\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/06/amadou-diallo-Diallo_97-1020x765.jpg 1020w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Danita Brown teaches her seventh grade algebra class at John Q. Adams Middle School. \u003ccite>(Amadou Diallo for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ragas, the school secretary, said her son, Mario, now an eighth grader, isn’t motivated to do the optional schoolwork. She worries about what will happen to him next fall.\u003c/p>\n\u003cp>“I’m concerned because he’s making that transition to high school and it could be more than two months’ worth of work that he’s missing,” she said. “Even if he does some at home, it’s still different than being in class every day. He might be a little behind.”\u003c/p>\n\u003cp>For students and families the school has yet to make contact with, the situation could be even more dire. “We’re losing time with our most vulnerable kids,” Beber said. “That’s the harsh reality.”\u003c/p>\n\u003cp>Despite the challenges of getting kids back on track when they return to school, Beber sees some reasons for hope.\u003c/p>\n\u003cp>“I think Adams will be a little better prepared because we’re always filling gaps. We have kids who leave and then weeks or months later, they’re back with us,” he said, referring to the school’s transient students. “My teachers have done a good job of saying, ‘They’re back, let’s pick up where we left off … let’s make a plan, so that we can give them the best education possible.’\u003c/p>\n\u003cp>It’s what we do.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story on \u003c/em>\u003ca href=\"https://hechingerreport.org/this-school-was-on-its-way-to-a-turnaround-until-the-coronavirus-struck/\">\u003cem>school turnaround during a pandemic\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Schools Race To Feed Students Amid Coronavirus Closures",
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"content": "\u003cp>Nearly 30 million children in the U.S. count on schools for free or low-cost breakfast, lunch, snacks and sometimes dinner — but most of those children are now at home. At least 114,000 public and private schools have been closed to slow the spread of the coronavirus, affecting the vast majority of the nation's K-12 students, according to \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">an ongoing tally by Education Week\u003c/a>.\u003c/p>\n\u003cp>The school lunch program is the \u003ca href=\"https://frac.org/programs/national-school-lunch-program\">second-biggest anti-hunger initiative in the country\u003c/a>, after SNAP, or food stamps. And while classes may be cancelled, school leaders are working hard to make sure kids have food to eat.\u003c/p>\n\u003cfigure id=\"attachment_55572\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55572\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/031620_npr_covidfooddelivery_jt_20_slide-886fe6ff9f8afb1245c89d9ae63320fb7d7af26f-e1584945046334.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Franklin Pierce Schools bus driver Margie Huggler hands out free meals to students in Tacoma, Wash. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>\"I think that I actually am making plans in my sleep,\" says Susan Enfield, superintendent of Highline Public Schools, a district near Seattle. She says her schools are closed this week, and roughly two-thirds of her students qualify for free or low-cost school meals. \"So I'm not sure how much real sleep I'm getting, 'cause I wake up with a to-do list already ready to go.\"\u003c/p>\n\u003cp>\"This is unprecedented,\" says Lisa Davis, senior vice president of the No Kid Hungry Campaign. \"We're making up the playbook as we go along.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Katie Wilson agrees. She's executive director for the Urban School Food Alliance and a former deputy undersecretary at the U.S. Department of Agriculture under President Obama.\u003c/p>\n\u003cfigure id=\"attachment_55573\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55573\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/031620_npr_covidfooddelivery_jt_08_slide-809d47cb623510cd2581299bcf6123a487f8ffa8-e1584945090562.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Nutrition staff, bus drivers, paraprofessionals and volunteers load prepared meals onto school busses on the first day of Franklin Pierce Schools' meal distribution program. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I've never been in a situation like this where we really are at a crisis point and where it's going to be very difficult for children to get access to food,\" Wilson says. \"I mean, we've had some situations — natural disasters, things like that — where we've dealt with things, but nothing like this where we don't see any end in sight or how we're actually going to manage it all.\"\u003c/p>\n\u003cp>Officials in many districts say they're adapting the playbook they use to feed kids in the summer: grab-and-go meals, handed out at select school sites. These bagged or boxed meals often include lunch as well as breakfast for the following day — think sandwiches and milk, supplemented with lots of nonperishables (chips, granola bars, fruit cups, juice boxes).\u003c/p>\n\u003cfigure id=\"attachment_55574\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55574\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/031620_npr_covidfooddelivery_jt_11_slide-31523daf6b920a97a20882fdcd22ba947691a685-e1584945151254.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Franklin Pierce Schools bus driver Karrie Nilles (right), and nutrition services director Karen Brown look over a list of the district's meal distribution sites. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cities around the country are using this grab-and-go model, including \u003ca href=\"https://gothamist.com/news/nyc-plans-feed-all-students-deliver-laptops-remote-learning\">New York\u003c/a>, \u003ca href=\"https://www.wabe.org/school-districts-offer-meals-to-students-while-campuses-are-closed/\">Atlanta\u003c/a>,\u003ca href=\"https://www.freep.com/story/news/education/2020/03/18/detroit-schools-distributing-free-meals-michigan-coronavirus/2865327001/\"> Detroit\u003c/a>, \u003ca href=\"https://www.wuwm.com/post/coronavirus-mps-serves-student-meals-go-families-adjust-school-closure#stream/0\">Milwaukee\u003c/a> and \u003ca href=\"https://www.fox5dc.com/news/school-buses-among-creative-methods-used-to-deliver-food-amid-coronavirus\">Washington, D.C\u003c/a>.\u003c/p>\n\u003cp>But Lisa Davis says, while schools and communities are doing \"heroic\" work, some children still won't have access to the meals they need. For example: children staying with grandparents who are isolating themselves, or those with parents who work low-wage, hourly jobs with no time off and no option to work from home or drive to school to pick up meals.\u003c/p>\n\u003cfigure id=\"attachment_55575\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55575\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/meals-03-16-2020_ja_823a_slide-78ed1be75d927a5c18be1eb4500d224f8e063558-e1584945193511.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Breakfast kits sit ready for distribution to school kids in Hartford, Conn. \u003ccite>(Joe Amon/Connecticut Public/NENC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's why some districts are scrambling to do something more direct:\u003c/p>\n\u003cp>\"Make the food, put it on school buses and then have our bus drivers drive routes,\" says Karen Brown, nutrition services director for Franklin Pierce Schools, in Tacoma, Wash. \"Take it to our highest-needs apartment complexes and housing areas so that way the kids can just come to the bus rather than find a way to get to the school.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.lcps.org/site/default.aspx?PageType=3&ModuleInstanceID=298483&ViewID=7b97f7ed-8e5e-4120-848f-a8b4987d588f&RenderLoc=0&FlexDataID=373072&PageID=227460\">Loudoun County Public Schools in Virginia\u003c/a> and the \u003ca href=\"https://indianapublicmedia.org/news/wayne-township-schools-sends-food-to-bus-stops-in-first-week-of-closings.php\">Metropolitan School District of Wayne Township in Indiana\u003c/a> are also using buses to deliver meals. Member station WBUR \u003ca href=\"https://www.wbur.org/edify/2020/03/15/coronavirus-school-closures-meals-students\">reports\u003c/a> that in Cambridge, Mass., the city has partnered with an anti-hunger organization to deliver food to neighborhoods where many families who rely on school lunches live.\u003c/p>\n\u003cfigure id=\"attachment_55576\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55576\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/031620_npr_covidfooddelivery_jt_14-toned_slide-19f5dd2b58800176e8c0859c0423b8591960b5dd-e1584945246517.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Franklin Pierce Schools bus driver Jennie Haws-Sebree stops a passing car at one of the district's meal distribution sites to inform the driver about the free lunch program. Despite phone calls and emails, few children knew about the program on its first day. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the Franklin Pierce school district, bus driver Tony Reed told member station KNKX that he gave out 48 lunches on his first day of delivery. He says he loves being able to maintain a daily connection with the kids.\u003c/p>\n\u003cp>\"Just to let them know that I'm here and I care, even though I'm not driving 'em today,\" Reed says. \"They get a smiling face, a great attitude. And, 'Hey, I'll be here tomorrow ... here every day. So, come on: Eat!' \"\u003c/p>\n\u003cfigure id=\"attachment_55577\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55577\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/meals-03-16-2020_ja_866a_slide-329d6d4c36b70563d08c0d12cf5ff00dbf4f561a-e1584945303737.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Hartford Public Schools staff prepare breakfast and lunches for students to pick up in Hartford, Conn. \u003ccite>(Joe Amon/Connecticut Public/NENC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Brown says counselors may soon join Reed on his bus routes, to check in with kids.\u003c/p>\n\u003cp>The federal government is also beginning to help. One of Congress' \u003ca href=\"https://www.npr.org/2020/03/18/817737690/senate-passes-coronavirus-emergency-aid-sending-plan-to-president\">big coronavirus aid packages\u003c/a> includes a provision inspired by a program created a decade ago, during the H1N1 outbreak. It would essentially take the value of school meals and transfer it directly to families who are already enrolled in SNAP, or food stamps. The extra money would appear on their SNAP EBT cards, which work like debit cards, and can be used anywhere groceries are sold.\u003c/p>\n\u003cfigure id=\"attachment_55579\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55579\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/200316_va_lunch_kenmore_turner_01_slide-dfa086376f8efc2a9478e6652f1ac4e050bbb7dd-e1584945339906.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Grab-and-go breakfasts and lunches were handed out to children 2 to 18 years old at a middle school in Arlington, Va. \u003ccite>(Tyrone Turner/WAMU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The following member station reporters contributed to this report: \u003c/em>\u003ca href=\"https://www.knkx.org/people/ashley-gross\">\u003cem>Ashley Gross\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.wbur.org/inside/staff/carrie-jung\">\u003cem>Carrie Jung\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.wuwm.com/people/emily-files#stream/0\">\u003cem>Emily Files\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://wdet.org/author/85/\">\u003cem>Sascha Raiyn\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.wfyi.org/news/authors/eric-weddle\">\u003cem>Eric Weddle\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://wamu.org/person/debbie-truong/\">\u003cem>Debbie Truong\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://www.wabe.org/people/martha-dalton/\">\u003cem>Martha Dalton\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+Race+To+Feed+Students+Amid+Coronavirus+Closures&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nearly 30 million children in the U.S. count on schools for free or low-cost breakfast, lunch, snacks and sometimes dinner — but most of those children are now at home. At least 114,000 public and private schools have been closed to slow the spread of the coronavirus, affecting the vast majority of the nation's K-12 students, according to \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">an ongoing tally by Education Week\u003c/a>.\u003c/p>\n\u003cp>The school lunch program is the \u003ca href=\"https://frac.org/programs/national-school-lunch-program\">second-biggest anti-hunger initiative in the country\u003c/a>, after SNAP, or food stamps. And while classes may be cancelled, school leaders are working hard to make sure kids have food to eat.\u003c/p>\n\u003cfigure id=\"attachment_55572\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55572\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/031620_npr_covidfooddelivery_jt_20_slide-886fe6ff9f8afb1245c89d9ae63320fb7d7af26f-e1584945046334.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Franklin Pierce Schools bus driver Margie Huggler hands out free meals to students in Tacoma, Wash. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>\"I think that I actually am making plans in my sleep,\" says Susan Enfield, superintendent of Highline Public Schools, a district near Seattle. She says her schools are closed this week, and roughly two-thirds of her students qualify for free or low-cost school meals. \"So I'm not sure how much real sleep I'm getting, 'cause I wake up with a to-do list already ready to go.\"\u003c/p>\n\u003cp>\"This is unprecedented,\" says Lisa Davis, senior vice president of the No Kid Hungry Campaign. \"We're making up the playbook as we go along.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Katie Wilson agrees. She's executive director for the Urban School Food Alliance and a former deputy undersecretary at the U.S. Department of Agriculture under President Obama.\u003c/p>\n\u003cfigure id=\"attachment_55573\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55573\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/031620_npr_covidfooddelivery_jt_08_slide-809d47cb623510cd2581299bcf6123a487f8ffa8-e1584945090562.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Nutrition staff, bus drivers, paraprofessionals and volunteers load prepared meals onto school busses on the first day of Franklin Pierce Schools' meal distribution program. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I've never been in a situation like this where we really are at a crisis point and where it's going to be very difficult for children to get access to food,\" Wilson says. \"I mean, we've had some situations — natural disasters, things like that — where we've dealt with things, but nothing like this where we don't see any end in sight or how we're actually going to manage it all.\"\u003c/p>\n\u003cp>Officials in many districts say they're adapting the playbook they use to feed kids in the summer: grab-and-go meals, handed out at select school sites. These bagged or boxed meals often include lunch as well as breakfast for the following day — think sandwiches and milk, supplemented with lots of nonperishables (chips, granola bars, fruit cups, juice boxes).\u003c/p>\n\u003cfigure id=\"attachment_55574\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55574\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/031620_npr_covidfooddelivery_jt_11_slide-31523daf6b920a97a20882fdcd22ba947691a685-e1584945151254.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Franklin Pierce Schools bus driver Karrie Nilles (right), and nutrition services director Karen Brown look over a list of the district's meal distribution sites. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Cities around the country are using this grab-and-go model, including \u003ca href=\"https://gothamist.com/news/nyc-plans-feed-all-students-deliver-laptops-remote-learning\">New York\u003c/a>, \u003ca href=\"https://www.wabe.org/school-districts-offer-meals-to-students-while-campuses-are-closed/\">Atlanta\u003c/a>,\u003ca href=\"https://www.freep.com/story/news/education/2020/03/18/detroit-schools-distributing-free-meals-michigan-coronavirus/2865327001/\"> Detroit\u003c/a>, \u003ca href=\"https://www.wuwm.com/post/coronavirus-mps-serves-student-meals-go-families-adjust-school-closure#stream/0\">Milwaukee\u003c/a> and \u003ca href=\"https://www.fox5dc.com/news/school-buses-among-creative-methods-used-to-deliver-food-amid-coronavirus\">Washington, D.C\u003c/a>.\u003c/p>\n\u003cp>But Lisa Davis says, while schools and communities are doing \"heroic\" work, some children still won't have access to the meals they need. For example: children staying with grandparents who are isolating themselves, or those with parents who work low-wage, hourly jobs with no time off and no option to work from home or drive to school to pick up meals.\u003c/p>\n\u003cfigure id=\"attachment_55575\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55575\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/meals-03-16-2020_ja_823a_slide-78ed1be75d927a5c18be1eb4500d224f8e063558-e1584945193511.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Breakfast kits sit ready for distribution to school kids in Hartford, Conn. \u003ccite>(Joe Amon/Connecticut Public/NENC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's why some districts are scrambling to do something more direct:\u003c/p>\n\u003cp>\"Make the food, put it on school buses and then have our bus drivers drive routes,\" says Karen Brown, nutrition services director for Franklin Pierce Schools, in Tacoma, Wash. \"Take it to our highest-needs apartment complexes and housing areas so that way the kids can just come to the bus rather than find a way to get to the school.\"\u003c/p>\n\u003cp>\u003ca href=\"https://www.lcps.org/site/default.aspx?PageType=3&ModuleInstanceID=298483&ViewID=7b97f7ed-8e5e-4120-848f-a8b4987d588f&RenderLoc=0&FlexDataID=373072&PageID=227460\">Loudoun County Public Schools in Virginia\u003c/a> and the \u003ca href=\"https://indianapublicmedia.org/news/wayne-township-schools-sends-food-to-bus-stops-in-first-week-of-closings.php\">Metropolitan School District of Wayne Township in Indiana\u003c/a> are also using buses to deliver meals. Member station WBUR \u003ca href=\"https://www.wbur.org/edify/2020/03/15/coronavirus-school-closures-meals-students\">reports\u003c/a> that in Cambridge, Mass., the city has partnered with an anti-hunger organization to deliver food to neighborhoods where many families who rely on school lunches live.\u003c/p>\n\u003cfigure id=\"attachment_55576\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55576\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/031620_npr_covidfooddelivery_jt_14-toned_slide-19f5dd2b58800176e8c0859c0423b8591960b5dd-e1584945246517.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Franklin Pierce Schools bus driver Jennie Haws-Sebree stops a passing car at one of the district's meal distribution sites to inform the driver about the free lunch program. Despite phone calls and emails, few children knew about the program on its first day. \u003ccite>(Jovelle Tamayo for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the Franklin Pierce school district, bus driver Tony Reed told member station KNKX that he gave out 48 lunches on his first day of delivery. He says he loves being able to maintain a daily connection with the kids.\u003c/p>\n\u003cp>\"Just to let them know that I'm here and I care, even though I'm not driving 'em today,\" Reed says. \"They get a smiling face, a great attitude. And, 'Hey, I'll be here tomorrow ... here every day. So, come on: Eat!' \"\u003c/p>\n\u003cfigure id=\"attachment_55577\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55577\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/meals-03-16-2020_ja_866a_slide-329d6d4c36b70563d08c0d12cf5ff00dbf4f561a-e1584945303737.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Hartford Public Schools staff prepare breakfast and lunches for students to pick up in Hartford, Conn. \u003ccite>(Joe Amon/Connecticut Public/NENC)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Brown says counselors may soon join Reed on his bus routes, to check in with kids.\u003c/p>\n\u003cp>The federal government is also beginning to help. One of Congress' \u003ca href=\"https://www.npr.org/2020/03/18/817737690/senate-passes-coronavirus-emergency-aid-sending-plan-to-president\">big coronavirus aid packages\u003c/a> includes a provision inspired by a program created a decade ago, during the H1N1 outbreak. It would essentially take the value of school meals and transfer it directly to families who are already enrolled in SNAP, or food stamps. The extra money would appear on their SNAP EBT cards, which work like debit cards, and can be used anywhere groceries are sold.\u003c/p>\n\u003cfigure id=\"attachment_55579\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55579\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/200316_va_lunch_kenmore_turner_01_slide-dfa086376f8efc2a9478e6652f1ac4e050bbb7dd-e1584945339906.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Grab-and-go breakfasts and lunches were handed out to children 2 to 18 years old at a middle school in Arlington, Va. \u003ccite>(Tyrone Turner/WAMU)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The following member station reporters contributed to this report: \u003c/em>\u003ca href=\"https://www.knkx.org/people/ashley-gross\">\u003cem>Ashley Gross\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.wbur.org/inside/staff/carrie-jung\">\u003cem>Carrie Jung\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.wuwm.com/people/emily-files#stream/0\">\u003cem>Emily Files\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://wdet.org/author/85/\">\u003cem>Sascha Raiyn\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://www.wfyi.org/news/authors/eric-weddle\">\u003cem>Eric Weddle\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://wamu.org/person/debbie-truong/\">\u003cem>Debbie Truong\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://www.wabe.org/people/martha-dalton/\">\u003cem>Martha Dalton\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+Race+To+Feed+Students+Amid+Coronavirus+Closures&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How A School Prioritizes Character as Much as Academics",
"title": "How A School Prioritizes Character as Much as Academics",
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"content": "\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.",
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"description": "Capital City Public Charter School considers its students’ social and emotional development — their persistence, collaboration and integrity — to be just as important as their academic work. One way the school sends that message to young people is by grading them on their progress in areas like punctuality, timeliness and accountability, and discussing their “character data” in meetings with students and parents.",
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"nprByline": "\u003ca href=\"https://hechingerreport.org/\">Amadou Diallo, The Hechinger Report\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>WASHINGTON — It was late May in a conference room at Capital City Public Charter School and Nia Reese, an eighth grader dressed in a business suit, guided her audience through a PowerPoint presentation. She talked about her academic achievements, then segued to a project on gun violence and its toll on teenagers in her community.\u003c/p>\n\u003cp>“A struggle I had,” she said, her voice suddenly shaking, “was taking an emotional risk and talking about things I don’t usually talk about: how gun violence has affected people that I love.”\u003c/p>\n\u003cp>Nia took a moment to compose herself. She was halfway through the 40-minute talk. Her objective? To persuade a three-person panel of educators and community members that she was ready to graduate to Capital City’s high school program in the fall.\u003c/p>\n\u003cfigure id=\"attachment_54296\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54296\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91328-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">At Capital City Public Charter School, eighth grader Nia Reese delivers a 40-minute presentation aimed at convincing panelists that she is prepared to move on to the campus’ high school. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Nia is a good student with solid academic grades. But at this school, that’s not enough. The presentation, for which she spent months preparing, is required of all eighth graders who wish to continue on to the campus’ high school. While Capital City takes pride in preparing students academically for that next step, teachers and staff place an emphasis on ensuring that these young people are emotionally ready as well — with the social skills, like strength of character, resilience and integrity, needed to succeed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Spurred by brain research that has shown a \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8624.2004.00679.x\">strong connection\u003c/a> between the social and emotional skills of students and their cognitive development, more schools across the country are emphasizing “soft skills” such as communication, collaboration, self-awareness and problem-solving as part of a trend known as social and emotional learning, or SEL.\u003c/p>\n\u003cp>The obstacles to implementing SEL are significant. It requires resources and training at a time when many districts are struggling to \u003ca href=\"https://hechingerreport.org/how-does-underfunding-actually-affect-schools-four-questions-with-greene-county-superintendent-richard-fleming/\">provide the basics\u003c/a>. There are critics who contend that instilling social values in students is the purview of parents not schools, and others who fear that SEL could easily be used as yet another way to punish low-income students of color who don’t conform to behavioral norms.\u003c/p>\n\u003cp>Another big challenge is \u003ca href=\"https://hechingerreport.org/new-advances-measuring-social-emotional-learning/\">determining\u003c/a> how to measure social and emotional development in the first place. Unlike algebra or world history, there is no bubble sheet by which to judge students’ soft skills, let alone evaluate their growth over time. And even if there were standardized measures for traits like integrity and compassion, whose cultural norms should be used to judge the results?\u003c/p>\n\u003cp>Capital City is often cited by advocates of social and emotional learning for its commitment to putting these skills on a par with homework and exam scores. In addition to traditional academic grades, student report cards include marks from 1 to 4 on qualities such as organization, timeliness and accountability. While distilling character-based attributes to number grades has its skeptics, Capital City officials said the approach not only helps students gauge their progress, but signals just how important these skills are to their futures. Increasingly, it is these social and emotional skills — like perseverance and collaboration — that are seen as key to success in college and the workplace. Yet many employers say \u003ca href=\"https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf\">graduates lack\u003c/a> these skills.\u003c/p>\n\u003cp>“We don’t question why students come to school to learn academics,” said Laina Cox, Capital City’s middle school principal. “And I see SEL the exact same way.”\u003c/p>\n\u003cfigure id=\"attachment_54301\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54301\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91211-e1567489609300.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Samantha Clark teaches a sixth-grade combined math and science class at Capital City Public Charter School. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students talk about this so-called “character data” on a regular basis: in parent conferences, with their teachers, and during schoolwide “equity days,” where students discuss topics like religion and sexual orientation and participate in activities designed to build compassion and empathy. For Nia, the portfolio presentation represented a high-stakes opportunity to demonstrate her own character. She was being evaluated not only on her achievements over the last three years, but on her ability to communicate them effectively and put them in the context of her personal growth. Students who fail to receive a positive evaluation are given detailed feedback on where they need to improve and an opportunity to present again.\u003c/p>\n\u003cp>At Capital City, a 19-year old school in northwest D.C., social and emotional learning is woven into daily interactions between adults and students and integrated into classroom content. After completing a challenging science project, for example, students might be given the opportunity to reflect on not just the academic material, but on how they adopted strategies of perseverance or problem-solving to overcome obstacles that arose along the way.\u003c/p>\n\u003cp>Students hone public speaking and communication skills by regularly presenting their work. Feedback, whether from teachers or peers, is viewed as a crucial learning tool. Students describe the process of rewriting and revising as a prerequisite for submitting high-quality work. When reflecting on their time at Capital City, many students are quick to link outcomes like good grades to personal characteristics of persistence, self-confidence and the ability to manage their time wisely.\u003c/p>\n\u003cp>In addition to their academic classes, students have a daily advisory class (led by one of their current teachers) in groups limited to no more than 10. The advisory class is designed as a space where students are encouraged to discuss whatever’s on their minds — not just academic issues, but personal issues too. Sharing their stories, and listening to the experiences of their peers, can help build a level of trust and respect that teachers say is key to allowing students thrive both socially and academically.\u003c/p>\n\u003cp>“I got a bunch of friends who go to schools around the neighborhood and it’s like you go to school, you get your grades, alright we’re done for the day,” said Daniel Escobar, a 2019 graduate who plans to attend Washington Adventist University in the fall. “Capital City finds a way to make sure everyone feels safe, emotionally and also academically.”\u003c/p>\n\u003cp>“Without the social-emotional part I would have dropped out,” said 18-year-old Kimberly Hernandez, class of 2019. “In my family, a lot of people don’t really graduate from high school. There were various times at Capital City where I was just like, ‘Man I wanna drop out. It’s getting really hard.’ The students here, the teachers, the staff itself they were just like you have to stay, you have to work harder. I’m really proud of myself because I didn’t think I was going to make it this far in the first place.”\u003c/p>\n\u003cfigure id=\"attachment_54295\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54295\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91336-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Students at Capital City Public Charter School tend to one of the campus’ community gardens. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the majority black and Latino pre-K-12 school of roughly 1,000 students, 74 percent of whom come from low-income households, 100 percent of graduating seniors are accepted to college, officials said. The four- and five-year high school graduation rates of 86 percent and 98 percent, respectively, \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/graduation-rate\">exceed city averages\u003c/a>, as does attendance in both the \u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/attendance\">middle school\u003c/a> and \u003ca href=\"https://dcschoolreportcard.org/schools/108-1207/attendance\">high school\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://dcschoolreportcard.org/schools/108-0182/student-achievement?lang=en\">Middle school performance\u003c/a> on standardized tests, however, isn’t notably higher than city averages in English and dips below them in math. And within the school there remains a significant achievement gap, with black and Latino students scoring three times lower than their white classmates in English and five times lower in math. School leaders acknowledge that there is still plenty of work to be done, but argue for longer-term measures of success.\u003c/p>\n\u003cp>“I’m not saying test scores should be out the door,” said Cox. “What I’m saying is they shouldn’t be the only way we are judging our kids.”\u003c/p>\n\u003cp>To that end, Capital City’s high school counselors have made tracking students after graduation a priority. The results they cite are promising. Of its first class of seniors in 2012, 45 percent received a college degree within six years, according to documents provided by the school, far above the \u003ca href=\"https://collegeforamerica.org/college-completion-low-income-students/\">14 percent nationwide\u003c/a> average for low-income students. School leaders say their near-term goal is to increase that number to 60 percent, in line with the national average for all students. For subsequent graduating classes, the school’s latest figures indicate that 71 percent of students are still enrolled in college.\u003c/p>\n\u003cp>As social and emotional learning spreads, schools are increasingly wrestling with questions of assessment — how to quantify student performance in areas like self-awareness and problem-solving. Capital City’s approach of attaching grades to social and emotional skills on student report cards \u003ca href=\"https://www.edweek.org/ew/articles/2017/05/31/is-your-child-showing-grit-school-report.html\">isn’t unique\u003c/a>. Elementary schoolers in San Francisco Public Schools, for example, \u003ca href=\"http://www.sfusd.edu/en/news/media-coverage/2016-media-coverage-archive/11/new-report-cards-in-sf-a-f-grades-get-an-o-for-obsolete.html\">receive number grades\u003c/a> in areas like regulating their emotions and managing challenging situations. In Montgomery County, Maryland, \u003ca href=\"https://www.montgomeryschoolsmd.org/uploadedFiles/info/grading/SBRC_2018_2019_Gr3.pdf\">report cards specify\u003c/a> whether elementary school students “collaborate with others” and demonstrate “motivation and persistence.”\u003c/p>\n\u003cp>But there is disagreement, even among SEL proponents, not only over how to measure social and emotional learning, but \u003ca href=\"https://blogs.edweek.org/edweek/rulesforengagement/2015/05/grit_accountability_noncognitive_skills_duckworth_yeager.html\">whether to do it in the first place\u003c/a>. Methods for assessing SEL are only just emerging. Putting teachers in charge of deciding which students are socially competent raises concerns that educators’ unconscious biases could creep into the evaluation process, disproportionately penalizing students of color. Experts stress that grades should be used not as an end unto themselves, but as tool for helping students improve.\u003c/p>\n\u003cp>“It is useful to get a baseline understanding of where students are on things we want them to learn,” said Robert Jagers, vice president of research at CASEL, a nonprofit that advocates for social and emotional learning. But, he added, “[social and emotional] competencies are hard to measure.” Researchers like himself, he said, are “concerned about their use for high-stakes purposes” such as school accountability and funding.\u003c/p>\n\u003cfigure id=\"attachment_54302\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54302\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91183-e1567489544615.jpg\" alt=\"\" width=\"1800\" height=\"1350\">\u003cfigcaption class=\"wp-caption-text\">Capital City Public Charter School serves students throughout the Washington, D.C. area. A majority of the school’s students live in low-income households. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Schools that do evaluate these skills need to consider including input beyond that of the classroom teacher, said Jagers. Students, parents and outside evaluators should also have a voice in whether the school is providing a safe and welcoming environment, through surveys and other tools. Done right, he said, social and emotional instruction will help elevate student performance in academic areas.\u003c/p>\n\u003cp>Hayden Frederick-Clarke, director of cultural proficiency at Boston Public Schools, likewise stressed that schools need to be careful about imposing the cultural norms of white teachers onto students from other backgrounds. Otherwise, he said, social and emotional learning can turn into “acculturation and assimilation activities.”\u003c/p>\n\u003cp>Capital City educators said they take steps to ensure that their process is fair and geared toward helping students improve. Students are measured on traits like reflection and accountability in the context of their academic work, school officials said. A research-heavy science project that involves numerous revisions and multiple draft deadlines, for example, provides an opportunity for a student to demonstrate organization and punctuality skills. A group project that ends in a class presentation will call upon a student’s communication abilities.\u003c/p>\n\u003cp>Students also discuss “character data” on more subjective qualities like integrity and character, but they don’t receive grades in these areas. The focus is on more concrete qualities like organization and timeliness in the context of their academic studies.\u003c/p>\n\u003cp>Administrators added the program places an emphasis on ensuring that the school’s teachers, many of whom are white, understand the importance of culturally responsive teaching. They receive professional training on race and implicit bias and participate in regular, often candid conversations about these topics with their colleagues. Teachers are also hired based in part on their understanding of, and commitment to, the school’s approach to social and emotional learning, said Cox.\u003c/p>\n\u003cp>“When I interviewed here,” said Lapeta Solomon, an English teacher who just finished her third year at the school, “I came in the door and I saw people laughing, I saw people talking to little kids, I saw people smiling, I saw people giving hugs. I knew this was for me. I called my partner and I was like ‘I’m home.’”\u003c/p>\n\u003cfigure id=\"attachment_54297\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-54297\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg\" alt=\"\" width=\"1800\" height=\"1350\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/08/Amadou-Diallo-Diallo_91283-1200x900.jpg 1200w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">Marnier Robinson's portfolio presentation. \u003ccite>(Amadou Diallo for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She and others noted that Capital City’s approach is not easy to replicate. The school serves grades pre-K to 12, providing a cohesive educational experience. And because Capital City is a lottery school, many of its students gain admission aided by a high level of parental involvement. Teachers also cited the autonomy they are given and their freedom from the strictures of teach-to-the-test mandates many said they’ve experienced at previous schools. Above all, however, the school’s educators cited the importance of creating mutual trust and respect between teachers and students.\u003c/p>\n\u003cp>The trust helped carry Nia, the eighth grader, through the jitters of her presentation day. As she wrapped up her portfolio presentation and listened to feedback from the panel, the atmosphere was more reminiscent of a PhD presentation than the conclusion of middle school. Afterward, Nia said she felt relieved to have the experience behind her but added that the months of preparation reminded her just how much she’s grown since arriving as a fifth grader.\u003c/p>\n\u003cp>“I’ve become more confident,” she said. Her experiences at Capital City, Nia said, would help carry her to high school and beyond.\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/a-school-where-character-matters-as-much-as-academics/\">\u003cem>social emotional skills\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>More teens and young adults — particularly girls and young women — are reporting being depressed and anxious, compared with comparable numbers from the mid-2000s. Suicides are up too in that time period, most noticeably among girls ages 10 to 14.\u003c/p>\n\u003cp>These trends are the basis of a scientific controversy.\u003c/p>\n\u003cp>One hypothesis that has gotten a lot of traction is that with nearly every teen using a smartphone these days, digital media must take some of the blame for worsening mental health.\u003c/p>\n\u003cp>But some researchers argue that this theory isn't well supported by existing evidence and that it repeats a \"moral panic\" argument made many times in the past about video games, rap lyrics, television and even radio, back in its early days.\u003c/p>\n\u003cp>To understand both sides of the debate, I talked in detail to three researchers: one who argues that teens' use of tech is a big problem, one who thinks the danger is exaggerated and an expert in research methodology who suggests the connection may not be so simple.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Very concerned about smartphones\u003cbr>\n\u003c/strong>\u003cbr>\nJean Twenge, a professor of psychology at San Diego State University, may be the researcher most associated with the idea that smartphones are dangerous to teens. She's the author of the book \u003cem>iGen,\u003c/em> whose 27-word subtitle states her thesis: \u003cem>Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy — and Completely Unprepared for Adulthood — and What That Means for the Rest of Us\u003c/em>.\u003c/p>\n\u003cp>\"At first, when I saw these trends in loneliness and unhappiness and depression starting to spike around 2011 or 2012, I really had no idea what could possibly be causing that. It was a real mystery,\" she tells NPR. Then, she says, she took note of Pew research that showed 2012 was the first year that most cell phone owners had switched to smartphones.\u003c/p>\n\u003cp>Not only do these two trend lines seem to coincide in time, but Twenge also notes that young people who report spending the most time on smartphones — five to seven hours a day — are twice as likely to report being depressed as those who use their phones for one to two hours a day.\u003c/p>\n\u003cp>Twenge isn't claiming to have proved that smartphones cause depression. The data sets she works with — essentially large surveys — don't allow for that.\u003c/p>\n\u003cp>\"It is impossible to do a random controlled trial on generations because you can't randomly assign people to be born at different times. So we cannot prove causation given that limitation,\" she explains. \"So we have to go on the data that we have — which is obviously not going to be a true experiment — but it adds up to a lot of evidence pointing toward technology possibly playing a role in this increase in mental health issues.\"\u003c/p>\n\u003cp>\u003cstrong>Evidence — with caveats\u003cbr>\n\u003c/strong>\u003cbr>\nGiven that all teens use media, I asked Twenge, why would the worsening trend in mental health be more \u003ca href=\"https://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/\">pronounced\u003c/a> in girls than in boys?\u003c/p>\n\u003cp>She responded with one possible explanation: Social media, which girls tend to spend more time on, may be the culprit.\u003c/p>\n\u003cp>\"Social media invites comparison,\" Twenge says. \"It's not in real time. It invites anxiety over the likes and responses that you're going to get.\"\u003c/p>\n\u003cp>Given that adults use media even more than teenagers, why does this trend crop up in teens? Twenge says it's because their brains are still vulnerable and developing. Plus, they haven't had as much time to make social connections in real life as older people have, so they are even more dependent on their phones for social validation.\u003c/p>\n\u003cp>Twenge even thinks that the availability of smartphones could help explain the rise in suicide rates among the youngest girls. \"They have more access to information online — potentially harmful information about how to harm yourself.\"\u003c/p>\n\u003cp>My final question for Twenge: She, personally, made a very similar argument about young people before smartphones existed. She previously published a book, \u003cem>Generation Me,\u003c/em> that looked at similar data sets and labeled the millennial generation as \"miserable,\" \"narcissistic\" and \"anxious.\" That book came out in 2006; the iPhone was introduced in 2007. Is she putting old wine in new bottles?\u003c/p>\n\u003cp>Twenge says that comparing then with now, mental health trends are even more negative for what she calls iGen and, in retrospect, \"more of a mixed bag\" for millennials.\u003c/p>\n\u003cp>\u003cstrong>Not worth the time\u003c/strong>\u003c/p>\n\u003cp>Parents are concerned. Detox programs have sprung up to treat teen tech addiction. But some researchers are skeptical of the hypothesis that smartphones cause problems.\u003c/p>\n\u003cp>One team has published \u003ca href=\"https://www.amyorben.com/\">three papers\u003c/a> that analyzed the same data Twenge is looking at — over 350,000 participants in three nationwide surveys in the U.S. and the United Kingdom.\u003c/p>\n\u003cp>Amy Orben, the lead author of each paper and a psychologist at Oxford University, says the team found that the actual negative relationship between teens' mental health and technology use is tiny.\u003c/p>\n\u003cp>\"A teenagers' technology use can only explain less than 1% of variation in well-being,\" Orben says. \"It's so small that it's surpassed by whether a teenager wears glasses to school,\" or rides a bicycle, or eats potatoes — all comparisons made by Orben and her Oxford co-author Andrew K. Przybylski.\u003c/p>\n\u003cp>How can this be? Well, smartphone use is almost ubiquitous among teenagers today, while only a small minority report mental health problems. So, knowing that a teenager uses a smartphone, even for many hours a day, won't reliably predict that the teenager will become depressed. It tells you far, far less than factors like genetics or the presence of childhood trauma, for example.\u003c/p>\n\u003cp>Orben has been researching the history of people making dire claims about young people and new forms of media. For example, she says, \"In the 1940s, people were already talking about 'radio addiction.' One study found that fully 57% of children ages 6 to 16 were severely 'addicted to radio programs and needed them like an alcoholic does their drink.' \"\u003c/p>\n\u003cp>She thinks the negative trends in mental health could be explained by a wide range of factors: economic anxiety or political upheaval, to name two. And, she adds, there's a chance that young people today may simply be more open in surveys when asked about mental health challenges. \"A lot of teenagers are a lot more OK to say they're not OK.\" Ironically, this openness may in fact be partly due to social media.\u003c/p>\n\u003cp>Twenge responds that a forthcoming paper she has written, currently under review, will challenge the conclusions of Orben's team. She says that just because the impact of smartphone use appears small, that doesn't mean it's insignificant, especially since, unlike genetics, it may be controllable.\u003c/p>\n\u003cp>\u003cstrong>Statistically problematic\u003cbr>\n\u003c/strong>\u003cbr>\nAs a sort of referee on this debate, I called up Katherine Keyes, an epidemiologist at Columbia University's Mailman School of Public Health. Her focus is on explaining population-wide trends, particularly in adolescent mental health.\u003c/p>\n\u003cp>She too is a critic of Twenge's work, saying it has a tendency to \"skew the data\" by zooming in on screen use to the exclusion of other factors in the lives of adolescents.\u003c/p>\n\u003cp>And, she says, there are lots of numbers that don't necessarily fit Twenge's theory.\u003c/p>\n\u003cp>Not all the news is bad when it comes to teens. High school graduation rates are up, for example. Drug and alcohol use is down, as are car crashes and teen pregnancy.\u003c/p>\n\u003cp>We're not seeing the same negative trends in every country, even in those where teens are just as glued to their screens as they are in the United States.\u003c/p>\n\u003cp>There isn't a linear relationship between screen use and mental health. On most surveys, teens who use their phones up to two hours a day appear healthier than those who don't use them at all. This doesn't count other reasons for technology use, such as homework or listening to music.\u003c/p>\n\u003cp>In the case of heavy users, Keyes says, smartphone use may be more a symptom than a cause of mental health problems. Or there may be a third variable that is driving both — like a lack of parental support or health issues.\u003c/p>\n\u003cp>The explanation that Keyes finds most compelling is that there is a \"bidirectional\" relationship among teens, screens and mental health. In other words, as argued in \u003ca href=\"https://www.nature.com/articles/d41586-018-02109-8\">this paper\u003c/a> by Candice Odgers in the journal \u003cem>Nature,\u003c/em> teens who are already struggling may be more drawn to screens and more likely to form unhealthy relationships with media, for example by seeking out information on self-harm or encountering cyberbullies. The time they spend online might in turn make them feel worse.\u003c/p>\n\u003cp>Twenge agrees with the general idea that \"social media invites comparisons and anxiety.\"\u003c/p>\n\u003cp>\u003cstrong>What's a parent to do?\u003cbr>\n\u003c/strong>\u003cbr>\nAlthough their conclusions are different, no researcher I've spoken with thinks it's a great idea to let teens scroll through TikTok or play Fortnite all day and night.\u003c/p>\n\u003cp>Twenge, Orben and Keyes are supportive of similar common-sense rules, like making sure teens don't have their phones in their bedrooms late at night and trying to ensure that their lives are balanced with outdoor exercise, school and face-to-face time with friends and family.\u003c/p>\n\u003cp>So why should the average parent worry about this scientific controversy? Because, Keyes says, when parents simply demonize phones, \"there's less of a communications channel\" about what teens are encountering online. A parent's opportunity to mentor or support positive uses of media is replaced by \"confrontation on a day-to-day basis.\" Well-meaning parents, wrongly believing the phone to be as risky as a cigarette or a beer, may actually be making their children's lives harder by fighting with them about it.\u003c/p>\n\u003cp class=\"hdr\">\u003cem>Correction \u003cspan class=\"date\">Aug. 31, 2019\u003c/span>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>A previous version of this story mistakenly cited Professor Katherine Keyes as saying the decline in adolescent mental health has leveled off. Keyes was not the source of this information. Keyes' research instead showed adolescent mental health has been declining since 2012.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Scientific+Debate+Over+Teens%2C+Screens+And+Mental+Health+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More teens and young adults — particularly girls and young women — are reporting being depressed and anxious, compared with comparable numbers from the mid-2000s. Suicides are up too in that time period, most noticeably among girls ages 10 to 14.\u003c/p>\n\u003cp>These trends are the basis of a scientific controversy.\u003c/p>\n\u003cp>One hypothesis that has gotten a lot of traction is that with nearly every teen using a smartphone these days, digital media must take some of the blame for worsening mental health.\u003c/p>\n\u003cp>But some researchers argue that this theory isn't well supported by existing evidence and that it repeats a \"moral panic\" argument made many times in the past about video games, rap lyrics, television and even radio, back in its early days.\u003c/p>\n\u003cp>To understand both sides of the debate, I talked in detail to three researchers: one who argues that teens' use of tech is a big problem, one who thinks the danger is exaggerated and an expert in research methodology who suggests the connection may not be so simple.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Very concerned about smartphones\u003cbr>\n\u003c/strong>\u003cbr>\nJean Twenge, a professor of psychology at San Diego State University, may be the researcher most associated with the idea that smartphones are dangerous to teens. She's the author of the book \u003cem>iGen,\u003c/em> whose 27-word subtitle states her thesis: \u003cem>Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy — and Completely Unprepared for Adulthood — and What That Means for the Rest of Us\u003c/em>.\u003c/p>\n\u003cp>\"At first, when I saw these trends in loneliness and unhappiness and depression starting to spike around 2011 or 2012, I really had no idea what could possibly be causing that. It was a real mystery,\" she tells NPR. Then, she says, she took note of Pew research that showed 2012 was the first year that most cell phone owners had switched to smartphones.\u003c/p>\n\u003cp>Not only do these two trend lines seem to coincide in time, but Twenge also notes that young people who report spending the most time on smartphones — five to seven hours a day — are twice as likely to report being depressed as those who use their phones for one to two hours a day.\u003c/p>\n\u003cp>Twenge isn't claiming to have proved that smartphones cause depression. The data sets she works with — essentially large surveys — don't allow for that.\u003c/p>\n\u003cp>\"It is impossible to do a random controlled trial on generations because you can't randomly assign people to be born at different times. So we cannot prove causation given that limitation,\" she explains. \"So we have to go on the data that we have — which is obviously not going to be a true experiment — but it adds up to a lot of evidence pointing toward technology possibly playing a role in this increase in mental health issues.\"\u003c/p>\n\u003cp>\u003cstrong>Evidence — with caveats\u003cbr>\n\u003c/strong>\u003cbr>\nGiven that all teens use media, I asked Twenge, why would the worsening trend in mental health be more \u003ca href=\"https://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/\">pronounced\u003c/a> in girls than in boys?\u003c/p>\n\u003cp>She responded with one possible explanation: Social media, which girls tend to spend more time on, may be the culprit.\u003c/p>\n\u003cp>\"Social media invites comparison,\" Twenge says. \"It's not in real time. It invites anxiety over the likes and responses that you're going to get.\"\u003c/p>\n\u003cp>Given that adults use media even more than teenagers, why does this trend crop up in teens? Twenge says it's because their brains are still vulnerable and developing. Plus, they haven't had as much time to make social connections in real life as older people have, so they are even more dependent on their phones for social validation.\u003c/p>\n\u003cp>Twenge even thinks that the availability of smartphones could help explain the rise in suicide rates among the youngest girls. \"They have more access to information online — potentially harmful information about how to harm yourself.\"\u003c/p>\n\u003cp>My final question for Twenge: She, personally, made a very similar argument about young people before smartphones existed. She previously published a book, \u003cem>Generation Me,\u003c/em> that looked at similar data sets and labeled the millennial generation as \"miserable,\" \"narcissistic\" and \"anxious.\" That book came out in 2006; the iPhone was introduced in 2007. Is she putting old wine in new bottles?\u003c/p>\n\u003cp>Twenge says that comparing then with now, mental health trends are even more negative for what she calls iGen and, in retrospect, \"more of a mixed bag\" for millennials.\u003c/p>\n\u003cp>\u003cstrong>Not worth the time\u003c/strong>\u003c/p>\n\u003cp>Parents are concerned. Detox programs have sprung up to treat teen tech addiction. But some researchers are skeptical of the hypothesis that smartphones cause problems.\u003c/p>\n\u003cp>One team has published \u003ca href=\"https://www.amyorben.com/\">three papers\u003c/a> that analyzed the same data Twenge is looking at — over 350,000 participants in three nationwide surveys in the U.S. and the United Kingdom.\u003c/p>\n\u003cp>Amy Orben, the lead author of each paper and a psychologist at Oxford University, says the team found that the actual negative relationship between teens' mental health and technology use is tiny.\u003c/p>\n\u003cp>\"A teenagers' technology use can only explain less than 1% of variation in well-being,\" Orben says. \"It's so small that it's surpassed by whether a teenager wears glasses to school,\" or rides a bicycle, or eats potatoes — all comparisons made by Orben and her Oxford co-author Andrew K. Przybylski.\u003c/p>\n\u003cp>How can this be? Well, smartphone use is almost ubiquitous among teenagers today, while only a small minority report mental health problems. So, knowing that a teenager uses a smartphone, even for many hours a day, won't reliably predict that the teenager will become depressed. It tells you far, far less than factors like genetics or the presence of childhood trauma, for example.\u003c/p>\n\u003cp>Orben has been researching the history of people making dire claims about young people and new forms of media. For example, she says, \"In the 1940s, people were already talking about 'radio addiction.' One study found that fully 57% of children ages 6 to 16 were severely 'addicted to radio programs and needed them like an alcoholic does their drink.' \"\u003c/p>\n\u003cp>She thinks the negative trends in mental health could be explained by a wide range of factors: economic anxiety or political upheaval, to name two. And, she adds, there's a chance that young people today may simply be more open in surveys when asked about mental health challenges. \"A lot of teenagers are a lot more OK to say they're not OK.\" Ironically, this openness may in fact be partly due to social media.\u003c/p>\n\u003cp>Twenge responds that a forthcoming paper she has written, currently under review, will challenge the conclusions of Orben's team. She says that just because the impact of smartphone use appears small, that doesn't mean it's insignificant, especially since, unlike genetics, it may be controllable.\u003c/p>\n\u003cp>\u003cstrong>Statistically problematic\u003cbr>\n\u003c/strong>\u003cbr>\nAs a sort of referee on this debate, I called up Katherine Keyes, an epidemiologist at Columbia University's Mailman School of Public Health. Her focus is on explaining population-wide trends, particularly in adolescent mental health.\u003c/p>\n\u003cp>She too is a critic of Twenge's work, saying it has a tendency to \"skew the data\" by zooming in on screen use to the exclusion of other factors in the lives of adolescents.\u003c/p>\n\u003cp>And, she says, there are lots of numbers that don't necessarily fit Twenge's theory.\u003c/p>\n\u003cp>Not all the news is bad when it comes to teens. High school graduation rates are up, for example. Drug and alcohol use is down, as are car crashes and teen pregnancy.\u003c/p>\n\u003cp>We're not seeing the same negative trends in every country, even in those where teens are just as glued to their screens as they are in the United States.\u003c/p>\n\u003cp>There isn't a linear relationship between screen use and mental health. On most surveys, teens who use their phones up to two hours a day appear healthier than those who don't use them at all. This doesn't count other reasons for technology use, such as homework or listening to music.\u003c/p>\n\u003cp>In the case of heavy users, Keyes says, smartphone use may be more a symptom than a cause of mental health problems. Or there may be a third variable that is driving both — like a lack of parental support or health issues.\u003c/p>\n\u003cp>The explanation that Keyes finds most compelling is that there is a \"bidirectional\" relationship among teens, screens and mental health. In other words, as argued in \u003ca href=\"https://www.nature.com/articles/d41586-018-02109-8\">this paper\u003c/a> by Candice Odgers in the journal \u003cem>Nature,\u003c/em> teens who are already struggling may be more drawn to screens and more likely to form unhealthy relationships with media, for example by seeking out information on self-harm or encountering cyberbullies. The time they spend online might in turn make them feel worse.\u003c/p>\n\u003cp>Twenge agrees with the general idea that \"social media invites comparisons and anxiety.\"\u003c/p>\n\u003cp>\u003cstrong>What's a parent to do?\u003cbr>\n\u003c/strong>\u003cbr>\nAlthough their conclusions are different, no researcher I've spoken with thinks it's a great idea to let teens scroll through TikTok or play Fortnite all day and night.\u003c/p>\n\u003cp>Twenge, Orben and Keyes are supportive of similar common-sense rules, like making sure teens don't have their phones in their bedrooms late at night and trying to ensure that their lives are balanced with outdoor exercise, school and face-to-face time with friends and family.\u003c/p>\n\u003cp>So why should the average parent worry about this scientific controversy? Because, Keyes says, when parents simply demonize phones, \"there's less of a communications channel\" about what teens are encountering online. A parent's opportunity to mentor or support positive uses of media is replaced by \"confrontation on a day-to-day basis.\" Well-meaning parents, wrongly believing the phone to be as risky as a cigarette or a beer, may actually be making their children's lives harder by fighting with them about it.\u003c/p>\n\u003cp class=\"hdr\">\u003cem>Correction \u003cspan class=\"date\">Aug. 31, 2019\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>A previous version of this story mistakenly cited Professor Katherine Keyes as saying the decline in adolescent mental health has leveled off. Keyes was not the source of this information. Keyes' research instead showed adolescent mental health has been declining since 2012.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Scientific+Debate+Over+Teens%2C+Screens+And+Mental+Health+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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