put kids first

Matthew Lynch published in Matthew Lynch, Policy & Reform December 10, 2015

Why The U.S. Education System is Failing: Part II

In part I, I examined problems hindering the U.S. education system. Understanding these issues and how heavily they will influence student success in the coming decades is vital to making needed improvements in the education system. The rapid changes in learning technology and student demographics, along with the shrinking global landscape, have led to a call for education reform in recent years. There is no time to sit by idly as a diverse group of students wade through average to below-average educational opportunities. Instead, discussions on improvements, advancements and reforms need to be established and ongoing. In part II of my series, I will continue to examine the reasons why the U.S. education system is failing.

Stagnant school spending. As the U.S. economy continues to improve, according to news headlines, one area is still feeling the squeeze from the recession years: K-12 public school spending. A report this month from the Center on Budget and Policy Priorities found that 34 states are contributing less funding on a per student basis than they did prior to the recession years. Since states are responsible for 44 percent of total education funding in the U.S., these dismal numbers mean a continued crack down on school budgets despite an improving economy. If we cannot find the funding for our public schools, how can we expect things like the achievement gap to close or high school graduation rates to rise? It was understandable that budgets had to be slashed when the bottom dropped out of the economy. Now we are in a more stable place, though, it is time to get back to funding what matters most: the education of our K-12 students.

Outdated teacher training methods. With respect to the students of the past, modern classrooms are full of sophisticated youngsters that show up with a detailed view of the world formed from more than home life experiences. Instant access to information from instant a child can press a touchscreen on a Smartphone and widespread socialization from as young as six weeks old in the form of childcare atmospheres – kids arrive at Kindergarten with less naivety than previous generations. Teachers don’t, in other words, get a clean slate. Instead, they get young minds cluttered with random information and ideas, all of which need fostering or remediating.

Lack of teacher education innovation. It stands to reason that if students are changing, teachers must change too. More specifically, it is time to modify teacher education to reflect the demands of the modern K – 12 classrooms. There are policy and practice changes taking place all over the world – many driven by teachers – that address the cultural shifts in the classroom. Public education in America needs teachers who are better trained to meet the needs of specific student populations, though; who understand the necessary role of distance learning, and are willing to speak up to facilitate classroom change. Without these teachers, effective reform to meet global demand is not possible.

The school to prison pipeline. Sadly, over half of black young men who attend urban high schools do not earn a diploma. Of these dropouts, too, nearly 60 percent will go to prison at some point. Perhaps there is no real connection between these two statistics, or the eerily similar ones associated with young Latino men. Are these young people bad apples, destined to fail academically and then to live a life of crime? If some of the theories of genetic predisposition are true, perhaps these young men never stood a chance at success and have simply accepted their lots in life. But what if those answers, all of them, are just cop-outs? What if scoffing at a connection between a strong education and a life lived on the straight and narrow is an easy way to bypass the real issues in K-12 learning? Students who are at risk of dropping out of high school or turning to crime need more than a good report card. They need alternative suggestions on living a life that rises above their current circumstances. For a young person to truly have a shot at an honest life, he or she has to believe in the value of an education and its impact on good citizenship. That belief system has to come from direct conversations about making smart choices with trusted adults and peers.

Well that is the end of part II of on my series. Stay tuned for par III and remember to comment.

Click here to read all our posts concerning the Achievement Gap.

Matthew Lynch published in Matthew Lynch, Policy & Reform December 4, 2015

P-16 and P-20 Initiatives: Critical for Education Reform

If the goal of P-12 education is to prepare students for success in the adult world that follows, there seems to be a bit of a disconnect when a high school diploma is handed over. Students are sent off to college as adults and there is a sharp separation between the support and guidance in all the classrooms they’ve ever visited and the new ones on the horizon. We seem to assume that our well-educated youth will know exactly how to act on their own when it comes to secondary education. That’s a problem. In this article, we will discuss how P-16 and P-20 initiatives are critical for education reform in the U.S.

A study from Harvard University found that only 56 percent of college freshman actually receive a degree within six years, and only 29 percent of students in two-year programs actually finish. If those numbers were applied to a P-12 system words like “outrageous” and “failure” would be tossed around, particularly if these were public schools. Yet, so far, the American public seems content to let these numbers lie. Culturally, there are many “acceptable” reasons why students make a goal to earn a college degree and then change their minds. They are, after all, adults right?

Enter the concept of P-16 education. The term used to describe the goal of creating a seamless education system of public education that spans the years from pre-school through college completion. One of the major themes of P-16 education is to reduce the number of high school graduates that need remedial education at the college level. This, in turn, will reduce college dropout rates and ensure a more qualified workforce.

Taking that concept a step further, P-20 initiatives support collaboration between academics and workforce training. Instead of handing over a college degree with a “good luck,” colleges and universities with P-20 programs strive to guide students in their early careers. Organizations like the P-20 Council of Connecticut offer readiness workshops and help college graduates find and keep jobs.

States and individual colleges that have put P-16 and P-20 programs into place have seen success. Things like achievement gaps narrow when students are given a more streamlined approach to their entire education and how it all amounts to workforce readiness. Education reform through these specific initiatives is the key to cultivating the life success of all students, regardless of their race and socioeconomic status. It seems like there is a lot of talk about supporting P-12 students from disadvantaged backgrounds, but it quiets after high school.

Shouldn’t that be the time when students blazing a new family trail should have the MOST support? Additionally, if these students have always had support on their P-12 journey – how are they supposed to feel when they are suddenly on their own?

Students from disadvantaged backgrounds can certainly benefit from P-16 and P-20 programs, but I believe the value of these initiatives is even more far-reaching. Even young adults with a strong family support system regarding their educations, and successful role models, are coming of age in a time much different than previous generations. Workforce readiness is a whole different ball of wax than even a decade ago. Young adults cannot be expected to know or understand the full ramifications of their roles in the economy without close guidance, particularly in the early years of their careers.

College and the years that follow it should certainly be a time of self-discovery, and not everything should be taught or mandated by the country’s education system. Educators, from preschool through college, should do a better job of preparing students for what life will bring them, though. More focus on the immediate years following P-12 will result in better academic outcomes that translate into a better quality of life for students.

Click here to read all our posts concerning the Achievement Gap.

Matthew Lynch published in Matthew Lynch, Policy & Reform December 4, 2015

Pre-K Learning: How Young is Really Necessary?

In his State of the Union address last week, President Obama brought up the topic of universal Pre-K learning and praised the programs already in place in states like Florida, South Carolina and New Jersey. He connected Pre-K initiatives to his Race to the Top program that has the lofty goal of making the U.S. the worldwide leader in college attendees and graduates. His administration contends that the academic skill sets needed to reach that goal must have their foundation before Kindergarten and that the responsibility for that lies in public funding.

From an educator’s point of view, I’d say the President and his education advisors are right on. It’s no secret that the U.S. lags behind other developed nations when it comes to academics, particularly in areas like science and math. To compete as a nation on a global scale, this generation of K-12 (or P-12) students simply need to know more than their parents did as children. This fact has led to some passionate discourse both for and against more stringent academic standards that start in early childhood and extend into the college years.

Admittedly, universal Pre-K programs tend to benefit disadvantaged and at-risk students the most. Children from middle-to-high class socioeconomic backgrounds do not feel the positive effects of preschool as strongly as their low-income and minority peers. In families where at least one parent can be home with children in the early years, and able to do basic learning activities with them, the impact of Pre-K programs are virtually non-existent by the time the child is in mid-elementary school. Children that participate in play-oriented preschool programs but have attentive parents that expose them to minimal learning fare just as well, or better than, peers who attend regimented Pre-K programs.
Of course academics are not the only benefit to Pre-K programs.

Socialization and an idea of what to expect when the school years come along are also an integral part of the Pre-K process. Kindergarten used to be an adjustment year for children, but now kids who arrive in these classrooms are expected to know much more. Common Core standards exist at the Kindergarten level, with the expectation that these students will know how to read simple sentences competently, do basic addition and subtraction problems and understand basic time concepts. States that already have tax-funded Pre-K programs test Kindergartners and report back to the preschool provider the results. In some cases, future funding rests on whether or not the Pre-K program adequately prepared enough students for the academic rigors of Kindergarten.

So then the question becomes one of impact. Will universal learning at a younger age make a big enough difference long-term to justify the added cost and resources? How much time do children really need to learn what they will need to know to compete globally?

Parents seem to be split on the issue, with one side affirming the need for stronger academic standards and the other side bemoaning the difficulty of material their young children bring home from school. Districts throughout the country have listened to parents’ complaints when it comes to implementation of all-day Kindergarten (versus the traditional half-days) and some parents have even decided to homeschool their children because they so strongly disagree with the academic rigor. Given this cultural climate, I wonder what is to be expected when more states roll out Pre-K programs? Right now it is voluntary for families – but will that always be the case?

Is universal Pre-K a necessity – and if so, are American educators, parents and young students really ready for it?

Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers December 1, 2015

Still Relevant: 3 School Library Systems Doing it Right

Despite many K-12 libraries finding themselves on the chopping block in the budget cuts of recent years, I believe this aspect of student learning is essential for academic and real-world success. Librarians, information associates, media center specialists – call them what you want, but these professionals are just as important to student success as homeroom teachers and administrators. I’ve written before about what K-12 libraries need to look like in the coming years to maintain relevancy. Today I want to look at three school library initiatives that are reaching students in the right way and cementing the libraries’ priority spot in their respective schools and districts.

Ogden School District, Utah

At the end of last school year, the Ogden School District laid off ALL teacher librarians as a drastic budget cut. An uproar from the parents, students and community at large ensued and resulted in seven of the original 20 returning to full-time spots. With something to prove, the returning librarians spent the summer developing a plan to help students become top-notch researchers in the digital age. This includes information technology training that puts the responsibility of learning into the hands of the students – and teaches them to dig a little deeper than a simple Google search for information.

Takeaway: Successful K-12 libraries will not simply house information; their staffs will teach students how to access that information for lifelong learning.

The Meadowbrook School of Weston, Massachusetts

In November, this elementary school library was honored by the American Library Association for its interdisciplinary learning track for third graders. The “Transforming Tales” program starts in the physical library, where third graders read fairy tales from across the globe. The students compare cultures through the fairy tales read and then take those comparisons back to social studies, music, art, math and P.E. classes. In the end, the third graders develop their own fairy tales in groups and incorporate building blocks, song, dance and drawing into their depiction. The end product is the result of cross-curricular learning but it all starts within the school library walls.

Takeaway: School libraries should be the common thread that ties all disciplines together for most effective K-12 student experiences.

New Augusta South Elementary School, Indianapolis

In May, this elementary school library was honored by the American Library Association as the National School Library Program of the Year. Headed by librarian Lauren Kniola, this open-access library facilitates student learning all day (not just during scheduled library visits) and also takes the lead on technology training for teachers. To help with student research, the school library has a link that maintains bookmarks of previous student’s research to help others find information more quickly. By welcoming students and teachers through the library doors, New Augusta South makes the library the hub of the school and encourages collaborative learning.

Takeaway: The resources of a K-12 library should be accessible to all students and teachers, all the time. This can be accomplished through open-access policies during school hours and virtual access to materials and research around the clock.

What all three of these library systems are doing right is avoiding isolation. By collaborating with other teachers and staff, these libraries are using their own resources most effectively and giving students the skills to succeed in research, technology and literacy well beyond their K-12 years. Instead of making information a commodity, these and other successful school libraries are viewing that information as a common right amongst students and educators – to the benefit of every individual at the school.

What other characteristics do you think make a successful K-12 library system?

Matthew Lynch published in EdTech & Innovation, list, Matthew Lynch November 27, 2015

3 Disturbing Trends Made Prevalent By Technology

The Information Era has dramatically changed the way we educate our children. We live in a world of rapid change and the resemblance to yesterday is fleeting. Above all, communication has changed, and an enormous variety of information is now accessible to almost everyone at the click of a mouse or swipe of a finger.

From the accessibility of online learning to students who otherwise would struggle in traditional settings to assistive technology for students with autism, there are lots of great technologies that teachers need to keep track of to be effective.

However, it is not just important to know which piece of technology will assist in the education of students, but to watch out for certain disturbing trends that have arisen as a result of the availability of these new technologies. Here are just three of those trends:

Texting and awful grammar in K-12 schools. Internet and cell phone cultures have brought a whole new meaning to American slang. Not only are kids these days speaking informally, but now those relaxed rules of grammar are sneaking into written words too.

The biggest problem with these digital avenues of composition, according to surveyed teachers, is the blurring of lines between formal and informal writing. Abbreviations are common, particularly on platforms like Twitter that have a 140-character limit. Most smartphones now have no limits on texting characters, but students that owned phones with the 160-character limits of just a few years ago have already formed short, abbreviated habits. In the digital realm, short and sweet is the key – even if a grammar, punctuation and writing formalities fall by the wayside. The same is not true of educational writing pursuits though, as K-12 writing instructors must prepare students for the demands of strong, professional writing in college and the workplace.

A report released by the Partnership for 21st Century Skills found that over 26 percent of college graduates have deficient writing skills. These findings were not based on graduation assessment exams, but compiled by interviewing actual employers. These employers said that many college-educated employees could not even accomplish the basic writing tasks of the job proficiently. How are these students earning college degrees if their writing is not up to par though? With the average U.S. student accruing $35,200 in college debt, it would seem learning the basics of writing, at least above a “deficient” level, would be a given takeaway.

Sexting and sexual harassment. Today, sexual harassment between students is even more widespread because of the viral nature of the internet and sexting. A photo that a young man sends his latest crush can quickly become fodder for a school-wide joke when it appears on a social media account or is texted to a large group of other students. It is also much harder for students to get away from harassment because their school lives follow them more closely than ever outside classroom hours, due to technology. It is also difficult to know where a school’s jurisdiction ends when it comes to harassment between students that takes place outside of school hours.

The problem of sexual harassment in schools is persistent. Schools can act more responsibly on the issue by formulating proper and specific sexual harassment policies and providing special training programs for teachers, students and other administrative staff. Seeking the support of parents is also beneficial. The challenges around implementing sexual harassment policies are made even more difficult because students shy away from reporting incidents, for fear of suffering additional consequences or being ridiculed. The solution is to create a safe environment in the school so that such instances of harassments simply do not take place and the students feel secure, although this is often easier said than done.

Cyber bullying. According to an article published on VoicED.org.uk, a poll of 2000 11-16 year olds found that almost three in five (57%) have done something ‘risky’ or anti-social while online. In addition, almost two in three (62%) said that they felt under pressure from peers to act in this way on the internet.

The activities described included saying negative things about other people, viewing unsuitable websites and, perhaps most worryingly, sharing unsuitable videos or pictures of themselves. Moreover, a fifth of those surveyed admitted to having pressured someone else to act in a negative way online (this rose to 32% in London).

Of the 2000 respondents, almost half (47%) said that they had viewed something on the internet that they did not think their parents would want them to view, whilst around one in seven (14%) said they had sent images of either themselves, or of someone else, that they did not think their parents would want them to send.

A tenth had signed up to online sites or services which were not meant to be viewed by their age group.

In terms of cyber-bullying, almost three quarters (72%) of respondents aged 14-16 had witnessed some form of online bullying, or had been subjected to it. While this is a bleak statistic, there are positive signs. Three quarters had blocked another user of an app or on a website, two thirds (68%) had supported someone else who had suffered cyber-bullying and 74% had ‘stood up for themselves’.

Classrooms are becoming more high-tech, and a lot of innovation has come from that. However, it is important to keep in mind how these new technologies influence disruptive behaviors.

Read all of our posts about EdTech and Innovation by clicking here.

Matthew Lynch published in Education Leadership, Matthew Lynch November 25, 2015

Future Avenues and Directions for School District Central Office Reform

Direct indicators of student performance and achievement should be the focus, in order to better understand the link between student achievement and district central offices. For example, “teacher qualifications” such as expertise, certification, and experience are shown to have a large impact on student achievement, after home and family factors are considered.

Those seeking to reduce or eliminate the role of district central offices in school reform efforts often cite individual schools (such as charter schools) that move forward on reform efforts without help from a district office. Still, there are cases where central office logistical support is needed for ongoing success. Most schools, especially those with low-income populations, require outside help to improve instruction and achievement. This help can come from an external partner or the district office.

A Vision for Schools

The district (the school board, the superintendent, key staff, and influential stakeholders in the community) must be able to develop and articulate a vision and a set of practices that send a clear message of the mission of its schools . This message should be for educators, and also the community-at-large, and should create public understanding of the school system’s goals.

A clear vision provides the context for principals to make decisions supported by parents and the larger community. Parents and the larger community must also be included in the process. To support high schools in creating greater motivation of students through positive learning experiences, awareness must be developed among parents, businesses, and community leaders.

The school and the community should work together to help students see a connection between their studies and their future. Once schools understand why students are failing, districts may assist schools in defining how to address the problems using proven practices.

Ongoing Professional Development

Effective districts invest in learning of students, teachers, principals, district staff, superintendents, and school board members. Because many students enrolled in low-performing schools have trouble reading, these schools must first make literacy the centerpiece of professional development.

Districts should invest in preparing future school leaders, by identifying (early in their careers) talented teachers who have the potential to become principals. The district should develop a collaboration with a university or approved outside entity to provide these potential leaders with learning experiences.

Principals and leaders of low-performing schools need flexible resources and the ability to redirect resources toward school improvement design aligned with the districts’ strategic vision. Flexibility can help them improve the school’s climate, organization, and practices. Too many low-performing districts try to solve their problems by bringing in new superintendents every two to four years and removing principals from schools that do not meet goals. Without new policies, practices, resources, and additional operational flexibility these districts are unlikely to improve.

Cooperative and Collaborative Relationships

Districts must define schools’ core values for achieving identified goals. The cross-section of the community creating this educational vision must include views from less-educated and less-affluent residents, whose children make up a growing proportion of students. Also, developing cooperation with principals and school leadership teams helps create school environments that improve student outcomes.

States must assist every district in shaping a bold vision for improving schools. States can provide external consultants to work with districts in developing their district plan and involving the community in that process.

States should also ensure that principals have freedom to select their faculty, choices in allocating resources for school improvement, and authority to select professional development aligned with their school improvement plans. A system of incentives should be put in place to reward success.

Resources to Support Reform Efforts

Districts often have limited resources available for unrestricted use in supporting improved learning. Consequently, schools and principals have limited resources to help them raise student achievement.

Some schools receive revenues from parking passes, athletics ticket sales, vending machines, or other sources. In most cases schools lack the resources needed for significant changes. Generally, principals control about six percent of their school’s budget. Decentralized districts such as Chicago and New York City, have given principals discretion over 85 percent of their school’s budget. Schools under decentralized management were more likely to make decisions leading to improved learning outcomes.

Principals should be given a voice in budget decisions. A truly collaborative budget enables each principal to clearly explain his or her school’s unique needs, within the context of the district strategic plan. An environment of mutual understanding, respect, and ownership is created when principals and district leaders work together in this way.

Matthew Lynch published in Ask An Expert, Matthew Lynch November 24, 2015

Ask An Expert: The State of the U. S. Educational System

Question: Dr. Lynch, at one point in time the United States K-12 educational system was considered to be the best in the world. However, currently we are not even ranked in the top ten. What are your thoughts on the matter and what can we do to get our K-12 educational system back on track. Anthony D.

Answer: Anthony, thank you for submitting such a timely question. The United States entered the 21st century as the world’s sole superpower. Our diplomatic strength, military might, financial resources, and technological innovation were, and continue to be, the envy of the world. However, in the crucial area of education, the U.S. lags behind many other developed countries. Although the U.S. spends more per student than almost any other country in the world, international exams have demonstrated that we consistently perform well behind countries such as South Korea, China, Japan, and Finland in the areas of reading and math.

The ramifications of this trend are considerable. China, Japan, and South Korea understand that well-educated workers are crucial for survival in the competitive global economy. Thus, they are placing enormous emphasis on education, ensuring that their students are given not only foundational reading and math skills, but also that they are able to think creatively and solve problems. Their youth are poised to take on and conquer the world. Educating, hiring, and retaining high-quality teachers are key to lasting reform. The teaching profession in America is undervalued, certainly in comparison with countries like Finland and South Korea.

The U.S., on the other hand, is losing the battle. School systems are using more money but have less to show for it. Test results, especially among the children from low socioeconomic backgrounds are dismal. America has extraordinary natural resources, a solid, functioning democracy, and an excellent infrastructure, but unless we can reform our educational system to produce students who are able to take advantage of new technologies and compete in the global economy, we will cede our position as world leader.

A number of recent books and films have brought this situation to the attention of the American public. What is needed now, though, is a plan to solve those problems: we need to learn to become supermen and women. The educational system involves seven major players: the federal government, district authorities, the community, parents and family, the school administration, teachers, and the students themselves. In order to reform our schools, we must look at each of these players, investigating the interactions among them, and offering suggestions for bolstering involvement and efficacy between them.

In areas where schools are successful, community involvement has proven to be a critical element. In low socioeconomic communities, there is often a sense that schools are separate entities, run by elite elements that have little connection to the community. Perhaps the starkest difference between students from low socioeconomic environments and those from wealthier environments is the amount of parental involvement in students’ education.

The No Child Left Behind Act (NCLB), while admirable, has also proven fundamentally flawed. It is not producing the anticipated results, and has had the effect of forcing schools to teach to the exam, rather than fostering a love of learning among students. There is mounting evidence that the U. S. education system is failing our students. Appropriate engagement and direction by district authorities is crucial to creating a quality learning environment. Too often, cronyism, corruption, and misuse of resources diminish the influence of the district-level administration.

Society in general needs to understand that the lack of quality teachers, effective administration, and parental involvement are all factors that contribute to the current state of our educational system. The country must unite and work together to carry the responsibility of enriching and continuing America’s future via educational excellence. We must become supermen and superwomen.

Matthew Lynch published in OpEducation, Policy & Reform, Teachers November 23, 2015

Accountability: Just One Piece of the School Reform Puzzle

School reform can no longer rely mostly on inputs—that is, giving schools more resources and more support. In order for schools to really help the students on hand, the past must play a role and so must the individual needs of the school.

Do standards and accountability work?

Time has shown that inputs have no real impact on student performance. Federal edicts, such as NCLB, have enforced protocols based on standards, testing, and accountability. Standards emphasize performance objectives and require high levels of accountability from educators.

Required reform and accountability, particularly those which impose sanctions similar to those imposed by NCLB, often create much stress and anxiety. This certainly has been the case since NCLB went into effect. Many educators ask whether it is fair to hold schools accountable for student achievement. And, even if it is “fair,” how are we to measure such achievement? What testing and evaluation formulas will be used? The answers to questions like the above are not easy. Obviously, achievement can only be guaranteed if we assess it in some way. However, current assessment models are flawed.

Research exists to suggest that standards and accountability may improve learning for some disadvantaged students, particularly those with disabilities. When some schools implement accountability guidelines, they promote an environment of increased collaboration among educators and created an environment where teachers expected disabled students to perform better, which in turn encouraged better learning outcomes.

Some countries have been able to show effective and useful outcomes based on their use of certain accountability policies. However, American policy-makers and researchers still do not have any real evidence that these latest accountability reforms are working to improve the performance of the vast majority of students.

What’s the argument surrounding accountability?

Conversations around school accountability have been polarized. Politicians and parents often want to hold schools and teachers completely responsible for student achievement. Teachers point to disinterested students and uninvolved parents, saying that there is only so much they can do. But studies have shown that if teachers and students work together, and schools hold themselves accountable, great strides can be made. All of this discussion of accountability and standards is intended to bring us to a place where schools are performing better and our children are learning.

Researchers at Sam Houston State University in Huntsville, Texas observed positive strides toward improved learning outcomes among a variety of middle schools. The researchers believed that improvement strategies must not only improve learning, but also develop responsiveness and social equity. While studying middle schools, they found that teachers at high-performing schools were using teaching strategies that required students to think critically, and strategies that involved the use of real-world problems.

These teachers were not simply teaching abstract ideas or teaching to the test. They noted that student achievement can be improved when students receive recognition for efforts such as note-taking and doing homework, as well as having the opportunities to work collaboratively in groups and engage in active learning like the testing of hypothesis.

These findings show that the type of assessment or accountability that NCLB brings is not the be all and end all of the teaching equation. Rather, the quality of instruction is the biggest part of learning. It is paramount that we continue to work toward a more balanced solution, finding ways to encourage quality instruction, while also monitoring results.

Inputs alone cannot properly reform a school or district; it takes constant monitoring and understanding of the student population to effect change that will positively impact the students it is meant to serve.

Matthew Lynch published in Ask An Expert, Matthew Lynch, Policy & Reform November 20, 2015

Ask An Expert: Using Data to Guide School Reform Efforts

Question: I am a new principal who is being asked to lead a major school reform using data as a guide. I have participated in this type of reform effort before as teacher, but I played a very small part. Any thoughts on how I can use data to lead this major reform effort? Antonio J.

Answer: Antonio, something tells me that you will be ok. Here is my advice. Student performance depends on the existence of an modern, well organized system at district level. Any model focused on increasing the academic performance of students must involve every segment of the district, from the custodians to the school board. Most districts know exactly what their students need, and their district-wide curriculum and reform should reflect those needs. The district needs to make sure the developed curriculum aligns with the standards set by national and state entities.

Districts that show continuous positive results often base their decisions on data alone, as opposed to relying on observations and data together. Schools should regularly evaluate the pros and cons of instructional programs and realize that standardized tests should make up only a piece of the assessment puzzle, not the entirety. Continuously monitoring the progress of the school’s student body will allow the task force to alter the reform plan as needed.

Successful schools also take measures to institute checks and balances, to ensure the decision-making process is fairly distributed among a variety of reform participants. Superintendents are charged with the duty of ensuring that improvement efforts are carried out in a positive manner and meet the needs of the students.

The team leader’s job is to ensure teachers have all of the tools needed to foster the academic performance of students.
Districts all over the country recognize accountability as the key to the school’s improvement process. Everyone is expected to give their best effort, or face the consequences. To ensure that staff and faculty members are able to perform at optimal levels, the school district must provide them with high-quality professional development.

Successfully implementing and sustaining school reform is possible. It may not be easy, but with a big effort, the use of all resources, and the expertise of professionals, school reform can be successful. The level of success the school is able to achieve will be based on the school’s situation. Whatever the obstacles, the leaders’ decisions need to be resolute to foster academic achievement.

In order to complete the process of school reform, restructuring efforts must be monitored and measured. The process of evaluation can be completed in-house, or the leader can hire outside consultants to perform the task. If the task force is willing to evaluate the success of the school’s reform, they must first develop a plan for evaluation.

The team’s evaluation plan should have been created before the reform was started. Performance goals that were created at the beginning of the process should be used to guide the evaluation process. The team will need to decide who will collect, study, and interpret the data. In order to avoid biased results, it may be in the best interest of the school to hire an outside consultant to provide a more objective assessment of the reform efforts. The team will also use the results to determine whether or not the reform efforts were effective.

The results may indicate that the reform was not successful. In this case, the best solution is to build upon the small successes and learn from mistakes. Another reform could then be put in place, or the unsuccessful reform changed to better suit the needs of the school. School restructuring is a long-term process, occurring on a continuous cycle. Keep in mind that not every restructuring effort bears fruit. Even the best schools have to continue to work in the restructuring process.

Matthew Lynch published in Ask An Expert, EdTech & Innovation November 19, 2015

K-12 Learning Experiences: 6 Trends That are Improving Them

In this age of technology and innovation, the K-12 learning is continually evolving in order to adapt to the times. It’s important that teachers keep up-to-date with the latest helpful technology for their students and that parents understand the ramifications of that technology, too.

Here are six major classroom trends that are impacting the K-12 learning process:

1. BYOD: This movement which embraces mobile technology through the devices that students already own has already gained momentum in many districts across the country, and it is rapidly moving towards mass adoption. Places like Chesapeake Public Schools are already allowed to use privately owned electronic devices to access the wireless network on the school system’s filtered Internet. In Chesapeake, as in the other public and private schools where BYOD policies exist, students must sign a responsibility form that says they will only use the mobile device for academic enrichment while on school property. Students who bring their own devices into the classroom eliminate the initial costs and are also already comfortable with the technology. The downside of course is that not all students can readily afford such technology, but look for schools to develop technology financial assistance programs for families to help offset the full cost and maintenance of school-owned devices.

2. Customized learning experiences: Self-initiated and self-directed learning experiences are based upon individual needs, preferences and abilities of students who are then the masters of their own success. The traditional way to look at learning is through teachers creating and assigning all work for students in a one-size-fits-all approach.

On the flip side, customized learning has the ability to incorporate a variety of resources, such as virtual learning, to aid in the learning process while making it a way for teachers to moderate one-on-one learning experiences in practical ways. I think that the idea of handing control to students is hypothetically frightening to some educators and administrators but once they’ve actually tried it on a small scale, personalized learning actually looks more attractive from an adult’s perspective.

3. Online learning: Virtual learning is certainly not new to the K-12 scene, but its increasing popularity can’t be ignored. It used to be that online learning was associated only with distance learning, or students who went through the academic process off of school grounds. Today, online learning is more segmented and often just one part of a more traditional learning experience. Virtual learning is no longer all or nothing; it has become mainstream and will continue to transform in-classroom learning.

4. Early education emphasis: Optional preschool is quickly becoming a thing of the past. Research shows that students who start the formal education experience, even one year earlier than Kindergarten, fare better long term in their academic careers. Thirty eight states offer free, voluntary preschool learning programs and nearly 1.6 million low-income families receive assistance from the federal Child Care Development Fund to pursue early childhood education. That fund is just one portion of President Obama’s $75 billion plan to expand early childhood learning in order to give American students a stronger foundation going into Kindergarten. I expect that in the next decade, our terminology will change from K-12 to PK-12 when we talk about student benchmarks.

5. Outdoor/environmental learning: In short, more schools are looking for ways to get students and teachers outside. We are in an era of experiential learning, so environmental education fits the bill for many students. Lessons in this field teach children an appreciation of the earth and of its resources that the human population is quickly depleting. A better, hands-on understanding of nature also helps with science comprehension and gives students practical learning experiences.

Research has also found that teaching outside, even for short stints, improves student attitudes, attendance and overall health. In many schools teachers have always had the freedom to take students outside if they deemed it lesson-appropriate.

6. Strengthening STEM education: A greater focus on science, technology, engineering and math (STEM) learning has been a “trend” for at least the better part of a decade. Specifically, teachers are looking for innovative ways to deliver STEM material (mobile technology is just one way, virtual science labs are another) and more stringent benchmarks are being created at the local, state and federal level. It is no longer enough for American students to just get by in comparison to each other in STEM subjects; global competition is proving that students in the U.S. need more focus in these subjects to lead the worldwide marketplace as adults.

As you can see, K-12 classrooms are not at all static, but will continue to incorporate cutting-edge technology and socially relevant practices into the curriculum. Understanding and supporting this technology is vital to advancing K-12 students to the next level of their educational success.