MCPER and a team of national partners have secured a $20 million, 5-year federal award to establish a national center focused on postsecondary outcomes for deaf individuals.
The new center, which will be part of MCPER's Deaf and Hard of Hearing Institute, will launch on January 1, 2017. Institute Director Stephanie Cawthon and Co-Investigator Carrie Lou Garberoglio will lead the initiative.
The overall goals of the center are to increase the numbers of deaf individuals who, without requiring remedial coursework, are admitted to, persist in, and complete postsecondary education or training; improve collaborations between community organizations, institutions, and state-level agencies; increase institutional capacity to implement evidence-based practices and strategies; increase knowledge on how to use technology to promote access and provide accommodations; and disseminate lessons learned.
"Ultimately, we seek to change the culture surrounding postsecondary outcomes for deaf individuals and create conditions for success in a way that recognizes and honors their experiences, perspectives, and abilities," Garberoglio said.
Services the center will provide include professional development opportunities, intensive training, live chat support, dissemination of promising models, community engagement activities, mobilization of local resources, national task forces, state collaboratives, national data reports, and research-to-practice activities.
The grant is through the Office of Special Education Programs in the U.S. Department of Education.
Tags: Deaf and Hard of Hearing Institute
A recent article by Write for Texas Director Ellie Hanlon in Texas Lone Star, a publication of the Texas Association of School Boards, features ways that school board members can influence classroom teaching practices to improve student writing.
Emphasizing that change requires commitment at all levels, “The Write Stuff: How to Create a Cadre of Strong Readers and Writers in Texas” engages school board members to consider focusing policy discussions and agendas on the importance of research-based instructional practices. The article supports board members to become knowledgeable about expectations for student writing skills at various grade levels and encourages them to look for evidence of strategies that promote reading and writing in all content areas.
The article also points readers to MCPER's 10 Key Writing Practices for All Schools, which includes practical, research-based recommendations and grade-level descriptions of student skills. The resource is part of the 10 Key series, which distills the latest research findings into concise, one-page top 10 lists of the most important things that should be in place in every school.
The backbone of Write for Texas continues to be its network of almost 100 dedicated writing coaches in more than 200 schools across the state. These site-based staff members design and deliver professional development to support classroom teachers, instructional and content specialists, and campus and district administrators to provide opportunities for all students to read, write, and discuss a wide variety of genres throughout the school year. In addition to planning a reprise of the regional summer institutes for 2017, Write for Texas will continue to develop resources to support educators at all levels to implement the guiding principles of effective writing instruction.
Write for Texas
UPDATE: The presentation is now available online. Read the original announcement below.
MCPER's Nancy Lewis will deliver a presentation titled "Understanding Cost Analysis in Intervention Research" from 10:30 to 11:30 a.m. on August 24 in Room 324 of UT Austin's Sanchez Building.
The following description is from a flyer for the event: "Funders are increasingly interested in researchers determining the costs associated with their educational interventions. This brief introduction to cost analysis will describe the differences between cost analysis, cost-effectiveness analysis, and cost-benefit analysis to help you determine which type of cost study is most appropriate for a given intervention. The steps involved in conducting a cost study, including determining costs and combining them with effects or benefits, also will be briefly discussed, along with ways that the findings of a cost study can be used for decision-making."
The Texas Literacy Initiative (TLI) and Emile Elementary School in Bastrop have developed a book study program for teachers that goes beyond reading and responding—instead creating a culture-changing, high-impact professional learning community that has seen real results.
Emile Elementary Principal Jennifer Hranitzky, TLI State Literacy Liaison Jennifer Greene Gast, and TLI District Literacy Liaison Angeline Vrbsky developed the program for Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools by Mary Cay Ricci during a summer brainstorming session. As a part of its campus improvement plan, Emile Elementary chose the book for its 2015–2016 book study.
In the book, Ricci focuses on how to implement a “growth” mindset (versus a “fixed” mindset) in the classroom. This idea comes from the research of Carol Dweck. According to Dweck’s Mindset website, “In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits ... [and] that talent alone creates success—without effort. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”
Emile teachers met monthly on Mondays after school. Gast or Vrbsky demonstrated one instructional strategy at each meeting, and teachers participated in activities in an interactive notebook for each chapter. At the end of the program, teachers had a notebook that highlighted the main points of each chapter and the staff appointed “mindset mentors” who will use their notebooks to guide new teachers through Mindsets in the Classroom.
As teachers began to put this new knowledge into practice, the effects could be seen.
“We found students who began the year below level in reading making gains and no longer pushing reading materials away in frustration,” Hranitzky said. “They have built persistence and are more likely to ask for the harder problems when given an option of choices.”
The numbers back up Hranitzky’s observations. Several areas have seen marked improvement, including the following from the first-grade Texas Primary Reading Inventory.
|Beginning of the Year||Middle of the Year||Gain|
One student in particular started the year with high levels of anxiety but later embraced the idea that her learning was tied to how hard she worked, not how “smart” she was—key to a growth mindset. By the end of the school year, she had been on the A/B Honor Roll twice and asked the teacher for paperwork to apply for gifted-and-talented screening.
Across the campus, teachers reported hearing “I can’t do this” less this past year, Hranitzky said. “Our pre-K students even embrace that they have to work hard to grow their brain.”
Best of all, the ideas from the book study and the culture it created didn’t end after the monthly meetings. Emile Elementary now holds ongoing mindset-related read-aloud lessons in the classroom and has held two family literacy nights.
“Teachers need to take their mindset seriously,” said Christina Phillips, a prekindergarten teacher at Emile. “Anyone working in the school environment can have such a powerful effect on students if only they have the right mindset.”
Tags: Vaughn Gross Center
Write for Texas launches its third program year
August 5, 2016
The Write for Texas project, entering its third year, has extended its reach to more than 200 schools in 100 districts across the state.
Since its beginnings in late 2013, Write for Texas has made significant strides in improving academic writing instruction in the secondary grades. An alternative to formulaic writing instruction, the project offers a series of online professional development resources aimed at integrating reading and writing activities across all content areas.
Additionally, the project supports schools and districts across the state with a cadre of more than 100 professional writing coaches. Participants tout this collaborative network as one of the greatest strengths of the project, providing opportunities for individual teachers to align their instruction with research-based practices and streamline their approach to teaching writing.
The 27 project sites, including all 20 regional education service centers and seven university-based national writing projects, will continue effecting change at the local level. Additionally, regional Summer Institutes are expected to continue in 2017, where coaches design and deliver professional development specific to the needs of educators in their respective service areas.
For more information, visit the Write for Texas external website.
Write for Texas
Middle School Matters Institute unveils new website
August 1, 2016
MCPER’s Middle School Matters Institute (MSMI) has launched a new website designed specifically for educators: https://greatmiddleschools.org.
The new site has a user-friendly interface for anyone looking to improve middle grades education, especially the following:
Educators and researchers can access the Middle School Matters Field Guide and the accompanying resources that translate research into action in the following areas:
Additionally, the website features ready-to-use instructional toolkits and implementation tools.
Tags: Middle School Matters Institute