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Transcript of Sold a Story E11: The Outlier

nf33 — 2025-04-14 22:53:09 UTC

In Sold a Story, journalist Emily Hanford spotlights Steubenville Public Schools for their standout reading success despite high poverty. Key practices include:

Meeting students' basic needs (clothes, shoes).
High expectations, no excuses mindset.
Long-term, local staff stability.
High preschool attendance with focus on oral language.
Systematic phonics from kindergarten through first grade.
Integrated reading and writing with expressive, meaningful reading.
Cooperative learning and peer teaching by third grade.
All teachers—including art, music, and PE—teach reading.
A 90-minute literacy block with leveled reading groups.

Students in Steubenville perform over two grade levels above peers in similar communities, thanks to these consistent, community-rooted strategies.

Next article links:

Ep. 12

https://www.apmreports.org/episode/2025/02/27/sold-a-story-e12-the-evidence

Ep. 13

https://www.apmreports.org/episode/2025/03/06/sold-a-story-e13-the-list

Are We Teaching Reading Comprehension? Part I

nf33 — 2025-04-14 22:57:07 UTC

Too often, comprehension lessons look more like vocab drills and pop quizzes. In this sharp two-part piece, literacy expert Timothy Shanahan argues that real comprehension instruction should change how students read, not just test what they remember. He shares six powerful shifts every educator should consider, including why students should read harder texts, not easier ones.

Part II: https://www.shanahanonliteracy.com/blog/are-we-teaching-reading-comprehension-part-ii-6-things-every-teacher-should-know

Improving the feedback given to students

nf33 — 2025-04-14 23:31:27 UTC

In this thoughtful piece from Grading for Growth, math professor Sarah Hanusch digs into why students often ignore feedback—and what educators can do differently. From rushed class routines to unclear comments and unconscious bias, Hanusch outlines four common pitfalls and offers smart, actionable strategies

What Teachers Take Home: Stories of Secondary Trauma from PreK–12th Grade Teachers

nf33 — 2025-04-14 23:47:55 UTC

This research by Amber Howard in The Educational Forum examines the concept of secondary trauma in teachers working with students who have experienced trauma. Howard’s study reveals how educators, deeply impacted by their students’ emotional struggles, face symptoms such as stress, emotional fatigue, and blurred work-life boundaries. She shares strategies teachers use to cope, such as seeking support, practicing mindfulness, and setting boundaries, while highlighting the urgent need for systemic support, mental health services, and a cultural shift toward prioritizing self-care among educators.

6 Tips to Make Difficult Phone Calls Home More Manageable

nf33 — 2025-04-14 23:52:08 UTC

This article from Edutopia by Liz Capone provides effective strategies for calling home about a disciplinary incident. Capone suggests starting with reassurance to ease parental concerns, using objective language instead of inflammatory adjectives, and focusing on the specific incident rather than offering a general assessment. She also advises avoiding the phrase "talk to your child" and encourages including a positive comment about the student to maintain a balanced perspective. Ending the call with a sincere thank you helps foster a collaborative relationship with parents.

Stop typing, start talking: Why dialogue beats digital communication

nf33 — 2025-04-15 00:00:04 UTC

This article from SmartBrief by New Jersey principal Michael Gaskell highlights the unmatched value of face-to-face and voice-to-voice communication in school settings. Gaskell urges educators to prioritize direct interactions over digital messages—especially when clarity and care are needed—since tone, emotion, and nuance often get lost in emails. He encourages picking up the phone, stepping into a colleague’s office, or scheduling a quick Zoom to avoid misunderstandings, build trust, and save time. The result? Stronger relationships, better collaboration, and a healthier school climate.

Restorative practice and young people with special educational needs and disabilities: a scoping study

nf33 — 2025-04-15 00:04:04 UTC

This research presents a scoping study of peer-reviewed literature from 2000 to 2023 examining restorative practices in schools, with a focus on their application to young people with special educational needs and disabilities (SEND). While restorative practices are widely recognized for supporting inclusion and holistic development, the study reveals significant gaps in the research—particularly the lack of young people’s voices and experiences. Most studies emphasize large-scale data and adult perspectives, overlooking how restorative practices intersect with issues like ableism. The article calls for future research that centers the authentic inclusion of SEND youth and deepens understanding through more nuanced, experience-driven analysis.

12 Toxic Behaviors to Avoid at all Cost

nf33 — 2025-04-15 00:09:33 UTC

This article, Recognizing and Dealing with Toxic Behaviors, highlights how even a single toxic trait in leadership can erode team morale and derail otherwise effective leadership. Dan Rockwell, writing in Leadership Freak, outlines a list of harmful behaviors—including gossiping, tolerating toxic high performers, ignoring morale, and overmanaging—that often go unchecked in leadership roles. He emphasizes that the first step to improvement is self-awareness. Leaders are encouraged to observe patterns that lead to tension or disengagement, actively seek feedback, and reflect on moments when they feel discomfort or defensiveness. Ultimately, Rockwell urges leaders to confront these habits honestly to build stronger, healthier teams.

EduTip 28: Add gestures to strengthen learning.

nf33 — 2025-04-15 00:12:02 UTC

This article, Jennifer Gonzalez on the Instructional Effect of Teachers’ Gestures, explores how purposeful physical movement can significantly boost both teaching and learning. Drawing on research, Gonzalez identifies four types of gestures—iconic, metaphoric, deictic, and beat—and emphasizes that iconic (e.g., drawing a circle in the air) and metaphoric (e.g., using a fist to represent strength) gestures have the greatest impact because they connect directly to meaning. These gestures can enhance students' comprehension and retention—and even improve the teacher’s recall of content. Gonzalez recommends that educators intentionally incorporate meaningful gestures and co-create them with students as memorable tools for understanding key ideas.

Helping or Hurting: The Effects of Retention in the Third Grade on Student Outcomes

nf33 — 2025-04-15 00:15:19 UTC

In their article for Educational Evaluation and Policy Analysis, NaYoung Hwang (University of New Hampshire) and Cory Koedel (University of Missouri) examine the impact of Indiana’s third-grade retention policy, which holds back students who do not meet English Language Arts (ELA) and math benchmarks. Analyzing data from 2011 to 2017, they find positive short- and medium-term effects on students’ achievement in both math and ELA, with no negative impacts on discipline or attendance. These benefits persisted throughout the five years of the study.

Hwang and Koedel conclude that grade retention can be an effective intervention for struggling students in the early grades. They note that while retention in later grades may harm student outcomes, early grade retention generally leads to better academic results, with some exceptions.

The Reading Teacher’s Children’s Literature Review Column

nf33 — 2025-04-15 00:22:11 UTC

Discover a collection of multicultural children’s books that celebrate diverse cultures, traditions, and stories. In The Reading Teacher, Roberta Price Gardner and Allison Briceño highlight these "culturally rich" titles:

Big by Vashti Harrison
Sankofa: A Culinary Story of Resilience and Belonging by Eric Adjepong
Spanish Is the Language of My Family by Michael Genhart
Plátanos Are Love by Alyssa Reynoso-Morrist
Indigenous Ingenuity by Deidre Havrelock and Edward Kay
Forever Cousins by Lauren Goodluck

To Scale: TIME

nf33 — 2025-04-15 00:25:38 UTC

A Physical Timeline of the Universe – This dramatic video by Wylie Overstreet and Alex Gorosh vividly portrays vast stretches of time.

“To Scale: Time” by Wylie Overstreet and Alex Gorosh, YouTube, 2024

Education Leadership for Thriving Youth and Communities

nf33 — 2025-04-16 16:58:47 UTC

This video is a powerful introduction to the National Equity Project, an organization committed to transforming public education by developing leaders who center equity, justice, and liberation. It explores the history and evolution of the project, rooted in challenging traditional "factory model" schooling, and promoting student-centered, meaningful learning experiences. The video highlights the Leading for Equity framework, which encourages leaders to see, engage, and act differently in their systems by co-creating change with communities. Through real stories and reflections, it calls for a reimagining of education that truly supports every child, family, and educator.

The prosocial school leader: Theory, research, and action

nf33 — 2025-04-16 17:20:18 UTC

This article is about the prosocial school leader, a principal who uses strong social and emotional competencies (SECs) to build caring, effective schools. It argues that a principal’s well-being, self-awareness, and leadership directly impact school climate, teacher performance, and student outcomes.

The model promotes healthy relationships, strong family partnerships, and effective SEL programs as key to success. It calls for professional development that supports principals’ emotional growth, helping them lead with empathy, equity, and care.

The Role of Nervous System Regulation in Systemic Change

nf33 — 2025-04-16 17:34:07 UTC

Understanding the nervous system’s response to stress is essential when working with students navigating housing instability. The following article offers insight into how emotional regulation and community care can support resilience in the face of crisis.

This article is a call to see the body as central to systemic change. It shows how stress and trauma live in our nervous systems, shaping how we respond to crisis and community. Using Polyvagal Theory, it highlights the power of nervous system regulation and co-regulation to foster resilience, connection, and cultural transformation.

Adaptive Strategic Planning for Education Leaders

nf33 — 2025-04-16 17:52:21 UTC

Adaptive planning is crucial when addressing the needs of socioeconomically disadvantaged students. This guide provides strategies to help education leaders design flexible, inclusive systems that are responsive to the needs of diverse communities.

This guide from the National Equity Project and Education Resource Strategies highlights adaptive strategic planning for education leaders. It stresses the need for flexible, inclusive approaches that prioritize community, trust, and ongoing learning, helping leaders navigate complex, uncertain conditions while engaging stakeholders and building leadership capacity.

7 School Design Principles for Education’s Next Horizon

nf33 — 2025-04-16 18:30:01 UTC

As we strive to create more equitable learning environments, the principles outlined in this article offer a roadmap for adapting educational systems to better support African American students. These principles prioritize student agency, personalized learning, and real-world problem-solving, empowering all students to succeed.

This article outlines 7 principles for transforming education, focusing on personalized, competency-based learning, real-world problem-solving, and community engagement. It advocates for moving away from outdated systems like standardized testing and fixed curriculums, and instead prioritizes student agency, meaningful assessments, and student-controlled learning records.

How We Lead the Change Is the Change: Horizon 3 Leadership

nf33 — 2025-04-16 19:48:13 UTC

Transforming educational systems to better serve African American students requires courageous, equity-centered leadership. This article introduces Horizon 3 (H3) leadership, an approach rooted in complexity, relational trust, and co-creation with historically marginalized communities. It calls leaders to shift from control to care, from heroes to hosts, and from maintaining systems to reimagining them entirely.

This article is a call to reimagine education through Horizon 3 leadership, centered on equity, adaptability, and community. It urges leaders to slow down, embrace complexity, and co-create joyful, healing spaces with those most impacted.

The Future of Strategic Planning An Adaptive Approach for Changing Times

nf33 — 2025-04-16 19:51:47 UTC

When we consider how to better serve students experiencing poverty, we must ask: What kind of planning process truly centers their realities and aspirations? The article, “The Future of Strategic Planning: An Adaptive Approach for Changing Times,” reminds us that rigid five-year plans often fail to meet the moment for students and families navigating economic uncertainty. This piece highlights how living, responsive plans, rooted in community voice and ongoing learning, can better reflect the dynamic needs of socioeconomically disadvantaged students and lead to more just, resilient school systems.

This article is a call for school districts to replace rigid strategic plans with flexible, adaptive approaches that evolve with change. It highlights the need for data-driven planning and collaborative leadership to better support students and communities in uncertain times.

Understanding the Role and Responsibilities of the Department of Education

nf33 — 2025-04-16 20:19:44 UTC

The U.S. Department of Education plays a pivotal role in fostering educational equity for students from all backgrounds, with a special focus on those who are socioeconomically disadvantaged. Through programs like Title I and federal financial aid initiatives, the Department strives to bridge gaps in educational opportunities, ensuring that every student, regardless of their economic status, has access to the resources and support they need to succeed.

This article outlines the U.S. Department of Education's role in ensuring equal access to education, promoting excellence, and addressing key challenges. It focuses on the department's mission to support states, enforce civil rights, improve special education, and enhance higher education access.

Black Student Belonging in K12 Schools: Implications for Policy and Practice Amid Attacks on Diversity, Equity, and Inclusion

nf33 — 2025-04-16 23:48:56 UTC

This article is about how systemic racism in U.S. K-12 schools affects Black students' sense of belonging, which is essential for their academic success and well-being. It explores how interpersonal relationships, instructional practices, and institutional policies can either hinder or support belonging. The authors propose a strategic framework using targeted universalism to help school leaders and policymakers create more inclusive and affirming school environments for Black students.

2025 AERA Annual Meeting

nf33 — 2025-04-16 23:55:04 UTC

NEP will present a paper on Exploring the Application of Liberatory Design in Service of Implementing Racial Equity Interventions at the 2025 AERA Annual Meeting, April 23-27, 2025.

Liberatory Design for Student Experience & Belonging

nf33 — 2025-04-17 00:00:41 UTC

NEP will present a session on Liberatory Design for Student Experience & Belonging at the co-located ISTELive 25 / ASCD Annual Conference in San Antonio, TX, from June 29 to July 2, 2025. This session will explore how liberatory design, a methodology that integrates human-centered design with equity-focused practices,can transform educational environments to better support student voice, agency, and belonging. The combined event offers over 1,000 learning experiences aimed at advancing educational innovation and equity

Teach Plus Illinois Policy Fellowship

nf33 — 2025-04-17 00:03:51 UTC

The Teach Plus Illinois Policy Fellowship is a prestigious, year-long program (June 2025–June 2026) designed for Illinois teachers aiming to deepen their understanding of education policy and advocate for impactful changes without leaving their classrooms. Fellows receive training through expert-led modules and direct engagement with key stakeholders, including community organizing, writing op-eds, speaking to the media, providing public testimony, and meeting with legislators. The fellowship includes monthly virtual sessions and two mandatory in-person weekends. No prior policy experience is required. Applications are due by April 21, 2025. For more information and to apply, visit the Teach Plus Illinois Policy Fellowship page.

Racial Equity Leadership Network: Fellowship Overview

nf33 — 2025-04-17 00:05:54 UTC

The Racial Equity Leadership Network (RELN) is an 18-month fellowship program for executive leaders in Southern U.S. school districts committed to addressing systemic disparities and ensuring that race and class are no longer predictors of student success. Fellows participate in five in-person convenings focused on equity-centered leadership and system transformation. They receive customized coaching to support the planning and implementation of a co-created action plan addressing their unique equity challenges. Fellows are also tasked with creating in-district design teams to support their efforts. The program offers opportunities for peer networking, access to experts, and participation in exclusive events. Applications are open through May 16, 2025. 

PERTS Webinar: "From the District to the Classroom: How Student Voice Drives School Culture"

nf33 — 2025-04-17 00:10:22 UTC

The PERTS Webinar: "From the District to the Classroom: How Student Voice Drives School Culture" is on April 30, 2025, from 5-6 PM ET (2-3 PM PT). It will explore how integrating student voice enhances engagement and school culture, featuring insights from CPS educators. It's for school and district leaders interested in practical strategies. Location: Zoom.

Exploring Learner-Centered Ecosystems

nf33 — 2025-04-17 00:13:14 UTC

Join Education Reimagined's webinar, "Exploring Learner-Centered Ecosystems: Microschools as a Pathway for New Possibilities in Public Education," on May 8, 2025, at 10:00 AM. Alin Bennett will be joined by Megha Juneja and Coi Morefield to discuss how microschools foster agility and deep learner connections. This event is ideal for educators, administrators, policymakers, and innovators interested in learner-centered ecosystems.

Teach Truth Day of Action 2025

nf33 — 2025-04-17 00:16:10 UTC

Young people face many challenges, yet laws are being pushed to criminalize honest teaching of U.S. history and restrict critical thinking. These policies distort education and threaten democracy.

Join the 5th Annual Teach Truth Days of Action with a National Day of Action on June 7, 2025, and actions throughout the year. Stand up for #TeachTruth!

4o mini

Strategy for SEN

nf33 — 2025-05-28 20:45:54 UTC

This LinkedIn post and resource is a reminder of why a strong SEN (Special Educational Needs) strategy matters.

It ensures all students are included and supported, helps teachers meet diverse learning needs with confidence, and improves outcomes for SEN students. A clear strategy also supports legal compliance and fosters meaningful collaboration with parents and caregivers.

Why Schools Need to Change7 School Design Principles for Education's Next Horizon

nf33 — 2025-06-17 02:03:29 UTC

This article presents seven school design principles that reimagine education for a more human-centered, future-ready world. It calls for a shift from standardized, test-driven systems to personalized, real-world learning that values student agency, creativity, and community connection. The focus is on meaningful assessment, interdisciplinary learning, and giving students control over their learning data.

Compassion and Empathy

nf33 — 2025-12-01 17:49:11 UTC

Compassion and Empathy by Judy Naman

Compassion and empathy help us connect deeply with others. Compassion recognizes suffering and motivates us to help, while empathy allows us to understand and share someone else’s feelings. When we practice both, we create supportive environments where people feel heard and valued. Together, they inspire kindness, promote healing, and remind us of our shared humanity. This reading and video shows how compassion and empathy can strengthen our relationships and communities.