CISI Resources & e-Bulletins
A recent report in the journal Frontiers in Psychology found “that the kids who spent more time in less-structured activities had more highly-developed self-directed executive function.” However, the children who spent more time in structured activity showed a decrease in ability to set goals, make decisions and self-regulation.
According to a new nationwide report by the ACLU on the
presence of police and mental health services in schools,
“400,000 K-12 students in California attend a school that has a
police officer but not a counselor.”
Bryk, Anthony S. Organizing Schools for Improvement : Lessons from Chicago. Chicago: U of Chicago, 2010. Print.
Campbell, Davis W., and Michael Fullan. The Governance Core : School Boards, Superintendents, and Schools Working Together. Corwin Press. 2019.
Following is the abstract and excerpts from the research
The California Department of Education (CDE) released test score results from the 2017 Smarter Balanced assessments of math and English language arts on Sept. 27. This was the third year of testing based on the Common Core State Standards, using assessments created with input from several states in the Smarter Balanced Assessment Consortium (SBAC). The tests form part of the state’s California Assessment of Student Performance and Progress, or CAASPP.
In a recent report on policy changes in California since LCFF, LCAP, SBAC and CCSS, Michael Fullan, with colleague Santiago Rincón-Gallardo, writes of promising developments in the state’s education system. The 30-page report outlines positive shifts in the system and makes recommendations for “staying the course” in order to see positive outcomes for students. Following are excerpts from the report:
Fullan’s right drivers are now a focus of California’s education system.
A July 2017 report from Rand report identifies four approaches to personalizing learning (excerpted from the report Insights on Personalized Learning Implementation and Effects):
(Policy Analysis for California Education)
This policy brief presents research-based information on “continuous improvement” and identifies characteristics present in organizations that are successful in building a culture of continuous improvement. It also identifies some areas that district and school administrators have identified as challenging within the current context.
While acknowledging that continuous improvement holds promise as a means for improving educational outcomes, the brief states,
The Mindset Kit is a free set of online lessons and practices
designed to help you teach and foster adaptive beliefs about
(New York Times)
In a March 2018 article for the New York Times, David Brooks cited examples of how school leadership has made a significant impact on school improvement. In short, Brooks points to dramatic improvement in Washington, New Orleans and Chicago schools that have increased graduation rates since 2011.
“These improvements are proof that demography is not destiny, that bad things happening in a neighborhood do not have to determine student outcomes,” writes Brooks.
Dr. James Popham references two studies of formative assessment
that point to areas of impact for educators. Several focal
areas are identified in the articles (excerpts follow):
1) Inside the Black Box: Raising Standards Through Classroom Assessment
“The research evidence suggests that state leaders should focus
Building on current reforms:
During the past decade, California’s education system has undergone major reforms that have resulted in improvements, but the system is still in need of capacity building.
Addressing achievement gaps:
Large achievement gaps by race, ethnicity, income and English learner status persist in California and need a continued focus through multiple approaches, including enhanced early childhood education.
In October 2018, a group of California school district
superintendents and staff visited a lab school/district to see
how the district is working with Dr. Meredith Honig on
transforming the central office. As we imagine it, an opportunity
like this might strengthen and add depth to the work SELF and the
Superintendents Network as well as providing participating
California SELF alumni school districts to learn from a district
that is implementing central office transformation with fidelity
Resources and training promotes effective collaboration among educators, developing best practices that result in increased student learning and a stronger school culture.
Growth Mindset for Educator Teams
Team-building and trust-building
Good for classroom use
Good for administration use
Jo Boaler Online. Jo Boaler, educator and
author, focuses on promoting mathematics education reform and
equitable mathematics classrooms. She serves as a professor of
Mathematics Education at the Stanford Graduate School of
Leading for Learning: Reflective Tools for School and District Leaders and Leading for Learning Sourcebook: Concepts and Examples
(Center for Study of Teaching and Policy, University of Washington).
Following is information provided by the CDE on protections for
What are the laws protecting schools and students with regard to student records and immigration status?
There are several legal protections in place, including:
The California Department of Education (CDE) is proposing changes to prepare for the inclusion of two new indicators for the 2018 Dashboard—the Chronic Absenteeism Indicator and the College/Career Indicator (CCI)—and to report a five-year graduation rate for high schools. In addition, the CDE is proposing Status and Change cut scores to the one-year graduation rate for schools with Dashboard Alternative School Status (DASS).
(Patricia Gandara, Educational Leadership – March 2015) — “Research shows that bilingualism not only boosts individuals’ academic and social achievement, but also strengthens the workforce. So why don’t schools foster this strength?”
Cognitive Advantages: The Evidence Grows
Labor Market Advantages: The Picture Becomes Clearer
How Schools Can Foster Bilingualism
National Implementation Research Network (NIRN) - http://nirn.fpg.unc.edu
With schools faced with so many new initiatives, it can be helpful to have access to resources that frame analysis of the work. The National Implementation Research Network (NIRN) has resources that can be used to evaluate progress toward implementation. One such tool is the brief report (with implementation rubric) entitled Stages of Implementation Analysis: Where Are We? Access the pdf HERE.
(Albert Shanker Institute, August 19, 2015) —Devin Vodicka, superintendent of Vista Unified, a California school district serving over 22,000 students, recently wrote an article describing the process of developing, and mapping, human capital in his school district. Vista Unified was recently accepted into the League of Innovative Schools.