# data[].attributes.body
Stopped by the 3D printing session.  Do we have any of this going on in the district?

# data[].attributes.body
68% of all males in state and federal prison do not have a high school diploma.

# data[].attributes.headline
But I Don’t Teach Reading and Writing!' Literacy Strategies for the Content Areas- See photos

# data[].attributes.subject
But I Don’t Teach Reading and Writing!' Literacy Strategies for the Content Areas- See photos

# data[].attributes.body
Book Clubs
Vocabulary Games
Skyping/Face to Face Expert Interviewing
Anticipation Guides
Commercials: Analysis & Revision
Think Alouds & Read Alouds
Quick Writes, Exit Tickets
RAFT
Micro-teaching
Jigsaw

# data[].attributes.body
Schools that are moving the needle are kid focused and not content focused.

# data[].attributes.body
Real time voting for engagement. FREE!

# data[].attributes.body
Us again

# data[].attributes.body
Brains in pain can’t engage in learning.

# data[].attributes.body
Watch this video!

# data[].attributes.attachment_link.description
What "special needs" does a person with Down syndrome actually have? Discover a new perspective - #NotSpecialNeeds

# data[].attributes.body
If we all own the successes, we must also all own the deficits.

# data[].attributes.body
Entire school reads the same book to build community.

# data[].attributes.body
Personalizing Supports for Struggling Learners:
SOLV sheets-Student Ownership Learning Vision for all content classes

# data[].attributes.body
A rising tide lifts all boats.

# data[].attributes.body
Evening snack

# data[].attributes.body
Tyrone

# data[].attributes.body
One of the best PD professional in the game! Period....You Rock Tiara..

# data[].attributes.body
Keynotes from all presenters are on point to support our PoPs and next steps.
Concerns: Time for implementation and collaborating.

# data[].attributes.body
STEAM

# data[].attributes.body
STEAM Ideas

# data[].attributes.body
Asking someone to do the same thing over and over isn’t having a growth mindset. It’s nagging.

# data[].attributes.body
Orlando-City Year in the house!💖

# data[].attributes.body
Disrupt microaggressions by using micro-affirmations.

# data[].attributes.body
Daily Affirmations!

# data[].attributes.attachment_link.readable_text
Two studies on how best to teach elementary schools students - one on the popular trend of "platooning" and one on the far less common practice of "looping" - at first would seem totally unrelated other than the fact that they both use silly words with double-o's. Platooning refers to having teachers specialize in a particular subject, such as math or English, and young students switch teachers for each class. Looping is a term used when kids keep the same teacher for two years in a row. They don't switch teachers for each subject and don't switch each year.

One economist found that platooning might be harming kids and two other economists found that looping is quite beneficial. The reason one doesn't work and the other does may be related.

"These studies are important because they tell us that teacher-student relationships matter," says Tyrone Howard, a professor of education at the University of California, Los Angeles, who is writing a book on the research about students' relationships with their teachers and how well they learn. "I think schools in many ways have put the cart before the horse. What they've done is they want to jump right into academics and really dismiss or minimize the importance of relationships."

Less than a decade ago, elementary school principals began pushing their teachers to specialize in different subjects, particularly beginning in third grade, in part because of the pressure to score better on standardized tests. The theory was that the best math teachers, who already had a great track record of improving students' math scores, could reach more students and that specialization would help everyone learn more.

Harvard University's Roland Fryer set out to test just that in an experiment, published in the June 2018 issue of the American Economic Review. Fryer convinced the Houston school district to randomly assign 23 elementary schools to adopt specialized teaching for two years, from the fall of 2013 to the spring of 2015. From first through fifth grade, each teacher taught fewer subjects, perhaps just reading or reading and social studies, but was responsible for more students. Sometimes the students moved classrooms. Other times, the teachers rotated and the students stayed put.

Then Fryer compared test scores of the kids in the platooned schools with those in traditional schools in which a main classroom teacher continued to teach most subjects. To ensure he was comparing apples with apples, Fryer compared pairs of elementary schools that had nearly identical test scores before the experiment started.

After each of the two years, both reading and math scores of the kids who'd been taught by specialists were worse than those who'd been taught by a single teacher. Even the low-stakes science tests scores were worse. More troubling: suspensions and absences were suddenly higher in the schools that tried platooning. The most vulnerable students were especially harmed. Special needs students scored three times worse on high-stakes tests and two times worse on low-stakes tests compared to students who were taught traditionally. In surveys, specialized teachers said they were less able to tailor instruction for each child (advocates of personalized learning, take note!) and they were much less likely to report an increase in job satisfaction or performance than elementary school teachers who spent all day with their students.

It seems that the ostensible benefits of specialization were outweighed by the fact teachers had fewer interactions with each student. No one was minding the whole student throughout the whole day or providing continuous emotional support, keeping an eye on a kid who had an argument in the morning or whose mouth was achy from a loose tooth.

"[P]upils are not pins, and the production of human capital is far more complex than assembling automobiles," Fryer wrote, calling his Houston experiment a "cautionary tale."

Eventually the subjects that children need to learn, from physics to history, become more complex, and at some point teachers cannot be expected to teach all subjects. Across the 34 most developed countries that make up the Organization for Economic Cooperation Development, teacher specialization begins around sixth grade, on average. Still, Fryer noted that five countries consistently use specialized teachers earlier, as young as third grade.

Yet six countries including Austria, Hungary, Norway, Portugal, Latvia and Israel, do just the opposite. Not only don't they use specialized teachers in elementary school at all, the average teacher in these countries stays with the same group of elementary school children for at least three years.

Two economists from Montana State University and the University of South Carolina studied what happened in North Carolina when students and teachers spent two years together. They identified all the students who happened to be assigned to the same teacher for a second year between third and fifth grade over the course of 16 years, from 1997 to 2013. This was usually by chance and not a policy to keep kids together for two years in a row under the same teacher.

Published in the June 2018 issue of the Economics of Education Review, the researchers found that this increased student-teacher familiarity led to higher test scores, albeit a small increase, after controlling for students' prior academic achievement and teacher differences. The benefits of getting the same teacher twice in a row were largest for minority students. And when a large share of classmates had the same teacher as before, even kids who were new to the class posted higher than expected test scores. That suggests when people know each other well, it's a better classroom environment for learning.

The researchers Andrew Hill and Daniel Jones argue their study is evidence that the low-cost solution of looping - assigning the same class of students to the same teacher for two years in a row - is effective.

UCLA's Howard says that qualitative researchers have documented the influence of relationships on learning for over two decades. A 1997 study found that early teacher-child relationships at the start of elementary school determined how kids felt about school and performed academically. A 2004 study found higher academic performance for middle school students who participated in an elementary school program to foster relationships. And a May 2018 study found that when teachers are antagonistic, college students learn less.

"You can't get to the content if the relationship and the social-emotional well-being piece is not being attended to first," Howard said. "Any time you get into feelings, that's more complicated to capture. But it's still as important."

Now that quantitative studies are bolstering these findings with large datasets and more rigorous randomized controlled trials, Howard hopes that more elementary school principals will take notice. The next challenge is to translate these findings into classrooms so that students can benefit too.

# data[].attributes.attachment_link.description
Two studies on how best to teach elementary schools students - one on the popular trend of "platooning" and one on the far less common practice of "looping" - at first would seem totally unrelated other than the fact that they both use silly words with double-o's.

# data[].attributes.body
Tap into universities for psychology/social work students looking to do clinical work!  Free resource!

# data[].attributes.body
Barking to the Choir: The Power of Radical Kinship
Gregory Boyle. (Keynote address)

# data[].attributes.body
Code switching: cash language-Dr. Tyrone Howard

# data[].attributes.body
Suspend your judgement about your students to gain insight into their lives.  - Dr. Tyrone Howard

# data[].attributes.body
A fire drill/emergency, really?!

# data[].attributes.body
Saturday Recovery

# data[].attributes.body
Adult learning has to be as important as student learning!

# data[].attributes.body
We have to become comfortable learning from our students!

# data[].attributes.body
Bad teachers cut across all sectors

# data[].attributes.body
Just because you mean well, doesn’t mean you do well

# data[].attributes.body
Bilingual does not mean ELL!

# data[].attributes.body
Be bold in real time!!!

# data[].attributes.body
Just because students can’t read on grade level doesn’t mean they can’t think!

Sympathetic teachers damage students.

Find SOMETHING that tells students you believe in them!

You will not understand what children are going through unless you talk to them!

What do you think about children who live in poverty?  Some folks need to be counseled out of the profession before they even start.

If we don’t get this right for students, we can alter their lives dramatically!

# data[].attributes.body
Teach like lives depend on it!

# data[].attributes.body
Sympathetic versus empathetic teachers do much more damage to our students.

# data[].attributes.body
Let your data lead the conversation: courageous conversations

# data[].attributes.body
Dr. Tyrone Howard
We have to be willing to disrupt the attitudes of others in the building.

# data[].attributes.body
We can’t afford to plan 30 years in the future. Everything that seems magical now,  in 30 years will be reality.

# data[].attributes.body
Goal Planning

# data[].attributes.headline
Flying cars in Tokyo to light the 2020 Olympic Torch?

# data[].attributes.subject
Flying cars in Tokyo to light the 2020 Olympic Torch?

# data[].attributes.body
Our kids live in a hyper change world. They are accustomed to it. We are the ones catching up.

# data[].attributes.body
Ask yourself. Who is this system working for? We are teaching kids with knowldge and skills and ways of thinking that has already outpaced us. We need to keep these students engaged in today’s world.

# data[].attributes.headline
How to Transform Schools (middle school) I’ll make copies 

# data[].attributes.subject
How to Transform Schools (middle school) I’ll make copies 

# data[].attributes.body
ZIP CODES DOES NOT DETERMINE OUTCOMES!

# data[].attributes.body
We don’t care what you know, unless we know that you care.

# data[].attributes.body
Building authentic relationship means going deeper and being comfortable  with being uncomfortable. Reveal who you are authentically and build trust through common understandings and misunderstandings.

# data[].attributes.body
Culture Always Trumps Strategy

# data[].attributes.body
Do not let what is comfortable for adults trump what is best for students. -Dr. Bill Daggett

# data[].attributes.body
Is the perceived srtuggle less than the perceived struggle of adoption ?

# data[].attributes.body
FAIL: First Attempt In Learning

# data[].attributes.body
Teacher of the Month- voted by students!!

# data[].attributes.body
Focus on what you can control- be political and be strategic.

# data[].attributes.body
The power and Potential of schools built on Empathy

# data[].attributes.body
I have heard this quote a numerous times “Inspect what you Expect!