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Summer Math and Science Honors Academy

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The Summer Math and Science Honors Academy, known as SMASH, gives students of color guidance and exposure to STEM subjects. Many students of color don’t have such classes available in their schools, but academies like SMASH help give them the foundation they need to excel in STEM careers even if such programs are missing from their daily curriculum. The program takes places every summer for three years for each student but also offers benefits throughout the school year. SMASH students have access to special college counselors and receive tailored SAT prep classes.

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Mentoring Partnerships

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The backbone of mentoring’s infrastructure is the growing Mentoring Partnership Network that MENTOR helps build and support.

MENTOR is scaling impact by developing and supporting a national network of affiliate Mentoring Partnerships. Mentoring Partnerships are non-partisan, public-private organizations that galvanize local or statewide mentoring movements, providing the leadership and infrastructure necessary to support the expansion of quality mentoring relationships. Mentoring Partnerships serve a unique role as a clearinghouse for training, resources, awareness, and advocacy, providing the critical link between MENTOR’s national efforts and local organizations and programs that foster and support quality mentoring relationships. Mentoring Partnerships are designated MENTOR affiliates that inform and distribute our research and resources.

Mentoring Partnerships are focused on the following key priorities:

Advance the quality of the local mentoring field by building relationships with new and existing mentoring programs and provide capacity building trainings and technical assistance grounded in evidence-based approaches.
Engage a wide variety of public and private stakeholders to increase both the number of volunteer mentors as well as resources for the local mentoring field.
Collect data on a regular basis to describe the impact of mentoring in the broader community and identify gaps in the range of services needed.
Expand public and private support and investment in mentoring through public awareness and advocacy efforts that foster communities that prioritize quality youth mentoring. Mentoring Partnerships have developed solid, field-tested solutions to some of the mentoring movement’s greatest challenges.

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Smarter Balanced States Approve Achievement Level Recommendations

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Members of the Smarter Balanced Assessment Consortium have voted to approve initial achievement levels for the mathematics and English language arts/literacy (ELA) assessments that will be administered in 17 states and one territory this school year. The vote marks an important milestone in the development of the assessment system. READ THE PRESS RELEASE

LEARN MORE ABOUT ACHIEVEMENT LEVELS

Smarter Balanced Hires Deputy Executive Director

The Smarter Balanced Assessment Consortium (Smarter Balanced) has appointed Luci Willits as its deputy executive director. Willits joins the state-led consortium December 8. As deputy executive director, Willits will focus on strategy and state services, overseeing communications, policy, and partnerships with higher education. LEARN MORE

Field Test Report Now Available

A report on the Smarter Balanced Field Test is now available. This report presents results from state surveys given to students and adults in 13 Smarter Balanced member states. The Field Test or “test of the test” was administered in the spring of 2014 to more than 4.2 million students across the Consortium, and provided teachers and schools an opportunity to gauge their readiness in advance of the operational assessments in spring 2015. LEARN MORE

New Resources Available on the Support for Under-Represented Students Page

To prepare states across the Consortium for successful implementation of the Smarter Balanced Assessment System, a variety of updates have been made to the Support for Under-Represented Students page. Updated versions of the Usability, Accessibility, and Accommodations Guidelines, Accessibility and Accommodations Factsheet, and Usability, Accessibility, and Accommodations FAQs are now available.

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Google Apps for Education: Deployment Guide

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Steps to transition your medium-sized business, educational institution, or government agency to Google Apps. Includes topics such as email configuration, account provisioning, data migration, mobile device management, and more.

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Future Ready Schools: Empowering Educators through Professional Learning toolkit

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This toolkit provides leaders with a multi-step decision-making process, practical tools, and numerous examples for setting a trajectory of positive change, moving assertively toward achievement of student learning and improvement goals. The toolkit recognizes that improvements in student learning are related to improvements in educator practice and that strengthened practice is supported by research- and standards-based professional learning.

Navigate through the toolkit using the orange buttons below. You may choose to move linearly from one step to the next, or skip directly to a particular step. You may also access each tool directly from the sidebar.

Determine District Readiness
Go to Step 1

Assess Current Professional Learning
Go to Step 2

Refine Professional Learning
Go to Step 3

Implement Professional Learning
Go to Step 4

Measure Refined Professional Learning
Go to Step 5

Read more About this toolkit

Level Playing Field Institute

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Interview with the Level Playing Field Institute

Model View Culture talks to Dr. Jarvis Sulcer, Executive Director of the LPFI.

What is the Level Playing Field Institute? What are your goals and mission?

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The Level Playing Field Institute (LPFI) is a non-profit with headquarters in Oakland, California. Our mission is to eliminate the barriers faced by underrepresented people of color in science, technology, engineering and mathematics (STEM), and foster their untapped talent for the advancement of our nation.

We focus on improving access and opportunity for underrepresented students of color in STEM. Specifically, we operate STEM-focused education programs, execute innovative computer science initiatives, and conduct research on STEM equity and opportunity.

Our main goal for 2014 is to find new ways to fill in the opportunity gaps through our middle- and high school STEM intervention programs. We are creating sustainable partnerships with a variety of partners including schools, non-profit organizations, for-profit companies and university faculty to expand our networks of support for underrepresented students of color pursuing STEM degrees and careers.

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About the Future Ready District Pledge

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United States Department of Education

Office of the Secretary

Dear Superintendent,

As one of more than 16,000 superintendents leading school districts across the nation, you are on the forefront of the transformation of public education. Technology now allows for personalized digital learning for every student in the nation so long as leaders have the technological infrastructure and human capacity in place to ensure success.

The Future Ready District Pledge is designed to set out a roadmap to achieve that success and to commit districts to move as quickly as possible towards our shared vision of preparing students for success in college, careers and citizenship. The U.S. Department of Education seeks to encourage and support superintendents who commit to taking a leadership role in this transition with recognition and resources to help facilitate this transition to digital learning.

In June of 2013, the President launched the ConnectED Initiative to provide 99% of students in the nation with access to high-speed Internet connectivity at the classroom level. Coupled with two billion dollars from the federal E-Rate program, increased flexibility in the use of federal funds, and billions of dollars in additional commitments from the private sector, progress towards improving the nation’s physical infrastructure has already been dramatically accelerated.

However, in order for these resources to leverage their maximum impact on student learning, schools and districts must develop the human capacity, digital materials, and device access to use the new bandwidth wisely and effectively. The Future Ready District Pledge establishes a framework for achieving those goals and will be followed by providing district leaders with additional implementation guidance, online resources, and other support they need to transition to effective digital learning and achieve tangible outcomes for the students they serve.

The U.S. Department of Education is calling on superintendents like you who lead district, charter, and private schools to join us in taking the Future Ready District Pledge and working to develop, implement, and share your technology plan with other districts so they can learn from your successes and challenges along the way.

Thank you for all you are already doing to improve the education for our nation’s students. Do not hesitate to reach out to us for support. We stand ready to help you become a Future Ready district.

Richard Culatta
Director, Office of Educational Technology
Office of the Secretary

Seth Andrew
Senior Advisor & Superintendent in Residence
Office of the Secretary

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Powerful Schools Presents Powerful People: Jennifer Selby

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Reprinted from the Rainier Valley Post
AUGUST 11, 2012
Powerful Schools Presents Powerful People: Jennifer Selby

in EDUCATION,PEOPLE IN YOUR NEIGHBORHOOD
By Powerful Schools (RVP sponsor)

RAINIER VALLEY – Jennifer Selby (right) – a Powerful Schools’ Reading Tutor at Hawthorne Elementary – is also a Stanford Graduate School of Business alumna and mother of two.

She became passionate about tutoring young children after she taught her own sons, Justin, 8, and Cameron, 6, how to read.

“It was the most exciting thing I’ve ever done!” she exclaimed.

After volunteering in their classrooms for a couple years, Jennifer wanted to find more opportunities to help local children. She did a lot of research before she happened upon Powerful Schools through Social Venture Partners.

“Being a Powerful Schools’ tutor was a dream volunteer assignment,” said Jennifer. “The program is so well organized and in two and a half hours I can really make a difference and see the progress in the young students I tutor.”

FULL STORY

Numeracy Campaign: What we can learn from China

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‘Above all, it is a cultural thing.” Professor Lianghuo Fan is reflecting on the differences he has noticed between maths education in China and Singapore, where he lived and taught for 40 years, and in Britain, where he is now based. “In China, all parents know that maths is the number one subject in schools, and they expect that in a modern society everyone must be comfortable with maths, even if that means they have to work hard at it.

An eminent Chinese mathematician reveals the secrets of his country’s excellent maths education system to Peter Stanford.

“That attitude is passed on to their children. But here in Britain, you can feel students’ attitude about mathematics is different. They feel all right if they say they don’t like mathematics.”

Professor Fan is not alone in highlighting this national phobia of ours about maths. The government has this week shown itself determined to tackle the problem head on with the unveiling of a new “back-to-basics” primary school maths curriculum, with a renewed emphasis on times-tables, mental arithmetic, fractions and rote learning.

Most people over 40 will see the proposals as a return to the classroom practice of their childhood – but in its introductory remarks the Department for Education claimed inspiration from Asian model that Professor Fan knows so well: “I never heard a child in China or Singapore say that they don’t like maths’,” he stresses, “without a sense of embarrassment.”

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100 Black Men of America, Inc

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Mentoring

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The 100 mentors youth through a worldwide network of chapters. Across the United States and Internationally, 100 Black Men of America, Inc. and 100 Black Men International are positively impacting the lives of tomorrow’s leaders through the 100’s signature programs such as Mentoring the 100 Way and Collegiate 100®. Chapters also deliver unique, innovative mentoring initiatives that are locally relevant and that change the lives of tens of thousands of youth annually.

Mentoring the 100 Way® – A holistic mentoring program that addresses the social, emotional and cultural needs of children ages 8-18. Members of the 100 are trained and certified to become mentors, advocates, and role models for the youth within their communities. Through chapter operated one-on-one and group mentoring efforts, our members forge relationships that positively impact our greatest resource: our youth. The program focuses on building essential skills needed to become productive, contributing citizens.

Workshops for children and youth include topics such as:

Positive Self Identity and Personal Vision
Life Skills
Social and Emotional Skills
Moral Character
Work Ethic
Lifelong Learning

All Mentoring the 100 Way techniques are developed using S.M.A.R.T. goals and utilize the following mentoring relationship models:

1 to 1 Mentoring
Group Mentoring
Tag Team Mentoring
Peer to Peer Mentoring

To attend a regional training program and learn more about Mentoring the 100 Way techniques, contact us at: info@100blackmen.org

Collegiate 100 ® – The Collegiate 100 is an auxiliary organization to 100 Black Men. The Collegiate 100 membership is drawn primarily from male African–American college students through chapters on university campuses across America.

The purpose of the Collegiate 100 is to implement the mentoring and tutoring programs of 100 Black Men. The participants assist the parent organization with the development of the social, emotional, educational, and physical needs of youth who have few or no positive role models in the communities in which they live.

Each Collegiate 100 chapter has an advisor from the faculty or staff of the college or university where the chapter is located. Each advisor must remain active in the local Chapter of 100 Black Men to ensure that the program operates efficiently and effectively.

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