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To engage parents, schools have frequent events to \ninform them of the college-going process. They also personalize the events by \nlinking the process to their student\u2019s specific progress (e.g., their student\u2019s \nACT scores, course taking, specific college interests).Audio\nFULL DETAILS AND TRANSCRIPT  \nA District-Level Mission to Improve \nCollege Access\nCynthia K. Barron, Ph.D., and Gloria L. Purifoy \u2022 March 2010", "start_char_idx": 0, "end_char_idx": 1053, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f274c786-57ee-496e-a065-2b10d8713783": {"__data__": {"id_": "f274c786-57ee-496e-a065-2b10d8713783", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "693c2c3c-b8bf-4d4c-8f4e-2161ca197812", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a12130e9feed8e6a3b1cdadcb98edfe92b98ef9811fc3958e7c3d4c0b69ffad1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "65f294f2-1250-40e0-80c4-b362777b1010", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f6aee37c9e8410e76c8939b6c8d3f12328053a26374a73e1fc68e00d9f1759b2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ebafe641-b727-45e9-85b7-2ce05c0d3eef", "node_type": "1", "metadata": {}, "hash": "102c7c1a964cc2f23cd029c51145b89f1bcb45e1e0f41945048d0f89cc84ef4c", "class_name": "RelatedNodeInfo"}}, "hash": "1c79d1ae0995d9f1b5c55c1d8574463232f9728126cfbda39bcce67d2ada85d3", "text": "A District-Level Mission to Improve College Access\nCynthia K. Barron, Ph.D., and Gloria L. Purifoy\nAbout the Interviewees\nCythina K. Barron, Ph.D.\nDr. Cynthia K. Barron has over 39 years\u2019 experience with the Chicago Public Schools as a teacher, athletic \ncoach, counselor, principal of two schools (elementary and secondary), area instruction officer, and interim \nchief area officer for High School Area 25. Dr. Barron presents nationally for ACT regarding college readiness, \ncourse rigor, and student preparation. She currently leads the high school redesign work for the University \nof Illinois at Chicago (UIC) Urban Education Leadership Ed.D. Program and serves as a UIC school leadership \ncoach.\nGloria L. Purifoy\nGloria L. Purifoy is a college and career specialist with the Chicago Public Schools in the Department of \nCollege and Career Preparation (DCCP). Since 2004, she has supported over 25 different high schools in \nthree area offices, partnering with high school administrators, counseling teams, and school staff to develop \na strategic plan and school infrastructure to increase postsecondary outcomes for college access and \nenrollment. Under the DCCP pillars of college awareness, readiness, access, and success, Ms. Purifoy has \nhelped schools develop data-driven postsecondary action plans to assist students and families from freshman \nthrough senior year, including offering year-round college, career, and financial information and workshop \nsessions for students and parents; campus visits in partnership with colleges and universities; and the \ndevelopment of fully equipped college and career resource centers.\nFull Transcript\nCynthia Barron: My name is Dr. Cynthia Barron, and I am currently a principal leadership coach for the \nUniversity of Illinois at Chicago in the Urban Leadership Program. I am the former chief area officer for \nthe Chicago Public Schools since 2002, supervising more than 50 high schools during various periods of my \ntenure.\nGloria Purifoy: Hi, my name is Gloria Purifoy. I am a college and career specialist with Chicago Public \nSchools, Department of College and Career Preparation.\nBarron: Our goal in Chicago Public Schools is definitely to ensure that each and every one of our students \ngraduate postsecondary-ready. We start the postsecondary access, college-readiness access, as early as \nelementary school, ensuring that at each and every step of the way that we are making sure that all the \nsteps for college readiness are in place.\nPurifoy: The Chicago Public School Systems have really worked hard to build a foundation based on research \nand data to really determine how our students are doing in their pursuit and preparing for college. W e have \nworked with the State of Illinois to implement a college and career planning and tracking tool called What\u2019 s", "start_char_idx": 0, "end_char_idx": 2828, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ebafe641-b727-45e9-85b7-2ce05c0d3eef": {"__data__": {"id_": "ebafe641-b727-45e9-85b7-2ce05c0d3eef", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4c9814b6-a6e7-4a2d-bb6d-efe00f21c7ec", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d9b770f1a9e50f2b2ffa46eebde4b0c64182559640d0443d0c414af2d17f4057", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f274c786-57ee-496e-a065-2b10d8713783", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1c79d1ae0995d9f1b5c55c1d8574463232f9728126cfbda39bcce67d2ada85d3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "45c6bbc2-1332-4a41-b2a7-8efc5bea7722", "node_type": "1", "metadata": {}, "hash": "fe342343b5ac3c4c2507d52c94dbce18ae72f62612b3452a9f863ea435c8ec1b", "class_name": "RelatedNodeInfo"}}, "hash": "102c7c1a964cc2f23cd029c51145b89f1bcb45e1e0f41945048d0f89cc84ef4c", "text": "A District-Level Mission to Improve College Access\nCynthia K. Barron, Ph.D., and Gloria L. Purifoy\nNext Illinois. This allows our students to go on and explore a variety of college and career options to actually \neven apply for colleges, scholarships online through this program, to do early financial needs analysis like \nthe EFC, or the Expected Family Contribution calculator. And we actually are able to track that data within \nthe system. Every student has their own personal portfolio, so we can report back to schools the percentage \nof their students who are actually developing a four-year college and career plan. Schools can actually track \nthat data in-house through a professional tool section. Every school has their own personal account that they \ncan utilize to go in and see exactly what students are doing and to help guide them through the college and \ncareer planning process. So these are a few examples of the way we use our research and data analysis tools \nto drive our postsecondary planning process with our schools and our students.\nBarron: Every week, our chief executive officer, Mr. Huberman, sends area administrators, people like \nmyself, a report very clearly and he goes down that report and says, \u201cWhich schools have made progress on \nFAFSA [Free Application for Federal Student Aid]? Which schools are not making progress? What is the rate of \neach area? And suggestions for what we need to do for the next step?\u201d\nPurifoy: Parent engagement is a critical piece of the college planning process. Many of our students are \nfirst-generational students. We try to engage parents in multiple ways at the school level. Counselors and \ncollege and career coaches are holding college planning nights for parents. W e invite parents to come in and \nlearn about the various college opportunities, to learn about where their student is in the college planning \nprocess, what schools they are applying for. They are going through all the steps with them: how they are \nacademically on track to graduate, how their grades and their ACT scores tie into their options and what \nthey are able to access, helping them to know and understand when the college application deadlines are, \nhow they go about navigating that process.\nBarron: We have had a couple of initiatives in the Chicago Public Schools that started, I think, in 2008 and \nthat was the summer transition counselor. Counselors could come in during the summer, really help to \nmake sure that those students who were accepted at colleges and universities\u2014or even those students who, \nsomething happened and maybe they weren\u2019t accepted right away, they still had pieces to fill out \u2014that they \nmade that transition. We found that to be very effective.\nPurifoy: Through our partnership with the National Student Clearinghouse, we are actually able to provide \nyearly college enrollment reports that tell our students, that tell our schools, that tell our parents where \nyour student has planned to go, here is where they ended, they actually enrolled in this institution. And \nas long as we have a student\u2019s valid Social Security Number, we can track and trace those students in \nwhichever college they enroll in. These pieces of data are what we use to tell a story to our schools, the \nbrutal truth of how our students may not be accessing the institutions of fit, of match, as they should. The \nwonderful work that they are doing when we are seeing our college enrollment grow by leaps and bounds.\nBarron: We ask parents and our students, it\u2019s not necessarily what your ACT score is, not necessarily what \nyour achievement scores are, but are you college-ready, and what\u2019s it going to take to get there? And so I", "start_char_idx": 0, "end_char_idx": 3694, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "45c6bbc2-1332-4a41-b2a7-8efc5bea7722": {"__data__": {"id_": "45c6bbc2-1332-4a41-b2a7-8efc5bea7722", "embedding": null, "metadata": {"page_label": "4", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d2258b4a-d458-470f-a749-5887fbe974e4", "node_type": "4", "metadata": {"page_label": "4", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "80e19d1ae81e77704fff4b19b97ae096a1c43692c82282b20d120c8be96e5fb8", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ebafe641-b727-45e9-85b7-2ce05c0d3eef", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "102c7c1a964cc2f23cd029c51145b89f1bcb45e1e0f41945048d0f89cc84ef4c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6319f71e-1f48-4416-bc89-e15d2fad3d87", "node_type": "1", "metadata": {}, "hash": "65c6cc1e6c05c36d69f723100fe10903befd919db08aab9740c83ce1efae9ea4", "class_name": "RelatedNodeInfo"}}, "hash": "fe342343b5ac3c4c2507d52c94dbce18ae72f62612b3452a9f863ea435c8ec1b", "text": "A District-Level Mission to Improve College Access\nCynthia K. Barron, Ph.D., and Gloria L. Purifoy\nthink that\u2019s why we have made so much progress as a district because we have ways to measure our growth \nin a lot of the key indicators, and we are being very intentional about our efforts.", "start_char_idx": 0, "end_char_idx": 288, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6319f71e-1f48-4416-bc89-e15d2fad3d87": {"__data__": {"id_": "6319f71e-1f48-4416-bc89-e15d2fad3d87", "embedding": null, "metadata": {"page_label": "1", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f692cd97-0759-4cdb-9909-57947e82d5f7", "node_type": "4", "metadata": {"page_label": "1", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f4ac1c538eaac0a6e2ebc3c814be3b068260521f1624834a4f4cf93bb4006845", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "45c6bbc2-1332-4a41-b2a7-8efc5bea7722", "node_type": "1", "metadata": {"page_label": "4", "file_name": "a-district-level-mission-to-improve-college-access.pdf", "file_path": "openaipdf\\a-district-level-mission-to-improve-college-access.pdf", "file_type": "application/pdf", "file_size": 169947, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fe342343b5ac3c4c2507d52c94dbce18ae72f62612b3452a9f863ea435c8ec1b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "36407e94-3a76-41f9-a3b9-8091a0b8ad41", "node_type": "1", "metadata": {}, "hash": "3c4c8403b757cac5cf4d2d645c3b65e395309bbc92ab927a43966e0745b5c609", "class_name": "RelatedNodeInfo"}}, "hash": "65c6cc1e6c05c36d69f723100fe10903befd919db08aab9740c83ce1efae9ea4", "text": "Topic: Turning Around Chronically Low-Performing Schools \nPractice: Committed Staff\nHighlights\n\u2022 This district \u201creconstituted\u201d its teaching staff to improve quality of \ninstruction.\n\u2022 Principals chose which teachers to keep based on commitment and ability.\n\u2022 Test scores immediately went up; this process combined with professional \ndevelopment has resulted in continuing score increases for the last eight \nyears.\nAbout the Site\nHamilton County Schools\nHardy Elementary School\nChattanooga, TN\nDemographics\n97% Black\n3% White\n100% Free or Reduced-Price LunchAudio\nFULL DETAILS AND TRANSCRIPT  \nA District Strategy to Improve Nine \nStruggling Schools\nHamilton County Schools, Tennessee \u2022 August 2008", "start_char_idx": 0, "end_char_idx": 698, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "36407e94-3a76-41f9-a3b9-8091a0b8ad41": {"__data__": {"id_": "36407e94-3a76-41f9-a3b9-8091a0b8ad41", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f09ba626-f6d7-4e99-9703-c90dd30b219b", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b07e2832b7379aaffb9c173a6bd9605e1f12d3a613e6b033ae40757a414b2af1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6319f71e-1f48-4416-bc89-e15d2fad3d87", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "65c6cc1e6c05c36d69f723100fe10903befd919db08aab9740c83ce1efae9ea4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "65b0f50e-c0e5-4500-bff2-4fb091bd0b4a", "node_type": "1", "metadata": {}, "hash": "2a8c2d9e658497c607d7fdf2e0f1cb05576392316ea8750336f1d2b03784c71a", "class_name": "RelatedNodeInfo"}}, "hash": "3c4c8403b757cac5cf4d2d645c3b65e395309bbc92ab927a43966e0745b5c609", "text": "A District Strategy to Improve Nine Struggling Schools\nHamilton County Schools, Tennessee\nSeveral practices helped Hardy Elementary School go from being the worst to the top among the elementary \nschools in the state of Tennessee:\n\u2022 A new principal bringing in a new vision and approach\n\u2022 New teachers \n\u2022 Targeted professional development to establish a schoolwide set of instructional strategies\n\u2022 A clearly articulated lesson plan structure \n\u2022 A balanced literacy program\n\u2022 Regular use of student assessment data that included monitoring and adjusting instruction based on a \ncareful analysis of data\n\u2022 New school building\n\u2022 Clear behavior expectations from all students and school staff\nFull Transcript\nI am Ray Swoffard, Deputy Superintendent for Campus Support, Hamilton County Schools. In 1999, the state \nidentified low-end performing schools, and Chattanooga as the community was shocked to find out that nine \nof the lowest 20 were in Chattanooga. So at that particular time a foundation, the Benwood Foundation, \nstepped forward with a $5 million grant to support the schools. \nIn the fall of 1999, it was decided that teacher quality was an issue and it would be in the best interest of \nall for us to reconstitute the nine Benwood schools. So, principals observed to determine the quality of the \nteacher in each individual school, and in the spring of 2000, principals were allowed to select the quality \nteachers to stay in those schools. \nThe component that made this a success is the fact that we worked closely with our union, the HCEA. All \nteachers were notified of the dates and timelines involved in the reconstitution, and teachers had the \noption of saying that they wanted to opt out or transfer out or if they requested to stay in, although the \nprincipal had the final decision on the list of teachers that would remain in each individual school. All \nteachers that opted to remain in the school had a structured interview with individual principals, and I think \nwhat principals were looking for was not only commitment, but content and the ability to deliver. I think \nmost teachers took it on a positive note, and, in fact, those that were leaving felt like a new environment or \natmosphere might be beneficial to their career. \nWhen you improve teacher quality, your test scores automatically spike up. We had improved test scores \nthe first year of this project and I think with the staff development opportunities that we have afforded our \nteachers, we have had improved test scores in these nine schools for the last eight years.", "start_char_idx": 0, "end_char_idx": 2563, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "65b0f50e-c0e5-4500-bff2-4fb091bd0b4a": {"__data__": {"id_": "65b0f50e-c0e5-4500-bff2-4fb091bd0b4a", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "eed6e40c-de9d-4620-86e8-6287ecb2ea51", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ad40d2cefef60bb162d44bdbf76d3d460350d4fa696789a42835ba0688c9ba87", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "36407e94-3a76-41f9-a3b9-8091a0b8ad41", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3c4c8403b757cac5cf4d2d645c3b65e395309bbc92ab927a43966e0745b5c609", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3482e241-1935-42fa-b495-b2986f62a2e6", "node_type": "1", "metadata": {}, "hash": "84ebf2acf9648c791b0d1801c236672178b4b5863a23d994f5bba6261b0bdc41", "class_name": "RelatedNodeInfo"}}, "hash": "2a8c2d9e658497c607d7fdf2e0f1cb05576392316ea8750336f1d2b03784c71a", "text": "A District Strategy to Improve Nine Struggling Schools\nHamilton County Schools, Tennessee\nDuring the reconstitution process, the district learned that we had to have strong leaders in the school \nbefore reconstitution. I guess reconstitution served as a driver for the district to create an urban leadership \nacademy, and our focus in the urban academy was to develop leaders, first of all, that had an instructional \nbackground. That was number one\u2014that you could actually go in a classroom and identify good instruction. \nWe wanted leaders with courage that was going to do the right thing for kids no matter what.", "start_char_idx": 0, "end_char_idx": 616, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3482e241-1935-42fa-b495-b2986f62a2e6": {"__data__": {"id_": "3482e241-1935-42fa-b495-b2986f62a2e6", "embedding": null, "metadata": {"page_label": "1", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cb21c9f8-7825-48ed-8d1a-652ee50997af", "node_type": "4", "metadata": {"page_label": "1", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "457c0e1bc7c11ba87396c601ecd484a8410724ee59bc17057b02ca96a999ae1c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "65b0f50e-c0e5-4500-bff2-4fb091bd0b4a", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_path": "openaipdf\\a-district-strategy-to-improve-nine-struggling-schools.pdf", "file_type": "application/pdf", "file_size": 130146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2a8c2d9e658497c607d7fdf2e0f1cb05576392316ea8750336f1d2b03784c71a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2cbf014f-67a7-42d2-823d-24e2c5ddd15f", "node_type": "1", "metadata": {}, "hash": "930a9e2be1cd93abbd6f7a16afada83d11a786bab6b7f9033f57a469d973da7f", "class_name": "RelatedNodeInfo"}}, "hash": "84ebf2acf9648c791b0d1801c236672178b4b5863a23d994f5bba6261b0bdc41", "text": "Topic: Adolescent Literacy \nPractice: Comprehension Strategies\nHighlights\n\u2022 Saline Middle School (Washtenaw Intermediate School District) and Three \nFires Middle School (Livingston Educational Service Agency) are guided by \na countywide literacy framework focused on improving adolescent literacy \nreading comprehension strategies across the content areas.\n\u2022 William Loyd and Ronnie Connors, co-facilitators of the Adolescent Literacy \nInitiative, talk about the countywide progress that has been made with this \nframework to implement research-based instructional practices as well as \ninfrastructure support for successful student learning in the middle and high \nschool grades.\n\u2022 Learn about how the countywide model has been implemented and the \nteachers have been trained to use explicit reading strategies to improve \ncomprehension. Students have made gains beyond the national norms after \ntwo years of implementation.  Audio\nFULL DETAILS AND TRANSCRIPT  \nA Literacy Framework for Teacher \nDevelopment\nSaline Middle School and Three Fires Middle School, Michigan \nFebruary 2009", "start_char_idx": 0, "end_char_idx": 1084, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2cbf014f-67a7-42d2-823d-24e2c5ddd15f": {"__data__": {"id_": "2cbf014f-67a7-42d2-823d-24e2c5ddd15f", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "eb9a70f5-687c-4bdc-948d-cf4dda8d0f73", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "27606e3ca01f4b1e0827c7a1cb99e6c03b971bf49e4fffc922e761d376b900c9", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3482e241-1935-42fa-b495-b2986f62a2e6", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "84ebf2acf9648c791b0d1801c236672178b4b5863a23d994f5bba6261b0bdc41", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "00868dfd-2f28-4272-a965-66648be6d58a", "node_type": "1", "metadata": {}, "hash": "ef0ccb47aae2d75d43fdc5b0f76a55ac55667d4b8286ad573f075de1b175e5a2", "class_name": "RelatedNodeInfo"}}, "hash": "930a9e2be1cd93abbd6f7a16afada83d11a786bab6b7f9033f57a469d973da7f", "text": "A Literacy Framework for Teacher Development\nSaline Middle School and Three Fires Middle School, Michigan\nAbout the Sites\nSaline Middle School\nSaline, MI\nDemographics\n92% White\n4% Asian \n2% Hispanic\n2% Black\n5% Free or Reduced-Price Lunch\nThree Fires Middle School\nHowell, MI\nDemographics\n95% White\n2% Hispanic\n1% Black\n1% Asian \n1% Native American\n16% Free or Reduced-Price Lunch\nSaline Middle School (Washtenaw Intermediate School District) and Three Fires Middle School (Livingston \nEducational Service Agency) have been successful at developing a professional learning community focused \non adolescent literacy among its member schools. The schools demonstrate strength in the areas of explicit \ninstruction in comprehension strategies, the use of text discussion in the content areas, and teaching \nvocabulary in the context of reading across content areas. Important features for improving reading skills at \nthese sites include:  \n\u2022  Teaching reading through the content areas;\n\u2022  Explicit instruction, teacher modeling, and thinkalouds to strengthen students\u2019 comprehension skills;\n\u2022  Text discussion that uses a gradual release of responsibility until discussions are more student-driven;\n\u2022  Use of collaborative models such as pair-share, small-group discussions, and large-group share-out \nmethods to enhance text discussion;\n\u2022  Emphasis on talking-to-the-text and note-marking techniques;\n\u2022  Use of metacognitive logs during text discussions;\n\u2022  Vocabulary instruction embedded in all content classrooms; and\n\u2022  A systemic approach to professional development.", "start_char_idx": 0, "end_char_idx": 1572, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "00868dfd-2f28-4272-a965-66648be6d58a": {"__data__": {"id_": "00868dfd-2f28-4272-a965-66648be6d58a", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cb75c832-a537-495e-a2ad-0d348025b54f", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2492274cb18e53554890ffb329fa30555ad22d3948b2f9429f59ea16980b32aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2cbf014f-67a7-42d2-823d-24e2c5ddd15f", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "930a9e2be1cd93abbd6f7a16afada83d11a786bab6b7f9033f57a469d973da7f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bdd42212-01ec-4e74-bf7d-596392088357", "node_type": "1", "metadata": {}, "hash": "a9082cf424e45fb91069846fa876bac37a56e4cefae90924fda6dce680959fe2", "class_name": "RelatedNodeInfo"}}, "hash": "ef0ccb47aae2d75d43fdc5b0f76a55ac55667d4b8286ad573f075de1b175e5a2", "text": "A Literacy Framework for Teacher Development\nSaline Middle School and Three Fires Middle School, Michigan\nFull Transcript\nWilliam Loyd: My name is Bill Loyd. I\u2019m one of two Literacy Coordinators at Washtenaw Intermediate School \nDistrict, which is located in Ann Arbor, Michigan.\nRonnie Connors: My name is Ronnie Connors, and I\u2019m a Co-Facilitator for the Adolescent Literacy Initiative at \nWashtenaw Intermediate School District.\nWhen we looked at the Reading Next document that was produced by the Alliance for Excellent Education, \nit spoke to the vital instructional and infrastructural components that are necessary for an adolescent \nliteracy focus. And those are things like effective instructional principles embedded in context, text-\nbased collaborative learning, and a focus on metacognition, all of which we felt Reading Apprenticeship \naddressed. The Reading Apprenticeship framework really acknowledges the fact that reading is a complex \nprocess. It allows for very rich discussion that we want between our students and teachers to engage \nin. It acknowledges that there are four dimensions that we\u2019re looking at when we\u2019re looking at reading \ncomprehension in order to have these deep discussions with metacognition at a center of that.\nLoyd: The social dimension plays a critical role because it develops a safe atmosphere within classrooms \nfor students to take the risk of sharing their own thinking; the cognitive dimension where students begin to \nmonitor their own comprehension, they set their own reading purposes; the personal dimension where they \nbegin to see themselves as a reader because many adolescent students don\u2019t view themselves as competent \nreaders; and the knowledge-building dimension where they begin to understand that by making connections \nbetween different texts, they\u2019re actually increasing their own knowledge. What happens within this \nframework is that reading comprehension and all the components of reading are made intentionally explicit. \nThere\u2019s a conservation of language around math and science that makes it a very, very different kind of \nreading. So, when I think about teachers in those content areas, they in effect are masters of the reading \nwithin their particular domains of knowledge. They\u2019re the ones who can model their own thinking around \nthose kinds of texts.\nConnors: The teacher, when they are starting to introduce metacognitive conversations, they will often \nmodel what they are thinking. They will do what we call a thinkaloud. They will model what they\u2019re doing \nwhen they are struggling with difficult texts and what happens when they encounter some difficulties. W e \nlike to say that they give them strategies for their toolkit that students might be able to pull out when \nthey need them, such as talking to the text; when they are reading, they are writing some things down. \nTeachers also work on predicting what might happen in a text. Also, they might use the QAR, Question/\nAnswer Relationship, for students where they are actually creating questions as they read to have a deeper \nunderstanding. They might use some reciprocal teaching. What\u2019s different is how the teachers tie them \ntogether and structure their attention and their discussion in the classroom to allow students to come to \nthese understandings independently. So, while they might model at the beginning and then do a lot of \nguided practice along the way, their hope is that students become independent strategic thinkers. We very", "start_char_idx": 0, "end_char_idx": 3486, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bdd42212-01ec-4e74-bf7d-596392088357": {"__data__": {"id_": "bdd42212-01ec-4e74-bf7d-596392088357", "embedding": null, "metadata": {"page_label": "4", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "354fb13e-58dd-46fd-aaa5-fbc3c44eec43", "node_type": "4", "metadata": {"page_label": "4", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "751264095356669cbcdedd235e2a36c1728bdcb548f91bbaa8b6667aae6be1b4", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "00868dfd-2f28-4272-a965-66648be6d58a", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ef0ccb47aae2d75d43fdc5b0f76a55ac55667d4b8286ad573f075de1b175e5a2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9c5fde87-b7db-408f-bbbb-f8eddea4088a", "node_type": "1", "metadata": {}, "hash": "20479d9acbd0efb3f009518ef074b57a83e9fcec75e27653112cf30032413203", "class_name": "RelatedNodeInfo"}}, "hash": "a9082cf424e45fb91069846fa876bac37a56e4cefae90924fda6dce680959fe2", "text": "A Literacy Framework for Teacher Development\nSaline Middle School and Three Fires Middle School, Michigan\nmuch believe in continuing professional development, developing professional learning communities among \nour teachers, and continuing to look at data to drive decisions.\nLoyd: The plan is in four phases, and we\u2019ve been implementing it since the 06\u201307 academic year. We \npurposefully started small, and we started with volunteers.\nConnors: What we do with professional development is we have the teachers come to a four-day workshop. \nWhen they leave, we know that our job is not done. We continue to meet with our trainer facilitators \nmonthly here at the Intermediate School District. We model facilitation skills and allow teachers time to \npractice them because these same facilitators then go back to their buildings and have this same kind of \nmeetings with the teachers that are Reading Apprenticeship trained within their building. And we also do \nclassroom observations or video observations. We talk about data in these meetings. We bring samples of \nstudent work and do some protocols around that where teachers can examine student work.\nLoyd: One thing that\u2019s really helped us, in addition to the teachers\u2019 enthusiasm for the model, has been the \nresults that we\u2019ve seen in summative measures that we have used.\nConnors: In looking at student data, in the past two years we\u2019ve used the Degrees of Reading Power (DRP), \nand this year we\u2019re also looking at other summative assessments. When we look at the results, we\u2019re seeing \nthat in our classrooms where Reading Apprenticeship has been implemented, our students are making gains \nbeyond the national norm. In fact, we\u2019re seeing in some classrooms between two and ten times the gain in \nthe national norm and DRP units from pre- and post-tests.\nLoyd: Part of my work within this literacy model has been to interview students as well, and I\u2019ve conducted \nfocus groups with middle school and with high school students. This student says, \u201cI\u2019ve realized I have \ndeveloped as a reader. Before, I would just scan words on pages of books without a thought, without \nrelating things in the book to real-life experiences. I wasn\u2019t reading a book, simply skimming through text \non a page. Connecting, picturing, summarizing, things I do naturally now, I didn\u2019t do then. I believe having \nthose understandings of the reading helped me and bettered me as a reader and as a writer.\u201d This idea \nof discussing text isn\u2019t just for low readers or at-risk students. There are many very capable readers who \nbenefited from this as well because, as we all know, we will always encounter some difficult text that\u2019s \nreally challenging. No matter how good we are at reading with all the domains of knowledge, with all the \ncontent areas, that challenge awaits all of us.", "start_char_idx": 0, "end_char_idx": 2817, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9c5fde87-b7db-408f-bbbb-f8eddea4088a": {"__data__": {"id_": "9c5fde87-b7db-408f-bbbb-f8eddea4088a", "embedding": null, "metadata": {"page_label": "1", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d56a53d8-6b74-464d-a244-333e1d0a69b9", "node_type": "4", "metadata": {"page_label": "1", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e1f3c7461813647cec511fca78fff93730b20c54bf449426af5975810edeec15", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bdd42212-01ec-4e74-bf7d-596392088357", "node_type": "1", "metadata": {"page_label": "4", "file_name": "a-literacy-framework-for-teacher-development.pdf", "file_path": "openaipdf\\a-literacy-framework-for-teacher-development.pdf", "file_type": "application/pdf", "file_size": 137502, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a9082cf424e45fb91069846fa876bac37a56e4cefae90924fda6dce680959fe2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c052eeb4-5c7a-4522-ad0a-ae4816adad19", "node_type": "1", "metadata": {}, "hash": "66b9d569e51426d0f240147a7c75a52f534067cb05e35854dd77466aa2adcc98", "class_name": "RelatedNodeInfo"}}, "hash": "20479d9acbd0efb3f009518ef074b57a83e9fcec75e27653112cf30032413203", "text": "Topic: Helping Students Navigate the Path to College\nPractice: Assess and Intervene\nHighlights\n\u2022 The principal and a literacy coach at Kearny High School of International Business \ndescribe the many ways they assess students and collect information in order to \ntrack college-readiness starting in ninth grade.\n\u2022 Students are given the opportunity to understand their test results and are also \ngiven individualized support to catch up in identified areas of need. This focus on \nthe individual and on multiple forms of assessment means no child slips through \nthe cracks.\nAbout the Site\nKearny High School of International Business\nSan Diego, CA\nDemographics\n47% Hispanic\n16% Black\n12% WhiteAudio\nFULL DETAILS AND TRANSCRIPT  \nA Personalized Learning Experience \nKearny High School of International Business, California\nMarch 2010", "start_char_idx": 0, "end_char_idx": 831, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c052eeb4-5c7a-4522-ad0a-ae4816adad19": {"__data__": {"id_": "c052eeb4-5c7a-4522-ad0a-ae4816adad19", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "bffbe8bf-36be-48d4-9fba-1939fa7ce261", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f3e546e948653e1e0344fd3f23a92f71953ef6618643dbdf6b807b84982080da", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9c5fde87-b7db-408f-bbbb-f8eddea4088a", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "20479d9acbd0efb3f009518ef074b57a83e9fcec75e27653112cf30032413203", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e01b8d3-44c4-467d-aba9-811d526768e9", "node_type": "1", "metadata": {}, "hash": "b39c060daa1f5099cce5bafdae2e1f51e1b6bc7ea42415e4f63369637b89130d", "class_name": "RelatedNodeInfo"}}, "hash": "66b9d569e51426d0f240147a7c75a52f534067cb05e35854dd77466aa2adcc98", "text": "A Personalized Learning Experience\nKearny High School of International Business, California\n 4% Asian\n 1% Native American\n74% Free or Reduced-Price Lunch\n30% English Language Learners\n12% Special Education\nKearny High School of International Business is a small school serving a diverse population of students, many \nof whom are English language learners, with a focus on individualizing instruction. Some key features of \nKearny\u2019s college-preparatory program are:\n\u2022 Hand-scheduling students so that they become college-ready and are supported in areas of need;\n\u2022 Using multiple sources of data and assessments to determine student needs;\n\u2022 Offering before-, after-, and during-school classes, tutorials, and advising to support struggling \nstudents;\n\u2022 Creating a community where academics and achievement are highly valued; and\n\u2022 Offering extracurricular activities for students to explore careers, get extra help, or receive \nassistance with college applications.\nFull Transcript\nAna Diaz-Booz: My name is Ana Diaz-Booz, and I am the principal at Kearny High School\u2019s School of \nInternational Business. Kearny High School had existed in the Linda Vista community for over 60 years, and \nabout seven years ago we decided as a community that the school was not doing very well academically . \nAnd we were fortunate enough to receive a grant from the Bill and Melinda Gates Foundation to create \npersonalized smaller learning communities. The idea being that each of the schools would offer not only a \nthematic learning experience, but also a very personalized learning experience where students would be \nknown as individuals and would receive an education that is geared toward their specific needs. \nFrom the get-go, we believed that we would meet the student where they were and create a program \nfor them based on the specific needs that they had. In our school every student is hand-scheduled, which \nmeans that there are three people\u2014two counselors and an AVID [Advancement Via Individual Determination] \ncoordinator\u2014that divide the number of students, so roughly about 150 each. And they actually sit with the \nstudent\u2019s transcript individually, one at a time, and look at the transcript, which also includes some of the \nstandardized testing and some other assessments. And they are able to create a schedule for that particular \nstudent using all the information in the transcript, in the test\u2019 s data bank, even teacher recommendations \nthat we get either from the middle schools or teacher recommendation from some of our own teachers. \nWe use some of the typical assessments that are available to us specifically for our eighth-grade students \nbecause clearly we haven\u2019t had them. And some of those are the California Standards Tests (CST) that are", "start_char_idx": 0, "end_char_idx": 2761, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e01b8d3-44c4-467d-aba9-811d526768e9": {"__data__": {"id_": "9e01b8d3-44c4-467d-aba9-811d526768e9", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "be573cc0-2777-484a-8274-43afe73e9d76", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a03e283be6b6a8c792b93eb12999b5486aa5ec40340be0d8d876cee78efb7680", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c052eeb4-5c7a-4522-ad0a-ae4816adad19", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "66b9d569e51426d0f240147a7c75a52f534067cb05e35854dd77466aa2adcc98", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0d6ca69a-72e9-403a-8733-04b83400508a", "node_type": "1", "metadata": {}, "hash": "bd716eebd4d252cb2f7cf2e772ca163e10caf374ea9a118b73a0bff13f210ff4", "class_name": "RelatedNodeInfo"}}, "hash": "b39c060daa1f5099cce5bafdae2e1f51e1b6bc7ea42415e4f63369637b89130d", "text": "A Personalized Learning Experience\nKearny High School of International Business, California\ngiven every spring. There are also other tests, like the Degrees of Reading Power, that are issued as well as \nsome of the other assessments that are specific to core-content classes, such as the end-of-course exams \nthat are given through the district. And we are also very much in tune with what the teachers recommend \nfrom our feeder schools. So we are at a little bit of a disadvantage sometimes with our incoming eighth- to \nninth-grade students because we don\u2019t know them as individuals yet. So we have to use a lot of what we see \non paper, but then once we get them we are able to create some of our own assessments so that we can get \nto know them as individuals. \nI also think it\u2019s important to note that our students are made aware of their performance on these \nassessments. I am always a little shocked at the beginning of ninth grade because we give the students their \nresults from the California Standards Tests that they took in eighth grade, and many, many of them tell me \nthat that is the first time that anybody has ever given them their results. So I am a little shocked at that \nbecause students really do want to know how they do and they are very interested in their own progress, \nbut unfortunately they have gone through many, many years of the system where nobody explains to them \nwhat they mean. So they just kind of take it as face value and they don\u2019t take the tests very seriously , which \nis another component of what we try and do at this school, is to teach them the importance of the tests and \nhow it really does reflect on them and on the school and the community .\nBeth Smith: My name is Beth Smith, and I am the literacy coach at K earny High\u2019s School of International \nBusiness (SIB). One of the tests that I go over with my ninth- and tenth-grade students is the DRP , which is \nthe Degrees of Reading Power test, and that test gives students the grade level that they are reading at. And \nso we go over it and we look at not only the score that they got in the fall of ninth or tenth grade, but also \nthe two previous years, the seventh- and eighth-grade tests. We talk about what it means to be reading at \na grade level, what grade level they are reading at, and then we talk about specific strategies to improve \ntheir reading level. So I give them books to read, I talk about different reading strategies they can use when \nthey are reading in their content areas, how they need to make notes on main ideas and write a paragraph \non sticky notes and stick it in their textbook. Maybe they need to write an academic summary at the end \nof reading every chapter just to reinforce what they learn, the main points. So there are just different \nthings depending on what level the kid is at, but I always have something to offer them that they can do \nindependently to work on to improve their grade-level reading. \nThe personalized instruction here at SIB allows students to not be afraid to ask for help, to not be afraid to \nbe a \u201cnerd\u201d and carry a book and to go to tutoring and to come to Saturday CAHSEE [California High School \nExit Exam] class. It\u2019s actually a prized value here, is somebody who is academic and who cares about their \ngrade and who wants to go to college. And that is something that the personalized instruction has definitely \ndeveloped here at SIB.\nDiaz-Booz: We get many of our students that come back to us, and they come back specifically to thank us \nfor preparing them for the rigor that they encounter. So they are able to tell us not only that we prepared", "start_char_idx": 0, "end_char_idx": 3625, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0d6ca69a-72e9-403a-8733-04b83400508a": {"__data__": {"id_": "0d6ca69a-72e9-403a-8733-04b83400508a", "embedding": null, "metadata": {"page_label": "4", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "e0d7bb17-b69e-47f1-b764-f59da32a0cc3", "node_type": "4", "metadata": {"page_label": "4", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7e6796f263aed728afcf6e0dd4b73d7d349b7bdb8665af7372a7cf45520ae0df", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e01b8d3-44c4-467d-aba9-811d526768e9", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b39c060daa1f5099cce5bafdae2e1f51e1b6bc7ea42415e4f63369637b89130d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2df19a11-11c2-494b-bdb0-7b5c4fb971d1", "node_type": "1", "metadata": {}, "hash": "a0eff867da7cb624fbdd20528c99ee35d3ce52f63fee9866c702cd238603980a", "class_name": "RelatedNodeInfo"}}, "hash": "bd716eebd4d252cb2f7cf2e772ca163e10caf374ea9a118b73a0bff13f210ff4", "text": "A Personalized Learning Experience\nKearny High School of International Business, California\nthem academically, but we prepared them also for some of the nuances that they would have learned along \nthe way but in a more difficult fashion. So I think that they are just prepared all around for the college \nexperience.", "start_char_idx": 0, "end_char_idx": 316, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2df19a11-11c2-494b-bdb0-7b5c4fb971d1": {"__data__": {"id_": "2df19a11-11c2-494b-bdb0-7b5c4fb971d1", "embedding": null, "metadata": {"page_label": "1", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "768afedd-2211-4cd6-bd82-5ae24ed65487", "node_type": "4", "metadata": {"page_label": "1", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "24c7357c96a3fa4c6d69c347fb76f437fec0e95de10f3e6681c2b5d48cb973a0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0d6ca69a-72e9-403a-8733-04b83400508a", "node_type": "1", "metadata": {"page_label": "4", "file_name": "a-personalized-learning-experience.pdf", "file_path": "openaipdf\\a-personalized-learning-experience.pdf", "file_type": "application/pdf", "file_size": 144412, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bd716eebd4d252cb2f7cf2e772ca163e10caf374ea9a118b73a0bff13f210ff4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cde86567-1b18-43ac-94cd-846bc91e0b5b", "node_type": "1", "metadata": {}, "hash": "8544e3de6827547772d70bf5aaa0b5613104d77a46d6ba79b43899cb4ec92d6d", "class_name": "RelatedNodeInfo"}}, "hash": "a0eff867da7cb624fbdd20528c99ee35d3ce52f63fee9866c702cd238603980a", "text": "Topic: Increased Learning Time: Beyond the Regular School Day  \nPractice: Maximize Attendance\nHighlights\n\u2022 Jeanette Barczynski, principal of John C. Diehl Elementary School, encourages \ncontinuity between the regular school day and the after-school program by \ninstituting policies that support communication between the programs.\n\u2022 At Diehl, many of the after-school program instructors are also day school \nteachers who are familiar with the students and are better situated to address \nstudent needs. \nAbout the Site\nJohn C. Diehl Elementary School\nErie, PA\nDemographics\n44% Black\n39% White\n13% Hispanic\n4% Asian \n86% Free or Reduced-Price Lunch Audio\nFULL DETAILS AND TRANSCRIPT  \nA Rewards System to Promote Attendance\nJohn C. Diehl Elementary School, Pennsylvania \u2022 January 2010", "start_char_idx": 0, "end_char_idx": 784, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cde86567-1b18-43ac-94cd-846bc91e0b5b": {"__data__": {"id_": "cde86567-1b18-43ac-94cd-846bc91e0b5b", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "63ca856f-5376-43de-831a-df68d90184e0", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8ebbed7afeb36480992a142601c06728f6d4b96ded3d97bc29e80a926c6d1f0f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2df19a11-11c2-494b-bdb0-7b5c4fb971d1", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a0eff867da7cb624fbdd20528c99ee35d3ce52f63fee9866c702cd238603980a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bc1a94e3-0c0c-405a-a0f9-c1daaf4a8366", "node_type": "1", "metadata": {}, "hash": "1846483f3eb1aa6ff5a1d364a89032b5a98aaa1616a15cadd3a1459e526f469a", "class_name": "RelatedNodeInfo"}}, "hash": "8544e3de6827547772d70bf5aaa0b5613104d77a46d6ba79b43899cb4ec92d6d", "text": "A Rewards System to Promote Attendance \u2014Diehl Elementary School, Pennsylvania\nJohn C. Diehl Elementary School operates on site the district\u2019s CHAMPS after-school program to help \nstudents from an economically disadvantaged background succeed in school and become responsible \ncitizens. The following strategies contributed to the program\u2019s success:\n\u2022 Alignment of after-school programming with school-day goals and curricula,\n\u2022 Classroom teachers staying after school to teach in the after-school program,\n\u2022 Identification of students for the after-school program based on their academic and behavior records,\n\u2022 Communicating to parents the importance and expectations of the after-school program,\n\u2022 Incorporating physical, social, and academic components in educational activities,\n\u2022 Maximizing attendance by following up on absent students and providing supports,\n\u2022 Using data to evaluate and continually improve the program.\nFull Transcript\nMy name is Jeannette Barczynski. I am the principal at John C. Diehl Elementary School, located in Erie, \nPennsylvania. \nJohn C. Diehl is K\u20138 elementary building. We service a population that is 85% economically disadvantaged. \nWe also have a high English language learner population in addition to minorities; the minority in our \nbuilding is the majority population. \nWe have seen that many of our students have no one to go home to after school, so in an effort to fill that \nvoid we have implemented the CHAMPS Program in our building. This offers the students an opportunity to \nremain here for three hours beyond the school day, during which time they receive academic help, they \nhave an opportunity to participate in physical activities, they have a chance to develop their social skills. \nIn our building the regular classroom teachers that work with our students all day long also work in the \nafter-school program. Therefore there is a great continuity in being able to identify the needs of the \nstudents, be them academic or emotional. And therefore it is much easier for us to be successful with the \nstudents because we already have a good relationship with them. \nWe have a policy here that we ask that the parents send a note if for some reason the child would not be \nable to stay. If we review the attendance roster and we see that the child was in school and we have not \nreceived a note for them to not be present at CHAMPS, then we are on the phone, making phone calls \nensuring that the child is in fact at home, that the parent is aware that the child is not here. You know, we \nare trying to provide safeguards for our students. You know, if the parent thinks they are here, and they are \nnot, then we can address that issue in a timely manner so that nothing happens to our students. \nOne way that we try to support the parents in being able to have their children continue in the CHAMPS \nProgram during the winter months is we do provide busing transportation home. Normally our student \npopulation arrives at school by walking here. We are a neighborhood school and therefore not normally", "start_char_idx": 0, "end_char_idx": 3060, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bc1a94e3-0c0c-405a-a0f9-c1daaf4a8366": {"__data__": {"id_": "bc1a94e3-0c0c-405a-a0f9-c1daaf4a8366", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d0a7b4f4-5492-4404-9073-87a27196d08c", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cd84b84dc32b495c71f1988cb9a02ab852ca009add87682d8762d33bbabf63c9", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cde86567-1b18-43ac-94cd-846bc91e0b5b", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8544e3de6827547772d70bf5aaa0b5613104d77a46d6ba79b43899cb4ec92d6d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "504bec59-2ee2-4d52-8dc2-a1de58b3c2e2", "node_type": "1", "metadata": {}, "hash": "4b4c7eb1a0a89f1de15729997c2d734641cecf02635ae82d29cd3e0943630c80", "class_name": "RelatedNodeInfo"}}, "hash": "1846483f3eb1aa6ff5a1d364a89032b5a98aaa1616a15cadd3a1459e526f469a", "text": "A Rewards System to Promote Attendance \u2014Diehl Elementary School, Pennsylvania\nused to busing. However, we do provide that service from the beginning of November to the end of March\u2014\nbasically when we give up Daylight Saving Time and go back to Eastern Standard Time. \nIn our program we have a ticket-type program, where the students can earn tickets for their attendance, for \ntheir participation in the programs, for accomplishing homework in the homework session. And each one of \nthese tickets then is placed into a barrel, and they have weekly drawings and they have monthly drawings. \nThe monthly drawing, one of the prizes is a gift card to one of the local stores, so we do try to provide \ndifferent types of incentives to have the children attend and to be focused while they are in attendance. \nWe do have outside resources during the school day of a personnel who will work specifically with students \nwho have, say, attendance issues along the lines of tardiness. And those students are referred to that \nprogram so that they are being addressed both by the CHAMPS Program and by their attendance during the \nregular school day. \nAlso, we do have a partnership with a group which promotes parental involvement. W e also have a \npartnership with an organization that will provide tickets to different events for our students. So it\u2019 s a very \nimportant component that we have the parental involvement and the support of the community to make \nthis program really work.", "start_char_idx": 0, "end_char_idx": 1478, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "504bec59-2ee2-4d52-8dc2-a1de58b3c2e2": {"__data__": {"id_": "504bec59-2ee2-4d52-8dc2-a1de58b3c2e2", "embedding": null, "metadata": {"page_label": "1", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0d50da43-9f84-4fed-9de3-6d661902c220", "node_type": "4", "metadata": {"page_label": "1", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "67b172e723013f73ca4f6b21899b49b82a2bd03bd141951c320e43d01e132488", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bc1a94e3-0c0c-405a-a0f9-c1daaf4a8366", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-rewards-system-to-promote-attendance.pdf", "file_path": "openaipdf\\a-rewards-system-to-promote-attendance.pdf", "file_type": "application/pdf", "file_size": 143716, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1846483f3eb1aa6ff5a1d364a89032b5a98aaa1616a15cadd3a1459e526f469a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6ba2d7ab-8865-4a4c-a5dc-8905b85f63a5", "node_type": "1", "metadata": {}, "hash": "a96419b1aa6f87dcb1a83ec5bd1f8d8e2c9a70aaa0a5873b7c4d194f9fdfa770", "class_name": "RelatedNodeInfo"}}, "hash": "4b4c7eb1a0a89f1de15729997c2d734641cecf02635ae82d29cd3e0943630c80", "text": "1 of 4TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \nWRITING PROCESS\n \u00bbThe approach to writing instruction changed because students were \nnot scoring well on state writing tests.\n \u00bbThe school began committing to 45 minutes per day for writing; \ntwice a week the whole school has writing at the same time.\n \u00bbDuring this time, the principal goes into classrooms and shares \neffective writing instruction with other teachers.\n \u00bbThe principal sees other teachers implementing the strategies that \nwere shared in previous weeks.\nNewport Elementary School  \nNewport Beach, California\nDemographics\n \u00bb81% White\n \u00bb10% Hispanic\n \u00bb 4% Asian \n \u00bb 3% Black\n \u00bb 1% Native AmericanTopic \nPractice \nHighlights\nAbout the Site\n  AUDIO\n4:59 min \nFull Details and TranscriptA Schoolwide Approach to \nWriting Instruction\nNewport Elementary School, California  \nMay 2012", "start_char_idx": 1, "end_char_idx": 862, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6ba2d7ab-8865-4a4c-a5dc-8905b85f63a5": {"__data__": {"id_": "6ba2d7ab-8865-4a4c-a5dc-8905b85f63a5", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cfaed2e4-3294-4436-8f90-f173ae101fde", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "daa1df95268b05363853e2040b79272540eb8de66b394dbcb9d86ac401992b97", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "504bec59-2ee2-4d52-8dc2-a1de58b3c2e2", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4b4c7eb1a0a89f1de15729997c2d734641cecf02635ae82d29cd3e0943630c80", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9f4703ef-1d3f-4261-8c89-25a5f6b45d5f", "node_type": "1", "metadata": {}, "hash": "cf1e3dee7aa5456e7e1009101ccc66b0286f53569692314361f594cc3c3179d7", "class_name": "RelatedNodeInfo"}}, "hash": "a96419b1aa6f87dcb1a83ec5bd1f8d8e2c9a70aaa0a5873b7c4d194f9fdfa770", "text": "2 of 4\nA Schoolwide Approach to Writing Instruction\u2014 Newport Elementary School, California \u00bb17% Free or Reduced-Price Lunch\n \u00bb  6% English Language Learners\n \u00bb17% Special Education\nNewport Elementary School helps students become effective writers \nthrough a whole-school approach to writing instruction in which the \nprincipal is actively engaged. Teachers at Newport:\n \u00bbHold Writer\u2019s Workshop at the same time across the school;\n \u00bbTeach spelling using patterns and individualized word lists based on \nstudent writing;\n \u00bbUse mentor texts to illustrate the features of effective writing, \nincluding well-constructed sentences; and\n \u00bbCelebrate student writing in hallway displays and monthly \nassemblies.\nAmy Nagy:   00:05  I\u2019m Amy Nagy. I\u2019m the principal at Newport \nElementary School in Newport Beach, California.\nMary Widtmann:   00:10  My name is Mary Widtmann. I teach fourth \ngrade at Newport Elementary School in Newport Beach, California.\n 00:17  In 2004, Newport Elementary School\u2019s approach to writing \nchanged. We knew that we needed to do something different because \nof our students not scoring very well on our state tests. So we started \nto focus on writing instruction. In about 2007 we decided that we \nwere going to commit to 45 minutes of writing every single day, giving \nchildren more of an opportunity to write and carving out time during \nthe day.\n 00:42  It was difficult for me as the principal to support teachers \nand students with writing being scattered throughout the day. So this \nyear, which is 2011\u201312, we decided to implement an all-school writing \ntime. Every Tuesday and Thursday from 10:40 to 11:25, our whole Full Transcript\nNagy", "start_char_idx": 1, "end_char_idx": 1666, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9f4703ef-1d3f-4261-8c89-25a5f6b45d5f": {"__data__": {"id_": "9f4703ef-1d3f-4261-8c89-25a5f6b45d5f", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "34a86555-0376-4d82-a74f-5aff1ffc1029", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7a936453152c4e369e009f7d795a40910106acbd3a9129ef4ce86581d8ec37b8", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6ba2d7ab-8865-4a4c-a5dc-8905b85f63a5", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a96419b1aa6f87dcb1a83ec5bd1f8d8e2c9a70aaa0a5873b7c4d194f9fdfa770", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e52c67e3-6bc4-4051-9fad-86bbe33dece3", "node_type": "1", "metadata": {}, "hash": "5b2c45b3a4682cd8eb8cb13bcbc6b740f1f8bd03ab0cf0bb05649086f06ca22c", "class_name": "RelatedNodeInfo"}}, "hash": "cf1e3dee7aa5456e7e1009101ccc66b0286f53569692314361f594cc3c3179d7", "text": "3 of 4\nA Schoolwide Approach to Writing Instruction\u2014 Newport Elementary School, Californiaschool is committed to writing. By doing it this way, now I\u2019m able to \ngo into the classrooms and support instruction; our special education \nstaff, our intervention staff, everybody is able to support the writing.\n 01:16  When I\u2019m in the classroom, I have the opportunity to see the \ndifferent types of things that are happening within each classroom. \nAnd then in order to get the word out, I am sharing what I am seeing. \nSo I bring my cell phone in, I take pictures of the students writing, and \nthen I might send out a little email to the staff saying, \u201cThis is what \nI saw during writing time today,\u201d along with a little picture. We talk \nabout it at our staff meetings. Everyone is writing and we\u2019re sharing \nall the good things that are happening throughout the classrooms. \n 01:46  When teachers talk about the writing workshop, they talk \nabout the strategies that they use; they talk about the process that \nthey\u2019re using as well as the craft that they\u2019re teaching. They\u2019re all \ntalking about the rubric in the same way. They\u2019re talking about what \ndoes focus in their writing look like, what does organization in a \nstudent\u2019s writing look like.\n 02:08  In my classroom, the principal\u2019s vision of writing across all \ngrade levels every day has really gotten me excited about writing \nand has helped me push that enthusiasm into my students. When I\u2019m \nin my writing workshop, during that time the principal comes into \nour classrooms and observes what we\u2019re doing. She walks around the \nroom, talks with the students, shares their reading or their writing, \nshares their successes, conferences with them, helps guide them. \nSo she comes in and instead of just being a supervisor where she\u2019s \nobserving us, she actually just dives right into it and joins in and just \nhelps everybody move along.\n 02:50  In one of my fifth/sixth-grade classrooms, I went in and \nobserved the teacher working with the students specifically with \nresponding to literature. And she was helping her students revise by \ngoing in and specifically pulling details from the text. So I shared that \ninformation with the staff. And then, in a following visit, I went into a \nfourth-grade classroom, and the teacher was working with the students Widtmann\nNagy", "start_char_idx": 1, "end_char_idx": 2331, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e52c67e3-6bc4-4051-9fad-86bbe33dece3": {"__data__": {"id_": "e52c67e3-6bc4-4051-9fad-86bbe33dece3", "embedding": null, "metadata": {"page_label": "4", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "98aeb937-4320-4092-8c31-a1b493c5db8b", "node_type": "4", "metadata": {"page_label": "4", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cee159167c87b52243a3dab50f9cca535febf967c214454d1f13db72adf5ffe3", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9f4703ef-1d3f-4261-8c89-25a5f6b45d5f", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cf1e3dee7aa5456e7e1009101ccc66b0286f53569692314361f594cc3c3179d7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1dffabdd-8d92-4e89-b7bd-6a033b2e4094", "node_type": "1", "metadata": {}, "hash": "4c11482674e22f1c7d91413431ab05cfeb759b6ab76331eaf3fdd63cda779590", "class_name": "RelatedNodeInfo"}}, "hash": "5b2c45b3a4682cd8eb8cb13bcbc6b740f1f8bd03ab0cf0bb05649086f06ca22c", "text": "4 of 4\nA Schoolwide Approach to Writing Instruction\u2014 Newport Elementary School, Californiaand responding to literature. And they were at the revision stage, \nand so she took what she had learned through the email about pulling \nspecifically from the text to support their opinion, and she was doing \nthat with her fourth graders.\n 03:35  When the principal, Amy, came into my classroom, she \nobserved the lesson I was teaching and realized it was the same lesson \nthat was being taught in the fifth- and sixth-grade classrooms. So not \nonly had she shared the strategy that I was trying, but she was able to \njust jump in and help my students out and started working one on one \nwith some of my students to also help them revise their response to \nliterature and pull out those specific details from the text.\n 04:03  As a fourth-grade teacher getting my students ready for the \nstate writing test, I think the biggest difference that I can see is, in \nthe past, it was all up to the fourth-grade teacher. We would get our \nstudents, and it was up to us to not only get them writing and get the \nfluency going on writing, but then on the top of that we had to teach \nthe genres that they were preparing for the test for. Now when our \nstudents come into fourth grade, they are writers. We have had them \nsince kindergarten writing, and they know how to write, they know \nhow to organize, they know the writing process, and then we\u2019re just \nfine tuning what they have to do.\n 04:40  The focus on helping our teachers become experts in writing, \ntheir enthusiasm has grown, their students\u2019 enthusiasm has grown, and \nas a result of it, we\u2019ve got great writers.Widtmann\nNagy\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 1, "end_char_idx": 2051, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1dffabdd-8d92-4e89-b7bd-6a033b2e4094": {"__data__": {"id_": "1dffabdd-8d92-4e89-b7bd-6a033b2e4094", "embedding": null, "metadata": {"page_label": "1", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0847c00b-77ef-44c5-87ed-7d028352572f", "node_type": "4", "metadata": {"page_label": "1", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f29eb1bd643940f7f91cd1010cd4c2104de00342e7bba436e08ef2bcafb0281f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e52c67e3-6bc4-4051-9fad-86bbe33dece3", "node_type": "1", "metadata": {"page_label": "4", "file_name": "a-schoolwide-approach-to-writing-instruction.pdf", "file_path": "openaipdf\\a-schoolwide-approach-to-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 886439, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5b2c45b3a4682cd8eb8cb13bcbc6b740f1f8bd03ab0cf0bb05649086f06ca22c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b8d1f668-48b0-49fa-b22b-757dcef69aa8", "node_type": "1", "metadata": {}, "hash": "33c494f3f3afd745ce714fd5c500bb6fd6a0f7ad28eaa9b5cf6dfa62e74a06e2", "class_name": "RelatedNodeInfo"}}, "hash": "4c11482674e22f1c7d91413431ab05cfeb759b6ab76331eaf3fdd63cda779590", "text": "1 of 5TURNING AROUND CHRONICALLY LOW-PERFORMING \nSCHOOLS \n \u00bbThe state of Florida and the district of Hillsborough County \ndeveloped a collaborative and coordinated effort to facilitate \nMiddleton High School\u2019s turnaround.  \n \u00bbThey began by conducting instructional reviews, which included \nanalysis of student data, interviews with stakeholders, and \nobservations of classes. \n \u00bbThey developed an action plan of next steps, which informed \ndevelopment of the School Improvement Plan. \n \u00bbThe key to this partnership was that they served as knowledgeable \npartners, rather than adversarial superiors, and that they helped \npromote the school\u2019s ability to own their turnaround effort.\nGeorge S. Middleton High School  \nTampa, Florida\nDemographics\n(Source: Public Schools K12, 2009-10)\n \u00bbGrades 9\u201412\n \u00bb74% Black\n \u00bb14% HispanicTopic \nHighlights\nAbout the Site\n  AUDIO\n4:56 min \nFull Details and TranscriptA State and District \nPartnership That Facilitates \nSchool Improvement\nGeorge S. Middleton High School, Florida  \nJanuary 2014", "start_char_idx": 0, "end_char_idx": 1026, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b8d1f668-48b0-49fa-b22b-757dcef69aa8": {"__data__": {"id_": "b8d1f668-48b0-49fa-b22b-757dcef69aa8", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "44c38805-c59d-40bd-91fb-f9d4b895b321", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4115cc1611407a0753f8d7cb0bb152590ac7eac446a6c8edfa7e7affcae17c5f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1dffabdd-8d92-4e89-b7bd-6a033b2e4094", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4c11482674e22f1c7d91413431ab05cfeb759b6ab76331eaf3fdd63cda779590", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4696ff88-594a-4dcc-9282-4945a9f96df7", "node_type": "1", "metadata": {}, "hash": "69cce3fb0361fb0288e11ab21b10a6ee435d0b20f969177e1aeb8a9b3b8f7ccb", "class_name": "RelatedNodeInfo"}}, "hash": "33c494f3f3afd745ce714fd5c500bb6fd6a0f7ad28eaa9b5cf6dfa62e74a06e2", "text": "2 of 5\nA State and District Partnership That Facilitates School Improvement\u2014 George S. Middleton High School, Florida \u00bb11% White \n \u00bb  1% Asian\n \u00bb76% Free or Reduced-Price Lunch\n \u00bb  6% English Language Learners\n \u00bb22% Special Education\n \u00bbSchoolwide Title I\nMiddleton High School is a large, comprehensive high school located \nin Tampa, Florida. It began its turnaround in 2010 after being placed \nin Intervene status by the state. The state and district, Hillsborough \nCounty Schools, engaged in a coordinated turnaround approach that \nincluded:\n \u00bbconducting initial assessments of student achievement, \ninstructional practices, and personnel development along with \nMiddleton school staff;  \n \u00bbsupporting changes to address the school\u2019s climate and culture, \nparticularly its negative reputation in the community; and\n \u00bbimplementing scheduling and instructional changes to increase \nstudent involvement and engagement. \nThough the state and district continue to support the school, \nMiddleton is now considered a successful turnaround case.\n 00:03  I\u2019m Dr. Pamela Craig. I\u2019m the Regional Executive Director for \nthe Florida Department of Education.\n 00:09  Hello, I\u2019m Debbie Cook. I\u2019m the Director of Reform for \nHillsborough County Public Schools.\n 00:15  Middleton was identified as an intervene school, and then \nthe districts were notified that they had intervene status and then it \nwas our role to come in and make the connections with the district \nand begin the process of evaluating and beginning and developing a \nplan.Full Transcript\nPamela Craig", "start_char_idx": 0, "end_char_idx": 1556, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4696ff88-594a-4dcc-9282-4945a9f96df7": {"__data__": {"id_": "4696ff88-594a-4dcc-9282-4945a9f96df7", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "25e542da-d9bd-46ac-b3f0-ecff64069fd4", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c1369b718fcae1174e0ec45ed63e7f8af8dbd27fcbddfef9af40f5a12e2a0222", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b8d1f668-48b0-49fa-b22b-757dcef69aa8", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "33c494f3f3afd745ce714fd5c500bb6fd6a0f7ad28eaa9b5cf6dfa62e74a06e2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7cf9cd95-17d5-4386-8e04-3ba93080af4b", "node_type": "1", "metadata": {}, "hash": "7666d806cccf4a0a86a9c24cec9d281566e5d3b56411be035e1db1274551e378", "class_name": "RelatedNodeInfo"}}, "hash": "69cce3fb0361fb0288e11ab21b10a6ee435d0b20f969177e1aeb8a9b3b8f7ccb", "text": "3 of 5\nA State and District Partnership That Facilitates School Improvement\u2014 George S. Middleton High School, Florida 00:30  Hillsborough had a support team already in place that was \ngiving them extra support needed in order to meet the needs of all \ntheir students. That support team was comprised of content specialists \nand coaches that could go in and do job-embedded professional \ndevelopment. It was also comprised of a response to intervention \nspecialist to help with data, human resources personnel as well, and a \nsecondary personnel administrator on special assignment and also the \ndirector for secondary education. \n 01:01  The first way in which the state, district, and school worked \ntogether was what we called instructional reviews. The instructional \nreviews consisted of interviews with parents, teachers, and students \nand used their school performance data and other aspects of the \nschool to be able to take a look at exactly where Middleton was at that \npoint in time.\n 01:22  So as we met together with the district and the school, we \nwould do the instructional reviews. And the purpose of those was to \ngather enough data\u2014both the kind of observable data of what teachers \nwere doing along with specific achievement data, attendance data, all \nof the different elements that might impact student achievement.\n 01:42  In addition to the data review, we also did walkthroughs \nwith state and district personnel within the classrooms to see the \ninstructional best practices that were going on in the areas of need \nthat needed to occur. From there, we developed that action plan \nand the roles that the state and the district and school were going to \ntake that were clear and concise and communicated, in addition to \nscheduling out, then, the next dates that the state would be back to \nprovide that support and when the district was going to be back to \nprovide that support.\n 02:13  Some of the challenges we faced in having different \nsupport systems in one school, and making sure the amount of people \nwere on the same page, was communication and negotiation. The \ncommunication piece is important so that everyone is on the same \npage and understands the plan. Not only that, it\u2019s the nuts and the Debbie Cook\nPamela Craig\nDebbie Cook", "start_char_idx": 0, "end_char_idx": 2268, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7cf9cd95-17d5-4386-8e04-3ba93080af4b": {"__data__": {"id_": "7cf9cd95-17d5-4386-8e04-3ba93080af4b", "embedding": null, "metadata": {"page_label": "4", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2243c26b-9750-4968-8058-41580e52db6e", "node_type": "4", "metadata": {"page_label": "4", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3cf5b8b471a5a5aa037bffc9501d6e7ba49fb5674cb1f53e3592995845e38f98", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4696ff88-594a-4dcc-9282-4945a9f96df7", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "69cce3fb0361fb0288e11ab21b10a6ee435d0b20f969177e1aeb8a9b3b8f7ccb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2f3ec932-72b1-43d7-9ffa-281537f9f8c5", "node_type": "1", "metadata": {}, "hash": "49a44cebf1e30603310f4661176f35ebdccc2c2d8010d36cfd528a238a8aee5c", "class_name": "RelatedNodeInfo"}}, "hash": "7666d806cccf4a0a86a9c24cec9d281566e5d3b56411be035e1db1274551e378", "text": "4 of 5\nA State and District Partnership That Facilitates School Improvement\u2014 George S. Middleton High School, Floridabolts, and when it gets down to the nitty-gritty of working in those \nclassrooms, that even the vocabulary that the state and district were \nboth using were the same in order for everyone to understand what \ntheir role is and what their purpose is at that school and how to make \nthose changes.\n 02:48  Another piece of this is negotiating. When you bring a \nlarge group of people together with the state support and our \ndistrict support, you have a lot of people with different and varying \nopinions on what should occur based on what they saw and based on \nthe interviews. A lot of time was spent talking back and forth and \nnegotiating different perspectives and different views and things that \nneeded to occur based, quite frankly, on the expertise of the people \nthat were coming together to make sure that those support systems \nwere in place.\n 03:19  As a state coming in to a district with a very publicly \nidentified intervene school, our challenge was to develop relationships \nboth at the school and at the district so that they didn\u2019t see us as \nadversaries. We had to come in and help them understand that our role \nwas to serve as a knowledgeable \u201cother\u201d during conversations and to \nhelp them\u2014maybe guide some conversations, but to help them come \nup with the solutions, and then provide the support they needed in \nthe beginning to help them implement those solutions and continually \ndevelop systems so that they would constantly be reviewing and \nmaking changes as things occurred.\n 04:03  The continued support the district has maintained in order to \nmake sure that Middleton remains successful and that the students are \ngetting everything that they need to be able to be college and career \nready, is making sure that our resources are not pulled just because \ntheir status has changed. And that has not occurred at all at Middleton. \nSo all those support systems and all of the money and resources that \nhave gone into Middleton to make it successful continues to occur to \nmake sure that those pieces are done.Pamela Craig\nDebbie Cook", "start_char_idx": 0, "end_char_idx": 2177, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2f3ec932-72b1-43d7-9ffa-281537f9f8c5": {"__data__": {"id_": "2f3ec932-72b1-43d7-9ffa-281537f9f8c5", "embedding": null, "metadata": {"page_label": "5", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "93062af3-738b-4546-b48d-560ef67e79a6", "node_type": "4", "metadata": {"page_label": "5", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dc61b7a2486e03f1ef142f55035e3e76adc518494bd1540471c48431eec94302", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7cf9cd95-17d5-4386-8e04-3ba93080af4b", "node_type": "1", "metadata": {"page_label": "4", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7666d806cccf4a0a86a9c24cec9d281566e5d3b56411be035e1db1274551e378", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a5f8327d-d44c-4d87-b972-955afa63f755", "node_type": "1", "metadata": {}, "hash": "bc5b9f85ff533b82d7ab03af5fd99e4edcd5a19a8c046a836574374a2c9c569e", "class_name": "RelatedNodeInfo"}}, "hash": "49a44cebf1e30603310f4661176f35ebdccc2c2d8010d36cfd528a238a8aee5c", "text": "5 of 5\nA State and District Partnership That Facilitates School Improvement\u2014 George S. Middleton High School, Florida 04:33  School improvement is the sum of all of its parts. So while we \nmight focus on differences in student achievement gains or attendance \nrates or culture, it\u2019s the sum of all those things and how they interact \nwith each other that make a difference, and that\u2019s what Middleton has \ndone extremely well.Pamela Craig\n Developed  at least in part with Federal funds from the U.S. Department of Education under contract number ED -PEP-11-C-0068.  The content \nof this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention o f trade names, \ncommercial products, or organizations imply endorsement by the U.S. Government. \nThis content is license d under a Creative Commons Attribution -NonCommercial -NoDerivatives 4.0 International License (CC BY -NC-ND 4.0).", "start_char_idx": 0, "end_char_idx": 940, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a5f8327d-d44c-4d87-b972-955afa63f755": {"__data__": {"id_": "a5f8327d-d44c-4d87-b972-955afa63f755", "embedding": null, "metadata": {"page_label": "1", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "92340634-795c-450a-a424-d004261e5274", "node_type": "4", "metadata": {"page_label": "1", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "636ec28259d0c2b7dd1942a172578b2631a6cda57acbb5b8c5af24bb537b761c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2f3ec932-72b1-43d7-9ffa-281537f9f8c5", "node_type": "1", "metadata": {"page_label": "5", "file_name": "a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_path": "openaipdf\\a-state-and-district-partnership-that-facilitates-school-improvement.pdf", "file_type": "application/pdf", "file_size": 1099167, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "49a44cebf1e30603310f4661176f35ebdccc2c2d8010d36cfd528a238a8aee5c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b4866644-1c5e-47e4-aef4-95a3e981e5e1", "node_type": "1", "metadata": {}, "hash": "6278935485be7a7c42ff9124f54c6863d4cf1422281f44052a6787be20a23171", "class_name": "RelatedNodeInfo"}}, "hash": "bc5b9f85ff533b82d7ab03af5fd99e4edcd5a19a8c046a836574374a2c9c569e", "text": "Topic: Reducing Behavior Problems \nPractice: Collaborative Relationships\nHighlights\n\u2022 The principal at Harmony Hills explains the Collaborative Action Process (CAP) \nin place at her school.  This process allows teachers to get advice from a team \nof teachers and experts on dealing with specific behavior problems. \n\u2022 Teachers at Harmony Hills perform a series of steps during the CAP process: \nproblem identification, problem analysis, intervention planning and \nimplementation, and monitoring and evaluation.\n\u2022 The principal discusses how teachers at Harmony Hills do not feel alone when \ndealing with behavior problems in the classroom.  There is always a team of \npeople to help teachers solve the problem when they feel they have done all \nthey can on their own. \nAbout the Site\nHarmony Hills Elementary School\nSilver Springs, MDAudio\nFull DeTAils AnD TRAnsCRiPT  \nA System for Teacher Collaboration to \nReduce Behavior Problems \nHarmony Hills Elementary School, Maryland \u2022 April 2009", "start_char_idx": 0, "end_char_idx": 989, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b4866644-1c5e-47e4-aef4-95a3e981e5e1": {"__data__": {"id_": "b4866644-1c5e-47e4-aef4-95a3e981e5e1", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0cd70883-0f8d-4256-a4f8-3c7c0de41559", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fe5336deb25433ea52273964b0370dcc2d8e8f6728661566b1799ccd799df501", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a5f8327d-d44c-4d87-b972-955afa63f755", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bc5b9f85ff533b82d7ab03af5fd99e4edcd5a19a8c046a836574374a2c9c569e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e2f63b5d-2723-49b1-ba32-1221c8ed6a78", "node_type": "1", "metadata": {}, "hash": "7a8ee8ab3245f4389162e938edbf5b9a15c11d92057cc04e603f56427c3c237b", "class_name": "RelatedNodeInfo"}}, "hash": "6278935485be7a7c42ff9124f54c6863d4cf1422281f44052a6787be20a23171", "text": "A System for Teacher Collaboration to Reduce Behavior Problems\nHarmony Hills Elementary School, Maryland\nDemographics\n62% Hispanic\n25% Black\n7% White\n7% Asian\n80% Free or Reduced-Price Lunch\n47% English Language Learners\n8% Special Education\nHarmony Hills elementary school maintains a positive and safe school environment using the following \npractices:\n\u2022 A Collaborative Action Process (CAP) aimed to build capacity of general education teachers to help \nstudents with behavior problems that impact their learning;\n\u2022 A discipline plan posted on the school website that clearly states the rights and responsibilities of \nstudents, parents, teachers, and the principal in maintaining a safe school environment; and\n\u2022 Positive reinforcement of responsible and appropriate behaviors through immediate praise, peer \nrecognition, classroom awards, and schoolwide recognition. \nFull Transcript\nMy name is Robin Weaver. I\u2019m the Principal at Harmony Hills Elementary School in Montgomery County, \nMaryland.\nit was very important that we have a schoolwide program to help us with children who were struggling with \nsocial skills or behavioral skills and that was negatively impacting their ability to learn. \nWe are working on what we call the Collaborative Action Process. Each grade level, kindergarten, first, \nsecond, third, fourth, and fifth, identifies one of the general education teachers to be a Collaborative Action \nProcess\u2014and i am going to call that CAP . The CAP coach is a volunteer from the team to get additional \ntraining and to help the team and facilitate meetings when they\u2019re talking about individual children. W e\u2019ve \nfound it incredibly successful in keeping children out of special education and engaging students in the \nlearning process. \nIn the beginning of the year, teachers, they may find a child in the month of September who begins to \nstruggle with the classroom procedures or the learning, and the acting out may begin. The classroom \nteacher works to identify some strategies and some interventions on his or her own. And after four to six \nweeks, if they\u2019re still struggling, the teacher may say, \u201cI need more help than I can do on my own,\u201d and \nshe\u2019ll say to her grade-level CAP coach, \u201cI would like to have some help. Can we put my child on to the \nagenda for next month\u2019s meeting?\u201d  Between the time when she asks to get her child on to the agenda and", "start_char_idx": 0, "end_char_idx": 2383, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e2f63b5d-2723-49b1-ba32-1221c8ed6a78": {"__data__": {"id_": "e2f63b5d-2723-49b1-ba32-1221c8ed6a78", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a699a96d-b872-41dd-bf7c-c9f43cd0bb8b", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8727a39db05f1efe42fd46f6f0d6e97c6344482ae240f87480d6cbc5aee8f272", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b4866644-1c5e-47e4-aef4-95a3e981e5e1", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6278935485be7a7c42ff9124f54c6863d4cf1422281f44052a6787be20a23171", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "833a2280-9320-4734-8981-32711b21165b", "node_type": "1", "metadata": {}, "hash": "38a25fa77aae8a46130b44a2692a2037ec8dca24bd187951ad7933f34d73110f", "class_name": "RelatedNodeInfo"}}, "hash": "7a8ee8ab3245f4389162e938edbf5b9a15c11d92057cc04e603f56427c3c237b", "text": "A System for Teacher Collaboration to Reduce Behavior Problems\nHarmony Hills Elementary School, Maryland\nwhen the child is actually talked about at the team meeting, the classroom teacher must review the health \nfile, the cumulative file, and the confidential file if there is one, and the teacher must contact and meet \nwith the child\u2019s parent to talk about the concerns that she\u2019s seeing and the help that she is going to try and \nget from her teammates. \nEach grade-level team consists of the general education teachers, one special education teacher, one English \nlanguage\u2014we call them ESOL teachers, teachers for Speakers of Other Languages. And the first step that \nthe team does is they have the child on the agenda; they review the student\u2019 s profile\u2014what the information \nthat the teacher found from all of the folder reviews and maybe talking to the nurse, and they talk about \nthe behaviors that they see. The teacher begins to diagnose where does the problem occur, what triggers \na problem, and what kind of strategies has she tried already. And then the team designs the goals for that \nparticular child. \nMost children are in the CAP process for eight to ten months. We ask a teacher to try a strategy for four to \nsix weeks. And with help, whether it\u2019s from an administrator, a guidance counselor, or a special ed teacher, \nthere are other people, reading specialists, who can help the teacher implement the goals and to monitor \nwhether or not the child is responding to the strategies that we\u2019ve put in place. \nThe results of the program have been remarkable. Many of the children with behavior issues that impact \nlearning can be addressed if there is a team of general education teachers who they know , who care about \nthem and help them setting goals and monitoring the goals and changing goals if you need to. And the most \nremarkable result we\u2019ve gotten is the reduction of children with special education labels when, in fact, the \nchild had a behavior issue rather than a special education issue and we could get a good response to our \nplan and the child was able to shift.", "start_char_idx": 0, "end_char_idx": 2100, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "833a2280-9320-4734-8981-32711b21165b": {"__data__": {"id_": "833a2280-9320-4734-8981-32711b21165b", "embedding": null, "metadata": {"page_label": "1", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "53490a5c-697d-45f9-b980-5256e5ee914c", "node_type": "4", "metadata": {"page_label": "1", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "80bbbe9ce087931ae13c5619d7221953a73003fa128c886660c4f89aedb1e0f3", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e2f63b5d-2723-49b1-ba32-1221c8ed6a78", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_path": "openaipdf\\a-system-for-teacher-collaboration-to-reduce-behavior-problems.pdf", "file_type": "application/pdf", "file_size": 167935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7a8ee8ab3245f4389162e938edbf5b9a15c11d92057cc04e603f56427c3c237b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2ee3f1a0-2f3c-4307-a3f4-22254dfcd009", "node_type": "1", "metadata": {}, "hash": "7de0eac0152f94d7d47743b3102d499320e1fa1a189b3b7fa788e32249fcaf6d", "class_name": "RelatedNodeInfo"}}, "hash": "38a25fa77aae8a46130b44a2692a2037ec8dca24bd187951ad7933f34d73110f", "text": "http:// dww.ed.gov \n1 of 4\u2002\u2002AUDIO\n4:36 min \nFull\u2002Details\u2002and\u2002 TranscriptA\u2002Teacher\u2019s\u2002Perspective:\u2002\nHow\u2002to\u2002Use\u2002the\u2002\nPractice\u2002Guide\nLaurie\u2002Thompson,\u2002M.A. \u2002\nFebruary 2011\nDEVELOPING \u2002EFFECTIVE \u2002FRACTIONS \u2002INSTRUCTION\u2002\nFOR\u2002K-8\nFRACTIONS \u2002AS\u2002NUMBERS\n \u00bbLaurie Thompson talks about her role as the voice of the teacher \non the expert panel.\n \u00bbShe suggests that teachers look at the guide by turning to the \nfraction practice associated with their grade level.\n \u00bbShe highlights features of the guide of interest to teachers, \nincluding the visual representations and examples and the \nroadblocks and practical solutions.\n \u00bbThompson focuses on the guide\u2019s emphasis on number lines, and \nshe relates how she became a fan of teaching with number lines \nas a teacher. She relates an incident in which she was surprised \nthat her students had not grasped some basic concepts about the \nequivalence of fractions and how she used a number line to help \nthem understand fractions as numbers.\nLaurie Thompson, M.A., has ten years of experience as an elementary \nteacher and math resource teacher. Her experience includes teaching \nfirst, third, fourth, and fifth grades in Carroll County, Maryland; \nLoudon County Public Schools, Virginia; and Katy Independent School Topic\nPractice\u2002\nHighlights\nAbout\u2002the\u2002Interviewee", "start_char_idx": 0, "end_char_idx": 1298, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2ee3f1a0-2f3c-4307-a3f4-22254dfcd009": {"__data__": {"id_": "2ee3f1a0-2f3c-4307-a3f4-22254dfcd009", "embedding": null, "metadata": {"page_label": "2", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4fa96a02-7ba0-4297-9d18-5c4e14dd0703", "node_type": "4", "metadata": {"page_label": "2", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "253e378fdc123c6b0003c67a654042fe5c26121ee932952fe6432c91a2aecd3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "833a2280-9320-4734-8981-32711b21165b", "node_type": "1", "metadata": {"page_label": "1", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "38a25fa77aae8a46130b44a2692a2037ec8dca24bd187951ad7933f34d73110f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "966b0653-ca5c-4697-98cd-cf9c847d23af", "node_type": "1", "metadata": {}, "hash": "27230c8845af738d331b01be8d0f40c8ef1776025b716d87487ecc69c18ab198", "class_name": "RelatedNodeInfo"}}, "hash": "7de0eac0152f94d7d47743b3102d499320e1fa1a189b3b7fa788e32249fcaf6d", "text": "http://dww.ed.gov \n2 of 4 A\u2002Teacher\u2019s\u2002Perspective:\u2002How\u2002to\u2002Use\u2002the\u2002Practice\u2002Guide \u2014Laurie Thompson, M.A.District, Texas. As an elementary math resource teacher in Loudon \nCounty, Thompson worked with elementary math teachers to team-\nteach lessons, organize guided instructional centers, and conduct \nsmall-group instruction. In this role, she also developed and evaluated \nmathematics lessons and materials for kindergarten through fifth-\ngrade classrooms. She has served as a mentor and team leader for new \nteachers and participated in professional learning communities.\n 00:05\u2002My name is Laurie Thompson, and I was a practitioner on the \npanel. My role was to be the voice of the teacher. I have ten years of \nteaching experience in both primary and intermediate, and I was a \nmath coach as well. \n 00:18\u2002If were given this guide as a teacher, I would look right at the \nrecommendations and see that they work from a primary level up to a \nmiddle school level. And I would first find which area actually fits the \ngrade level that I am teaching. \n 00:32\u2002So if I were an intermediate teacher, I would probably look at \nrecommendations 2 and 3, which focus on the use of a number line and \nthe computation parts of fractions. I feel like we did a really good job \nof picking up things that are obvious stumbling blocks for teachers. \n 00:50\u2002There are so many times when it\u2019s easy to say, \u201cYeah, this \nis great, but how am I actually going to make this work in my room?\u201d \nWhen I would look at this guide, I would say the big things that jump \nout at me as a teacher are that fractions are numbers. Thinking \nthrough fractions with number sense is a really big idea that this guide \nfocuses on. \n 01:13\u2002The other thing I think that was huge is just the importance \nof using the number line. I can\u2019t stress enough what an eye-opener it \nwas for me as a teacher to put the number line in front of my kids and \nhave them try to place fractions on the number line. That was one of \nthe most memorable lessons I have taught as a teacher. Full\u2002Transcript", "start_char_idx": 0, "end_char_idx": 2047, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "966b0653-ca5c-4697-98cd-cf9c847d23af": {"__data__": {"id_": "966b0653-ca5c-4697-98cd-cf9c847d23af", "embedding": null, "metadata": {"page_label": "3", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "812c968b-7dfc-4a19-b371-fa26ac1b604c", "node_type": "4", "metadata": {"page_label": "3", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "10181fffcc88bb4d0cad762bf29ff949896a7fa6b19e3f7001e11ae9afdb612c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2ee3f1a0-2f3c-4307-a3f4-22254dfcd009", "node_type": "1", "metadata": {"page_label": "2", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7de0eac0152f94d7d47743b3102d499320e1fa1a189b3b7fa788e32249fcaf6d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1d2567ac-6a5d-49c3-8d16-ef4b9e5b70ef", "node_type": "1", "metadata": {}, "hash": "ce521ffe2e83803d661b020d0d32471b610c3b0b83118cbc1ddedbfd1bc7012e", "class_name": "RelatedNodeInfo"}}, "hash": "27230c8845af738d331b01be8d0f40c8ef1776025b716d87487ecc69c18ab198", "text": "http://dww.ed.gov \n3 of 4 A\u2002Teacher\u2019s\u2002Perspective:\u2002How\u2002to\u2002Use\u2002the\u2002Practice\u2002Guide \u2014Laurie Thompson, M.A. 01:32\u2002I vividly remember the first time I discovered the importance \nof using a number line with my students. I had already finished \nteaching my fractions unit. They took their assessments, they all \ndid great, and then one of our next objectives in our curriculum \nwas decimals. So, many teachers often think of that as a completely \nseparate entity. However, that\u2019s something that this guide also \nencourages, is to think of fractions and decimals together and the \nrelationship that those numbers have. Part of the curriculum for us was \nto compare equivalent fractions and decimals. So I decided, well, I will \nput up this number line and will plot some decimals on the number line \nand then I\u2019ll throw in some fractions and then they\u2019ll go back and put \nthem on there and it will be a great lesson. \n 02:17\u2002I gave them a fraction, three-fourths, and they put it \nbetween the three and the four. So we had this extensive discussion \nabout where are we going to put this number, does it make sense \nto go in between the three and the four. If we have three-fourths \nof something does that mean we have three wholes? Does it mean \nwe have four wholes? What does the number three-fourths even \nmean? And this conversation literally took 45 minutes for us to talk \nthis through. And we ended up going with the example of a cake\u2014\nunfortunately, we often think of food when we think of fractions. But \nwe talked about, if we had three-fourths of a cake, does that mean \nwe had three cakes? Well, no, so we can\u2019t put it on the number three. \nDoes it mean we have four cakes? No, we can\u2019t put it on the number \nfour. So if we ate three-fourths of a cake, where would we put this? \nAnd so we finally ended up with the question, well, is it more than \none cake that we have? No, so then we knew we had to be less than \none, and that was when it really started to click\u2014oh, three-fourths is \nnot even a whole, one whole. So then we were able to place it on the \nnumber line in between the zero and the one. \n 03:32\u2002I believe that the greatest thing you can learn by using a \nnumber line is it assesses students\u2019 ability to see fractions as numbers \nand see what fractions\u2019 role is in the number system.", "start_char_idx": 0, "end_char_idx": 2300, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1d2567ac-6a5d-49c3-8d16-ef4b9e5b70ef": {"__data__": {"id_": "1d2567ac-6a5d-49c3-8d16-ef4b9e5b70ef", "embedding": null, "metadata": {"page_label": "4", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8b52f882-39d8-4d07-bf13-33fe2a765833", "node_type": "4", "metadata": {"page_label": "4", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "aaa56207bd8f62a84df0cad47a864366092adda1e408ad10b45be2e8fe2ba7ea", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "966b0653-ca5c-4697-98cd-cf9c847d23af", "node_type": "1", "metadata": {"page_label": "3", "file_name": "a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_path": "openaipdf\\a-teachers-perspective-how-to-use-the-practice-guide.pdf", "file_type": "application/pdf", "file_size": 863035, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "27230c8845af738d331b01be8d0f40c8ef1776025b716d87487ecc69c18ab198", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b3e74583-80c2-471e-8e5d-7ee59a81069c", "node_type": "1", "metadata": {}, "hash": "6e4bb9e619e4730811085e1ea56bbf2b15c45250a3bfc705d6297e9938b66b50", "class_name": "RelatedNodeInfo"}}, "hash": "ce521ffe2e83803d661b020d0d32471b610c3b0b83118cbc1ddedbfd1bc7012e", "text": "http://dww.ed.gov \n4 of 4 A\u2002Teacher\u2019s\u2002Perspective:\u2002How\u2002to\u2002Use\u2002the\u2002Practice\u2002Guide \u2014Laurie Thompson, M.A. 03:45\u2002Another beneficial piece to the Practice Guide is the figures \nor examples of children\u2019s work that we have used, particularly in \nrecommendation 3, where we are discussing the importance of \ncomputation. I think it\u2019s a great starting point for teachers to see that \nyou can give them visuals to help them understand the algorithms \nbefore you actually move in to just teaching the algorithms. And I think \nthis is beneficial for both students and teachers to see the thinking \nbehind how the algorithms work. Why does one-half plus one-third \nequal five-sixths. The visuals here really help you as a teacher explain \nthis and have your children truly understand it.", "start_char_idx": 0, "end_char_idx": 775, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b3e74583-80c2-471e-8e5d-7ee59a81069c": {"__data__": {"id_": "b3e74583-80c2-471e-8e5d-7ee59a81069c", "embedding": null, "metadata": {"page_label": "1", "file_name": "accelerated-algebra.pdf", "file_path": "openaipdf\\accelerated-algebra.pdf", "file_type": "application/pdf", "file_size": 151799, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": 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{"node_id": "be30ef13-6254-4d1c-b3ca-50d0ba9aae7d", "node_type": "1", "metadata": {}, "hash": "c0d98b0345b2fbd3e27fe112a9ee15b71f56dbb4603d4f82949a320e3b576569", "class_name": "RelatedNodeInfo"}}, "hash": "6e4bb9e619e4730811085e1ea56bbf2b15c45250a3bfc705d6297e9938b66b50", "text": "Topic: National Math Panel: Major Topics of School Algebra \nPractice: Multiple Paths\nHighlights\n\u2022 Reasons for Honors Algebra\n\u2022 Selection of students for Honors Algebra\n\u2022 Topics in an Honors Algebra course\n\u2022 Types of problems in Honors Algebra\n\u2022 Expectations of students in Honors Algebra\n\u2022 Next courses for students after Honors Algebra\nAbout the Site\nHenry Wadsworth Longfellow Middle School\nFalls Church, VA\nDemographics \n66% White\n19% Asian\n7% Hispanic\n5% OtherAudio\nFull DETAilS AND TRANScRiPT  \nAccelerated Algebra\nHenry Wadsworth longfellow Middle School, Virginia\nNovember 2008", "start_char_idx": 0, "end_char_idx": 584, "text_template": 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"c0d98b0345b2fbd3e27fe112a9ee15b71f56dbb4603d4f82949a320e3b576569", "text": "Accelerated Algebra \u2014Henry Wadsworth Longfellow Middle School, Virginia\n3% Black\n7% Free or Reduced-Price lunch\n6% English language learners\n11% Special Education\nLongfellow Middle School has a reputation of academic excellence, recognized nationally in the fields of \nmathematics and instrumental music and named in the top 5% of the state\u2019s schools by Virginia\u2019s governor. \nFeatures of how mathematics is taught at longfellow:\n\u2022  Rigorous requirements in all mathematics courses,\n\u2022  leveled courses include at grade 7: Math, Honors and Algebra i; at grade 8: Algebra Readiness, \nAlgebra i Honors, Geometry Honors, \n\u2022  Math for Success after-school program for extra support for all students and Power Math semester-\nlong course for small group of students to support them in regular math courses,\n\u2022  computerized pre-algebra modules used to help individual skill practice based on student needs, \n\u2022  Routine use of peer explanation of approaches to problems, \n\u2022  courses for acceleration of gifted students in mathematics, and\n\u2022  Algebra Boot camp to prepare incoming Honors Algebra i students for the content and expectations of \nthe class. \nFull Transcript\ni\u2019m Barbara Burnett. i\u2019m an Honors Math teacher at longfellow Middle School in Falls church, Virginia. The \nHonors Algebra course at longfellow Middle School has been in effect since i arrived in 1985, and the reason \nis there are some people \u2014students that need more challenge than the Algebra course. This course is for the \nstudents that pick things up really fast and they want the extra challenge. if the student has higher level \nthinking skills, it shows beyond just plain computational skills, then they are encouraged to go into Honors \nAlgebra. i have been teaching this course for probably 15 years, and i have had both the seventh grade \nclasses, the eighth grade classes, and mixtures of seventh and eighth graders in this class. \nThe Honors Algebra course takes all of the topics of the regular course and then just goes much deeper \nwith them. The requirement is that the students be able to use the Ti-83 calculator and plug ABc from \nthe quadratic equation into the quadratic formula. What I do is first they can factor anything that\u2019 s an x2 \nequation. Then they can do the square-root method on any kind of equation that doesn\u2019t have a middle \nterm. Then they have to complete the square. And after that, i have them derive the quadratic formula by \ncompleting the square. i bring in interesting things that they can do that extend the objectives that are part \nof our curriculum. i bring in analogies and math problems out of the GRE and the SAT prep. \ni\u2019m trying to build on the core curriculum, and so the core curriculum obviously has fractions and integers in", "start_char_idx": 0, "end_char_idx": 2744, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d68bce90-81f8-46ce-a511-eac6e91173c6": {"__data__": {"id_": "d68bce90-81f8-46ce-a511-eac6e91173c6", "embedding": null, "metadata": {"page_label": "3", "file_name": "accelerated-algebra.pdf", "file_path": "openaipdf\\accelerated-algebra.pdf", "file_type": "application/pdf", "file_size": 151799, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "65f55cd5-f9cc-4721-8a63-da5a85622c00", "node_type": "4", "metadata": {"page_label": "3", "file_name": "accelerated-algebra.pdf", "file_path": "openaipdf\\accelerated-algebra.pdf", "file_type": "application/pdf", "file_size": 151799, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f99603580a2d1469c2b3a6f1dca04683a4bae463f4d1b5b0961180055e565980", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "be30ef13-6254-4d1c-b3ca-50d0ba9aae7d", "node_type": "1", "metadata": {"page_label": "2", "file_name": "accelerated-algebra.pdf", "file_path": "openaipdf\\accelerated-algebra.pdf", "file_type": "application/pdf", "file_size": 151799, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c0d98b0345b2fbd3e27fe112a9ee15b71f56dbb4603d4f82949a320e3b576569", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2abaae5a-7f3b-4198-b54f-b409f503e0a2", "node_type": "1", "metadata": {}, "hash": "5046cb219e73ce4b2424208ed36e4efb678a8c7a281004fcda45c8c37d64bb38", "class_name": "RelatedNodeInfo"}}, "hash": "be157bef3abfae64e035e4e67b1a51acf64c3baa90ca95ddd479706e0b6b0d16", "text": "Accelerated Algebra \u2014Henry Wadsworth Longfellow Middle School, Virginia\nit. Well, rather than reviewing fractions and integers, per se, my primary equations\u2014three and four-step and \nfive-step equations\u2014involve fractions and integers. I also spend more time than a core curriculum teacher \nwould in applying these things to word problems. \ni have very high expectations. i have students come back to me all the time and tell me how they are doing \nin high school math, and they all say, \u201cOh, we had such a great grounding here.\u201d  \nAfter the students leave us for Honors Algebra, they take Honors Geometry. They usually then go to Honors \nAlgebra ii, Trig. Then, by the time they are a junior or a senior, they are taking Bc calculus. Now, the ones \nthat are taking Bc calculus as juniors, then take Multivariable calculus as seniors. These students that \ntake our Honors Algebra definitely get high school credit because it\u2019s a more rigorous course than the ninth \ngraders are taking, because the ninth graders taking Algebra in the high school are coming out of our Math 7 \nand Math 8 program; whereas these kids getting this highly enriched program get a stronger course, and they \ndefinitely get high school credit for it. This group of kids that are selected for Honors Algebra Accelerated \nare here because they need the challenge to keep involved in algebra and keep involved in mathematics.", "start_char_idx": 0, "end_char_idx": 1396, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2abaae5a-7f3b-4198-b54f-b409f503e0a2": {"__data__": {"id_": "2abaae5a-7f3b-4198-b54f-b409f503e0a2", "embedding": null, "metadata": {"page_label": "1", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "22b9b7ac-4619-4916-b253-bef417988c4f", "node_type": "4", "metadata": {"page_label": "1", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "257684063131d5b7e91e0fe6de0ce09d92d03d7e7b7cf9e159c7037ef1c728b3", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d68bce90-81f8-46ce-a511-eac6e91173c6", "node_type": "1", "metadata": {"page_label": "3", "file_name": "accelerated-algebra.pdf", "file_path": "openaipdf\\accelerated-algebra.pdf", "file_type": "application/pdf", "file_size": 151799, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "be157bef3abfae64e035e4e67b1a51acf64c3baa90ca95ddd479706e0b6b0d16", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "60c594f7-2fdd-4077-b972-600025691771", "node_type": "1", "metadata": {}, "hash": "3d7c51517e366ac6c65a98f873cc7ce6e13ae26860722b9307f6026eb1a936f2", "class_name": "RelatedNodeInfo"}}, "hash": "5046cb219e73ce4b2424208ed36e4efb678a8c7a281004fcda45c8c37d64bb38", "text": "Topic: Turning Around Chronically Low-Performing Schools \nPractice: Focus on Instruction\nHighlights\n\u2022 To turn their school around, the administration focused on standards and data \nand returned to academic basics.\n\u2022 The school created school-wide assessments to monitor student progress and \nensure that curriculum was being administered consistently.\n\u2022 The school focused on language arts instruction and writing skills.\n\u2022 Curriculum maps incorporated academic standards. A \u201cstudent study team\u201d \nintervention brainstormed on best practices for individual students.\nAbout the Sites\nEdgemont Elementary School\nMoreno Valley, CA\nDemographics\n84% Hispanic\n10% Black\n4% WhiteAudio\nFULL DETAILS AND TRANSCRIPT  \nAdditional Goals for Improving Instruction\nEdgemont Elementary School, California \u2022 June 2008\nJackson Elementary School, California \u2022 June 2008", "start_char_idx": 0, "end_char_idx": 850, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "60c594f7-2fdd-4077-b972-600025691771": {"__data__": {"id_": "60c594f7-2fdd-4077-b972-600025691771", "embedding": null, "metadata": {"page_label": "2", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "77c4574d-efcb-4b28-91a9-437f8b5ebbaf", "node_type": "4", "metadata": {"page_label": "2", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "09a88c5b88b839d2f26597fb97c81f45e7df02a9c8b4a58d46d25dca0ffbcbdd", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2abaae5a-7f3b-4198-b54f-b409f503e0a2", "node_type": "1", "metadata": {"page_label": "1", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5046cb219e73ce4b2424208ed36e4efb678a8c7a281004fcda45c8c37d64bb38", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d0fd353f-0037-4c0b-a98c-9768281ae47e", "node_type": "1", "metadata": {}, "hash": "49d0a572c74066a9b8f0a0890d8749e55841f67ff3f78a6f9bf412c91cd5ea37", "class_name": "RelatedNodeInfo"}}, "hash": "3d7c51517e366ac6c65a98f873cc7ce6e13ae26860722b9307f6026eb1a936f2", "text": "Additional Goals for Improving Instruction\nEdgemont Elementary School, California and Jackson Elementary School, California\n1% Asian \n95% Free or Reduced-Price Lunch\n68% English Language Learners \n3% Special Education \nThe current principal started in this role in 2005 and began to extend the strategies for school turnaround \nthat the previous principal put in place. She developed a strong core of teacher-leaders who supported the \nimprovement efforts. Key actions taken were:\n\u2022 Embed teacher training into the school day\n\u2022 Work closely with the school leadership team\n\u2022 Present parents with data on their child\u2019s progress\n\u2022 Put a full-time counselor in place\n\u2022 Train teachers with a set of model lessons\n\u2022 Establish professional learning communities\nJackson Elementary School\nSanger, CA\nDemographics\n81% Hispanic\n13% White\n4% Asian\n1% Black\n77% Free or Reduced-Price Lunch\n19% English Language Learners\n13% Special Education\nThe current principal came during the turnaround process and built on earlier successes to continue to \nimprove student achievement. He made several significant changes:\n\u2022  Helped teachers understand all students can learn\n\u2022  Developed a three-tier intervention program for the school\n\u2022  Established a leadership team\n\u2022  Focused on strong staff communications\n\u2022  Implemented strategies to provide explicit instruction with an ongoing assessment plan\n\u2022  Increased opportunities for teacher learning\n\u2022  Redeployed, reassigned, and terminated teachers", "start_char_idx": 0, "end_char_idx": 1478, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d0fd353f-0037-4c0b-a98c-9768281ae47e": {"__data__": {"id_": "d0fd353f-0037-4c0b-a98c-9768281ae47e", "embedding": null, "metadata": {"page_label": "3", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0af4abaf-0650-4b32-97c1-2a484a713bec", "node_type": "4", "metadata": {"page_label": "3", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "068f8478b86235321704a0419b1860d83ff7ef9ed65ec16388da4d06667141eb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "60c594f7-2fdd-4077-b972-600025691771", "node_type": "1", "metadata": {"page_label": "2", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3d7c51517e366ac6c65a98f873cc7ce6e13ae26860722b9307f6026eb1a936f2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b2411657-b2b7-45b1-9b7a-02819dc0da54", "node_type": "1", "metadata": {}, "hash": "bd452497ba6330a7ac8b884c2cfec4af4c6b2ec35e6afe3fa03d502318cce117", "class_name": "RelatedNodeInfo"}}, "hash": "49d0a572c74066a9b8f0a0890d8749e55841f67ff3f78a6f9bf412c91cd5ea37", "text": "Additional Goals for Improving Instruction\nEdgemont Elementary School, California and Jackson Elementary School, California\nFull Transcript\nMelissa Bazanos:  Hi, my name is Melissa Bazanos. I\u2019m the principal of Edgemont Elementary School in \nMoreno Valley Unified School District.\nBrad Huebert:  My name is Brad Huebert. I am the principal at Jackson Elementary in Sanger , California.\nBazanos:  When we were determining our areas of focus, we really looked at data. Data was our starting \npoint. We looked at the California Standards data. We looked at the California Standards test data. We \nlooked at the curriculum-embedded assessment data. We looked at trends in performance from one grade \nlevel to the next in a vertical format. We really looked at data to determine what were the areas that were \nthe weakest and what areas we really needed to improve before students could make growth in other areas.\nHuebert:  We had standards as the focus, but we had to get away from using the textbook as our focal \npoint and fitting in standards when we could. So we created curriculum maps that year that had all of the \nessential standards in terms of identifying essential standards. We then went and deconstructed each of \nthe standards into learning objectives and used those as our guiding points of our curriculum. We took the \ntextbook, which we had adopted, which was Houghton Mifflin, and we fit that into the standards education \nthat we had set in place at the time. So instead of using the textbook and fitting in standards when we \ncould or assuming the standards were there, we started with the standards and fit in the textbook when \nappropriate.\nBazanos:  One other area that we had done some research in, which didn\u2019t start at the very beginning of the \nturnaround process but then was later implemented\u2014it actually just started this past year, was school-wide \nwriting program. Teachers received training in writing. Teachers received graphic organizers for writing. We \nhad an outside consultant come in to provide training. We developed a school-wide writing ladder so that \neach grade level was responsible for certain components of writing. But the writing was a big component \nthat we saw we needed after we continued in the growth process.\nHuebert:  There were a few changes that I chose to make, first, in the area of instruction. We needed \nto focus on language arts more. Our scores were pretty good in mathematics, but we needed to focus \na lot more on language arts. So a substantial amount of time in our staff development meetings and in \nour professional learning communities [PLCs] were devoted to language arts standards and language arts \npractices. We just really focused on some core basic best practices, and basically those two being explicit \ndirect instruction in terms of addressing instructional effectiveness and then the idea of PLCs, making sure \nthat we had collaborative school environments happening. So we had what was working in the classroom \nand then having the teachers be able to come out and share what was working in the classroom or wasn\u2019t \nworking in the classroom to other teachers and to make sure that every minute we had we were spending in \nthe best possible way we could.", "start_char_idx": 0, "end_char_idx": 3234, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b2411657-b2b7-45b1-9b7a-02819dc0da54": {"__data__": {"id_": "b2411657-b2b7-45b1-9b7a-02819dc0da54", "embedding": null, "metadata": {"page_label": "4", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c73cc25d-1856-4950-be99-e3aa62fb8412", "node_type": "4", "metadata": {"page_label": "4", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "eddedae5a59da62196168882bf856e807a85cce2daeed99141939ab107c02ff1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d0fd353f-0037-4c0b-a98c-9768281ae47e", "node_type": "1", "metadata": {"page_label": "3", "file_name": "additional-goals-for-improving-instruction.pdf", "file_path": "openaipdf\\additional-goals-for-improving-instruction.pdf", "file_type": "application/pdf", "file_size": 141467, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "49d0a572c74066a9b8f0a0890d8749e55841f67ff3f78a6f9bf412c91cd5ea37", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "12199974-8e7a-44dc-ab46-8a5b2c177656", "node_type": "1", "metadata": {}, "hash": "3adf995b5621fbead5087e952d5a94b01d02aa2576a3ac4088f2604d3c97210a", "class_name": "RelatedNodeInfo"}}, "hash": "bd452497ba6330a7ac8b884c2cfec4af4c6b2ec35e6afe3fa03d502318cce117", "text": "Additional Goals for Improving Instruction\nEdgemont Elementary School, California and Jackson Elementary School, California\nBazanos:  Teachers, staff, and students have to believe in their ability to be successful. Strong committed \nleadership is a necessity. The principal has to be able to get into the trenches and know what the kids need \nand be visible, be out in the classrooms and really be a spokesperson and an advocate for the school as a \nwhole. Secondly, the teachers have to believe that all kids can learn. We don\u2019t accept any excuses; there \nare no reasons why students can\u2019t be successful. Everyone must have high expectations for their students \nregardless of demographics, the income level, prior experience, anything like that. The third thing would \nbe consistency in terms of curriculum, consistency in terms of staff development, consistency in terms \nof attitude. We really need everybody to be consistent in their instruction as well as consistent in their \nhandling of student discipline. Just consistency as a whole is very important.\nHuebert:  It\u2019s very important for the staff and the community to understand where it is we are going. I \nthink to establish long term success there needs to be a clearly defined vision. If everybody on my campus \ndidn\u2019t know what our focal point for coming to school everyday was, then we were never going to be able \nto achieve the student success that we have. Every staff member on campus needed to know that the most \nimportant thing that they understood about coming to work everyday was increasing student achievement. \nThat\u2019s it.", "start_char_idx": 0, "end_char_idx": 1597, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "12199974-8e7a-44dc-ab46-8a5b2c177656": {"__data__": {"id_": "12199974-8e7a-44dc-ab46-8a5b2c177656", "embedding": null, "metadata": {"page_label": "1", "file_name": "algebra-boot-camp.pdf", "file_path": "openaipdf\\algebra-boot-camp.pdf", "file_type": "application/pdf", "file_size": 167614, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", 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"bd452497ba6330a7ac8b884c2cfec4af4c6b2ec35e6afe3fa03d502318cce117", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9f94c1a7-6e91-4b6d-9800-cf4f2e13182d", "node_type": "1", "metadata": {}, "hash": "3a361430853f4cfd24f558056556f3c52dc476b1644805af345a487b02e0a45a", "class_name": "RelatedNodeInfo"}}, "hash": "3adf995b5621fbead5087e952d5a94b01d02aa2576a3ac4088f2604d3c97210a", "text": "Topic: National Math Panel: Major Topics of School Algebra \nPractice: Multiple Paths\nHighlights\n\u2022 Rationale for implementing Algebra Boot Camp\n\u2022 Algebra topics emphasized during week-long experience\n\u2022 Instructional pedagogy employed with students in Algebra Boot Camp\n\u2022 Grade-free assessments to ensure learning of concepts\n\u2022 Attainment of goals for Boot Camp students in Honors Algebra I class\n\u2022 Extending concept of Algebra Boot Camp during school year\nAbout the Site\nLongfellow Middle School\nFalls Church, VA\nDemographics\n66% White\n19% Asian\n7% Hispanic\n5% OtherAudio\nFull DETAIlS AND TRANSCRIPT  \nAlgebra Boot Camp \nLongfellow Middle School, Virginia \u2022 November 2008", "start_char_idx": 0, "end_char_idx": 670, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9f94c1a7-6e91-4b6d-9800-cf4f2e13182d": {"__data__": {"id_": "9f94c1a7-6e91-4b6d-9800-cf4f2e13182d", "embedding": null, "metadata": {"page_label": "2", "file_name": "algebra-boot-camp.pdf", "file_path": "openaipdf\\algebra-boot-camp.pdf", "file_type": "application/pdf", "file_size": 167614, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f587e50e-6f7a-4424-9760-d8f01adba8a1", "node_type": "4", "metadata": {"page_label": "2", "file_name": "algebra-boot-camp.pdf", "file_path": "openaipdf\\algebra-boot-camp.pdf", "file_type": "application/pdf", "file_size": 167614, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "586ff3c1b1a16bca6d84263dcdb920859c184f462c228947ea3814916f178303", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "12199974-8e7a-44dc-ab46-8a5b2c177656", "node_type": "1", "metadata": {"page_label": "1", "file_name": "algebra-boot-camp.pdf", "file_path": "openaipdf\\algebra-boot-camp.pdf", "file_type": "application/pdf", "file_size": 167614, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3adf995b5621fbead5087e952d5a94b01d02aa2576a3ac4088f2604d3c97210a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5c796129-9b29-48ca-b361-62d3e80054f8", "node_type": "1", "metadata": {}, "hash": "3097030727c05dd2c63196402fbc859ce941a75bfb211e0f534c9ce5e56e9afb", "class_name": "RelatedNodeInfo"}}, "hash": "3a361430853f4cfd24f558056556f3c52dc476b1644805af345a487b02e0a45a", "text": "Algebra Boot Camp \u2014Longfellow Middle School, Virginia\n3% Black\n7% Free or Reduced-Price lunch\n6% English language learners\n11% Special Education\nLongfellow Middle School has a reputation of academic excellence, recognized nationally in the fields of \nmathematics and instrumental music, and named in the top 5% of the state\u2019s schools by Virginia\u2019s governor. \nFeatures of how mathematics is taught at longfellow:\n\u2022  Rigorous requirements in all mathematics courses;\n\u2022  Honors, Geometry Honors;\n\u2022  Math for Success after-school program for extra support for all students and Power Math semester-\nlong course for small group of students to support them in regular math courses;\n\u2022  Computerized pre-algebra modules used to help individual skill practice based on student needs, \n\u2022  Routine use of peer explanation of approaches to problems;\n\u2022  Courses for acceleration of gifted students in mathematics; and\n\u2022  Algebra Boot Camp to prepare incoming Honors Algebra I students for the content and expectations of \nthe class. \nFull Transcript\nHello, this is Marie Pelosi, the Math Department Chair and Math 8 teacher at Longfellow Middle School in \nFalls Church, Virginia. Boot Camp Algebra is an algebra prep course primarily for Math 7 students who were \nrecommended by their teacher for Honors Algebra I in eighth grade. We started this Boot Camp two years \nago because our algebra teachers were finding that the Math 7 students\u2014our general ed. population\u2014were \nnot nearly as prepared for Algebra I as their peers who took Honors Math in seventh grade. The honors \nstudents already had so many of the algebra concepts that they were taught in the Math 7\u2014the Honors Math \n7 curriculum. But on the other side of that, our gen ed. students were basically being introduced to that \ninformation for the very first time. After the first quarter, we had many students transfer back to Math 8 \nbecause they just weren\u2019t ready for the algebra from the Math 7 classes. \nWe started the Boot Camp or the Algebra Prep course in the summer in order to get those kids up to speed \nand where they would be a little more prepared and feel a little bit more confident with their peers in \nSeptember. Parents were very happy about somebody offering something like this for their child and getting \nthem ready in preparing them for a high school course. The Algebra Prep Boot Camp is conducted here \nat Longfellow Middle School, and it went for one week for five days for four hours a day . The essential \nmathematic concepts that are the focus of the Boot Camp are introducing number systems or number sets, \norder of operations, using substitution principle to evaluate variable expressions, translating word phrases", "start_char_idx": 0, "end_char_idx": 2694, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5c796129-9b29-48ca-b361-62d3e80054f8": {"__data__": {"id_": "5c796129-9b29-48ca-b361-62d3e80054f8", "embedding": null, "metadata": {"page_label": "3", "file_name": "algebra-boot-camp.pdf", "file_path": "openaipdf\\algebra-boot-camp.pdf", "file_type": "application/pdf", "file_size": 167614, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "e0d1e237-a468-456d-8718-55070f6fb514", "node_type": "4", "metadata": {"page_label": "3", "file_name": "algebra-boot-camp.pdf", "file_path": "openaipdf\\algebra-boot-camp.pdf", "file_type": "application/pdf", "file_size": 167614, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "71c0f1925ad527946cbf349f87c316ab43db257df710548d470b7e0794b5b0fa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9f94c1a7-6e91-4b6d-9800-cf4f2e13182d", "node_type": "1", "metadata": {"page_label": "2", "file_name": "algebra-boot-camp.pdf", "file_path": "openaipdf\\algebra-boot-camp.pdf", "file_type": "application/pdf", "file_size": 167614, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3a361430853f4cfd24f558056556f3c52dc476b1644805af345a487b02e0a45a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "71bd6d72-05a4-4cc7-ba48-f16bc374a160", "node_type": "1", "metadata": {}, "hash": "30f958bdb51f6edf5feab203c8e08d48766a6741292e3e4b070dd1e77c2faf0a", "class_name": "RelatedNodeInfo"}}, "hash": "3097030727c05dd2c63196402fbc859ce941a75bfb211e0f534c9ce5e56e9afb", "text": "Algebra Boot Camp \u2014Longfellow Middle School, Virginia\ninto mathematical symbols, properties of real numbers, laws of exponents, combining like terms, solving \nmulti-step equations and literal equations, and then writing equations to solve word problems. Those are \nexactly what the algebra teachers have asked me to teach. The symbolism and the vocabulary that comes \nfrom these particular concepts really sets the tone for Algebra I. These are the important concepts that \nmake our students successful. \nThe instructional pedagogy used to present the concepts in the Boot Camp is basically direct teacher \ninstruction and student activities. I\u2019ll go through an explanation, I\u2019ll dipstick, asking questions, checking \nfor understanding as I go through it. We will practice whatever it was that I had taught or whatever I had \ndiscussed. And then, we will go over the problems that seem to be the common error for the group as a \nwhole. I may have them come up and teach what had been taught in the morning. W e also do interactive \nnotebooks to reflect what was taught, and then I look at those, and I comment on what they have done or \nwhere I think they are making mistakes and show them how to do it again. The Algebra Boot Camp is grade \nfree. What I usually will do are short, little, quick, informal assessments that let me know that, yes, they \ndid grasp the concept, they do have it, they can recall it from yesterday . They don\u2019t get a grade at the end \nof it because I don\u2019t want it to be threatening to them. It\u2019s something that I want them to enjoy. I want \nthem to feel like they can ask any type of questions and not feel belittled by anybody in the class. \nOur goal was to get 100 percent of the students who participated in the Algebra Prep course to get a grade \nof C or higher in Algebra Honors I, and we were successful. And we\u2019ve had 85 percent of the students earn \na final grade of B or higher. We had no student at any time transfer out of Algebra I and move down to Math \n8. Our algebra teachers have said that the students are so much better prepared, not only in math, but also \nin just the work habits and the expectations of what algebra is going to be. W e\u2019re actually going to extend \nthe Algebra Boot Camp into the school year. It\u2019s not mandatory; it\u2019s optional. But we felt that we wanted \nto do something for our students who were probably needing a little more enrichment than they are getting \nat this time in their Math 7 course and help them build that confidence, help them build that mathematical \nreasoning, and be able to compete with the Honors Math students who will also be in that Honors Algebra \nclass.", "start_char_idx": 0, "end_char_idx": 2648, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "71bd6d72-05a4-4cc7-ba48-f16bc374a160": {"__data__": {"id_": "71bd6d72-05a4-4cc7-ba48-f16bc374a160", "embedding": null, "metadata": {"page_label": "1", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2b0edabd-ce41-4827-82c3-7d92910ff6e0", "node_type": "4", "metadata": {"page_label": "1", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fdd094cc993df28ff565fd7b6e31b29d9697dbfaea5c519d3b3dfe17818820ee", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5c796129-9b29-48ca-b361-62d3e80054f8", "node_type": "1", "metadata": {"page_label": "3", "file_name": "algebra-boot-camp.pdf", "file_path": "openaipdf\\algebra-boot-camp.pdf", "file_type": "application/pdf", "file_size": 167614, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3097030727c05dd2c63196402fbc859ce941a75bfb211e0f534c9ce5e56e9afb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ba3c499b-707a-436b-9c5e-3f471348a487", "node_type": "1", "metadata": {}, "hash": "f7393e7c36f9f57f9e6cd0b4977facafc251cba7f6301f7822815349a8267794", "class_name": "RelatedNodeInfo"}}, "hash": "30f958bdb51f6edf5feab203c8e08d48766a6741292e3e4b070dd1e77c2faf0a", "text": "Topic: Increased Learning Time: Beyond the Regular School Day \nPractice: Evaluate Program\nHighlights\n\u2022 A district-level program supervisor, Lorri Bland, describes how district goals guide \nthe implementation and evaluation of an after-school program designed to enrich \nand to support academic improvement of students.\n\u2022 The interview highlights the importance of a structured and comprehensive \nevaluation that collects information from multiple sources.\n\u2022 Results from focused evaluation help program staff identify opportunities for \nprofessional development and program improvement.\nAbout the Site\nJohn C. Diehl Elementary School\nErie, PA\nDemographics\n44% Black\n39% White\n13% HispanicAudio\nFULL DETAILS AND TRANSCRIPT  \nAsking the Right Questions: Using District \nGoals to Assess Program Effects\nSchool District of the City of Erie, Pennsylvania \u2022 January 2010", "start_char_idx": 0, "end_char_idx": 864, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ba3c499b-707a-436b-9c5e-3f471348a487": {"__data__": {"id_": "ba3c499b-707a-436b-9c5e-3f471348a487", "embedding": null, "metadata": {"page_label": "2", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0f0b7480-f934-4146-8196-c965de55ba76", "node_type": "4", "metadata": {"page_label": "2", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "886a492153e9610ba02c0e9be0aadacac43bab2ab5bf7a09789761362c4e0090", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "71bd6d72-05a4-4cc7-ba48-f16bc374a160", "node_type": "1", "metadata": {"page_label": "1", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "30f958bdb51f6edf5feab203c8e08d48766a6741292e3e4b070dd1e77c2faf0a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7e7633ba-ef60-42c0-8415-470dfa9f4783", "node_type": "1", "metadata": {}, "hash": "6184aa3dcc7b79c46ea3c6ed629a0eb9e9616c51378126edd09bea15b269ffec", "class_name": "RelatedNodeInfo"}}, "hash": "f7393e7c36f9f57f9e6cd0b4977facafc251cba7f6301f7822815349a8267794", "text": "Asking the Right Questions: Using District Goals to Assess Program Effects\nSchool District of the City of Erie, Pennsylvania\n4% Asian \n86% Free or Reduced-Price Lunch \nJohn C. Diehl Elementary School operates on site the district\u2019s CHAMPS after-school program to help \nstudents from an economically disadvantaged background succeed in school and become responsible \ncitizens. The following strategies contributed to the program\u2019s success:\n\u2022 Alignment of after-school programming with school-day goals and curricula,\n\u2022 Classroom teachers staying after school to teach in the after-school program,\n\u2022 Identification of students for the after-school program based on their academic and behavior records,\n\u2022 Communicating to parents the importance and expectations of the after-school program,\n\u2022 Incorporating physical, social, and academic components in educational activities,\n\u2022 Maximizing attendance by following up on absent students and providing supports,\n\u2022 Using data to evaluate and continually improve the program.\nFull Transcript\nHi, I am Lorri Bland. I am the program supervisor at the CHAMPS Afterschool Program, in the Erie School \nDistrict, which is located in Erie, Pennsylvania, just off of Lake Erie. \nAs a district administrator for the CHAMPS program, I coordinate the CHAMPS requirements with the district \nbenchmarks and I also develop the staff development collaboration with community organizations and the \ndevelopment implementation of component activities. As a school district program, we have access to all \nstudent records and technology resources and our school, as a district, just implemented a new districtwide \ndata system this past year, which is just phenomenal. And myself and other administrators of the CHAMPS \nprogram have full access to that to see what all the students\u2019 records are and to create reports on that. \nThe evaluation of an after-school program is in many ways like creating a logic model or a rubric for a \nclass. Before you develop the plans, you need to know what your end goals are. You need to know, are you \nmeeting the student needs to help determine what practices are effective? You can look at some that might \nlook engaging and fun, but is it teaching the students, to determine the professional developmental needs. \nAnd we do a lot of staff development within our program with our site managers as well as our teachers, and \nwe would not know what to develop for that if we were not looking at our evaluation of the program. \nWe really look at our reports on an annual basis, sometimes on a monthly basis, to see if we are, in a \nsense, asking the right questions. We have a monthly site report itself that tells about the components, \nspecial events, best practices, any concerns. So that communicates to us what\u2019 s going on with the program \nactivities. We have the student attendance that is reported on a monthly basis and that includes both \nschool day attendance as well as program attendance. Then, of course, you have the hard evaluation, or", "start_char_idx": 0, "end_char_idx": 3010, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7e7633ba-ef60-42c0-8415-470dfa9f4783": {"__data__": {"id_": "7e7633ba-ef60-42c0-8415-470dfa9f4783", "embedding": null, "metadata": {"page_label": "3", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2f4b82ab-a5a6-4e8e-92d4-4fa35e50d9a7", "node_type": "4", "metadata": {"page_label": "3", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9905c592592970cc566584e22a8fa2baf76eaca17f488952584ce597c76e8999", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ba3c499b-707a-436b-9c5e-3f471348a487", "node_type": "1", "metadata": {"page_label": "2", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f7393e7c36f9f57f9e6cd0b4977facafc251cba7f6301f7822815349a8267794", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0b28df16-fec6-4433-ab34-923aceb12d8c", "node_type": "1", "metadata": {}, "hash": "e56ca1a6a35fa79a169469fdf722206a43eaca63821323cca6d2c6ba1a69d629", "class_name": "RelatedNodeInfo"}}, "hash": "6184aa3dcc7b79c46ea3c6ed629a0eb9e9616c51378126edd09bea15b269ffec", "text": "Asking the Right Questions: Using District Goals to Assess Program Effects\nSchool District of the City of Erie, Pennsylvania\nthe hard data, which is the student attendance, the student grade, both report card and state reports, and \nthat shows us, have we been effective? Are students improving in school attendance and their performance \nmeasures? Because it can all look good from the program stance, but are we being effective? And so then \nwe look at that hard data and say, \u201cOkay, even though this school looked like it was doing a really great job, \nthey seem to be losing a lot of kids or the kids are going down in grades. What do we need to do? And that\u2019s \nwhen we may talk to the principal or the curriculum directors in order to determine what steps do we need \nto take at a particular school to help improve whatever challenges they may be. \nTeachers also take ownership of specific components or activities, and along with the activity plan that they \nhave to complete to tell us what they are planning to do, we know that things don\u2019t always go as they had \nhoped they would. And so this year we also require that they complete a component report at the end of the \nmonth, and that component report tells us, did you meet the goals for that month? \nOur little logo is that we engage, enrich, and educate. And so I guess that\u2019s how I can sum up CHAMPS in \nthose three words, and this new evaluation piece really shows that the activities are doing just that.", "start_char_idx": 0, "end_char_idx": 1471, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0b28df16-fec6-4433-ab34-923aceb12d8c": {"__data__": {"id_": "0b28df16-fec6-4433-ab34-923aceb12d8c", "embedding": null, "metadata": {"page_label": "1", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "41239781-06bd-4ae0-aaa2-99fa85d3b289", "node_type": "4", "metadata": {"page_label": "1", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cd31dd12f4f8356405943ee2bcdbbc2fa0f720eacc7e54ddec71ff9b36e4b6cb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7e7633ba-ef60-42c0-8415-470dfa9f4783", "node_type": "1", "metadata": {"page_label": "3", "file_name": "asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_path": "openaipdf\\asking-the-right-questions-using-district-goals-to-assess-program-effects.pdf", "file_type": "application/pdf", "file_size": 156927, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6184aa3dcc7b79c46ea3c6ed629a0eb9e9616c51378126edd09bea15b269ffec", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b5e194a7-3a39-4a23-a2cf-253f2a3903e5", "node_type": "1", "metadata": {}, "hash": "969286c765481e5ada7d3bf5b9e89f247af3e6032557bef67a3fb8c2ce89580d", "class_name": "RelatedNodeInfo"}}, "hash": "e56ca1a6a35fa79a169469fdf722206a43eaca63821323cca6d2c6ba1a69d629", "text": "Topic: Helping Students Navigate the Path to College\nPractice: Prepare Students Academically\nHighlights\n\u2022 The counselor at Crossland High School explains the importance of registering \nstudents for the right classes to prepare them for college.\n\u2022 The school uses student credit sheets to track students\u2019 progress with courses \ntaken and other requirements for graduation. Each year counselors sit down \nindividually with students to plan their academic program for that year .\n\u2022 Crossland High School communicates to parents and students that the school \nexpects every student to go to college.\n\u2022 Students that are performing at grade level take honors classes in ninth and tenth \ngrades. In eleventh grade all students take an SAT prep class. In the senior year, \nthe school expects all students to take an Advanced Placement class.\nAbout the Site\nCrossland High School\nTemple Hills, MD Audio\nFULL DETAILS AND TRANSCRIPT  \nAssigning Students to the Right Classes\nCrossland High School, Maryland  \u2022 March 2010", "start_char_idx": 0, "end_char_idx": 1009, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b5e194a7-3a39-4a23-a2cf-253f2a3903e5": {"__data__": {"id_": "b5e194a7-3a39-4a23-a2cf-253f2a3903e5", "embedding": null, "metadata": {"page_label": "2", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c7c76cb8-e8c7-41e3-95b0-7fa5b30dd7b3", "node_type": "4", "metadata": {"page_label": "2", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cc5004cad8485f6c577177a57c64876b140da561893543f6ed163649ceb4c87a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0b28df16-fec6-4433-ab34-923aceb12d8c", "node_type": "1", "metadata": {"page_label": "1", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e56ca1a6a35fa79a169469fdf722206a43eaca63821323cca6d2c6ba1a69d629", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a0542617-2c20-4e1e-87f0-d5c2e8a769e7", "node_type": "1", "metadata": {}, "hash": "ba484113336f790932141191698b47d50a4a3c74e8316811c7dc38c51aa2cb81", "class_name": "RelatedNodeInfo"}}, "hash": "969286c765481e5ada7d3bf5b9e89f247af3e6032557bef67a3fb8c2ce89580d", "text": "Assigning Students to the Right Classes \u2014Crossland High School, Maryland\nDemographics\n89% Black\n 8% Hispanic\n 2% Asian\n 1% White\n66% Free or Reduced-Price Lunch\n 7% English Language Learners\n 8% Special Education\nCrossland High School is a comprehensive public school that serves predominantly African American students \nand students from low-income families. Several key components drive the school\u2019 s success, including:\n\u2022 Offering a rigorous, traditional comprehensive program along with a technical academy;\n\u2022 Collecting and reviewing achievement data to make student-level decisions;\n\u2022 Communicating frequently with students, parents, and staff;\n\u2022 Providing students with a disciplined and safe learning environment;\n\u2022 Implementing a college-going culture and providing supports to help students attend and succeed in \ncollege; and\n\u2022 Providing direct assistance to students and their families in applying, being accepted, and \ntransitioning to college.\nFull Transcript\nMy name is Brenda Harmon. I am the Counseling Department chair at Crossland High School.\nWhen the students enter in ninth grade, the counselor is responsible to go to the eighth grade before they \neven come through the door and have articulation meetings with the parents and the teachers and the \nstudents. We do evening visitations, and then we go back and register the students. We make it very clear at \nthat time that Crossland High School expects you to go to college. \nEvery year a counselor sits down individually with the student to review their grade point average, the \ncredits that they have already earned, the course options for that year , whether or not they need to make \nany behavioral or academic changes such as tutoring, improve their attendance. And then we go ahead and \nlook at the course work that they will be scheduled in for the next year . \nWe do have an individual learning plan form that we use with every student; we review it every year. That \nform asks the student: What would you like to study in college? What would you like to be when you grow \nup? Let\u2019s talk about what you need to do in school to attain that goal and what you need to do outside of \nschool, just general interest, to attain that goal and how you can do that.", "start_char_idx": 0, "end_char_idx": 2238, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a0542617-2c20-4e1e-87f0-d5c2e8a769e7": {"__data__": {"id_": "a0542617-2c20-4e1e-87f0-d5c2e8a769e7", "embedding": null, "metadata": {"page_label": "3", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b592c591-9a62-47d5-8b44-5eedf48c9bb7", "node_type": "4", "metadata": {"page_label": "3", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "681f9ac09ec8e5026279e78a4234fbdd89dd27722823b24f350a7c637b90ee9f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b5e194a7-3a39-4a23-a2cf-253f2a3903e5", "node_type": "1", "metadata": {"page_label": "2", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "969286c765481e5ada7d3bf5b9e89f247af3e6032557bef67a3fb8c2ce89580d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cf56488d-1ada-4517-9ea5-fd7684e0bbc2", "node_type": "1", "metadata": {}, "hash": "63eb214b8c96dfa83d423a1db49fc30cfbd7d804f0e363793bf50d0e682ecff5", "class_name": "RelatedNodeInfo"}}, "hash": "ba484113336f790932141191698b47d50a4a3c74e8316811c7dc38c51aa2cb81", "text": "Assigning Students to the Right Classes \u2014Crossland High School, Maryland\nWe use student credit sheets. One is devised for each student when they enter the school, and we use the \nsame sheet throughout their high school career. The counselor is responsible for filling in courses taken, \nservice learning hours met, and any other information that is necessary for graduation requirements. \nIn the ninth grade, we do not offer any Advanced Placement (AP) courses. We look at the students\u2019 test \nscores and their grade point averages from eighth grade. If they are performing at grade level, they can go \nahead into the regular general ed ninth-grade class. If they are performing below grade level in reading or \nmath, they will get an extra reading or math enhancement class as their elective for ninth grade. If they \nare performing above grade level, then they can be in the honors program. In the tenth grade, we offer our \nfirst Advanced Placement class in local, state, and national government [class]. Again, students that are \nperforming below grade level can get some resource classes and some extra help, and students performing \nabove grade level can go into the Advanced Placement class. When we sit down with students in the \neleventh grade, they are automatically scheduled into an SAT prep course, one semester of English and one \nsemester of math. That way they work on the content curriculum that is necessary to do well with the SAT \nas well as talking about how to register for, how to pay for, how to sign, and what the testing environment \nis like. That is a mandated course by the principal, and all eleventh graders take that. Senior year, \nsenior students are mandated to take a college-prep course where they learn a variety of skills and some \ninformation about college. They also can take a lot of AP courses. It is our expectation that every senior be \nenrolled in at least one AP course before they graduate. \nAfter the counselor has scheduled them in the courses they need for graduation, then if there are any spaces \nleft in their schedule they may choose electives. That\u2019s the standard here. We think that the counselors and \nthe staff at Crossland are the academic experts. We will give you all of the information that you need. We \nare charged with assigning each of the correct classes, and we take that charge very seriously .", "start_char_idx": 0, "end_char_idx": 2361, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cf56488d-1ada-4517-9ea5-fd7684e0bbc2": {"__data__": {"id_": "cf56488d-1ada-4517-9ea5-fd7684e0bbc2", "embedding": null, "metadata": {"page_label": "1", "file_name": "behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_path": "openaipdf\\behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_type": "application/pdf", "file_size": 132694, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "571060e4-57cc-49c9-9a0e-2e6965c3edeb", "node_type": "4", "metadata": {"page_label": "1", "file_name": "behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_path": "openaipdf\\behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_type": "application/pdf", "file_size": 132694, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9c6fa125875ea0f90a5a23ad092277db2841323c6c36bfc4e1b27adca1c24207", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a0542617-2c20-4e1e-87f0-d5c2e8a769e7", "node_type": "1", "metadata": {"page_label": "3", "file_name": "assigning-students-to-the-right-classes.pdf", "file_path": "openaipdf\\assigning-students-to-the-right-classes.pdf", "file_type": "application/pdf", "file_size": 140308, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ba484113336f790932141191698b47d50a4a3c74e8316811c7dc38c51aa2cb81", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "39f9ec52-6a04-43fe-819f-d3f9d12a67e0", "node_type": "1", "metadata": {}, "hash": "9281416e55d783b0ae1900631fd11a1f121b7e86bd21dcf3772ee032778f2f5c", "class_name": "RelatedNodeInfo"}}, "hash": "63eb214b8c96dfa83d423a1db49fc30cfbd7d804f0e363793bf50d0e682ecff5", "text": "Topic: Dropout Prevention \nPractice: Social/Behavior Programs\nHighlights\n\u2022 Over the past 15 years, the approach to discipline at Sleepy Hollow High \nSchool has transitioned from being punitive and negative to proactive and \npositive.\n\u2022 Students at Sleepy Hollow are counseled into making good choices.\n\u2022 The Discipline Committee at Sleepy Hollow adopted a referral system that \ntracks patterns in student behavior. This tool allows them to analyze the data, \nexplicitly teach expectations, and provide students with tools necessary to \nfollow through with them. \nAbout the Site\nSleepy Hollow High School\nSleepy Hollow, NY\nDemographics\n51% Hispanic\n37% WhiteAudio\nFULL DETAILS AND TRANSCRIPT  \nBehavior Interventions to Help Students \nEstablish Attainable Goals\nSleepy Hollow High School, New York \u2022 February 2009", "start_char_idx": 0, "end_char_idx": 812, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "39f9ec52-6a04-43fe-819f-d3f9d12a67e0": {"__data__": {"id_": "39f9ec52-6a04-43fe-819f-d3f9d12a67e0", "embedding": null, "metadata": {"page_label": "2", "file_name": "behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_path": "openaipdf\\behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_type": "application/pdf", "file_size": 132694, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ee883495-dcfb-4ec7-aa6f-e03698eb5b42", "node_type": "4", "metadata": {"page_label": "2", "file_name": "behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_path": "openaipdf\\behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_type": "application/pdf", "file_size": 132694, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2a94ed5e101c5e1e6646b078b31108700606e6ed3bb9aeb5c60a6fce3bc59926", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cf56488d-1ada-4517-9ea5-fd7684e0bbc2", "node_type": "1", "metadata": {"page_label": "1", "file_name": "behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_path": "openaipdf\\behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_type": "application/pdf", "file_size": 132694, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "63eb214b8c96dfa83d423a1db49fc30cfbd7d804f0e363793bf50d0e682ecff5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "789051b3-e9c8-440e-ad3e-3540d4b17d8b", "node_type": "1", "metadata": {}, "hash": "9f6c06e4e1b547546e1eb3b1d66623b562726e90f068b123715142493c6dd881", "class_name": "RelatedNodeInfo"}}, "hash": "9281416e55d783b0ae1900631fd11a1f121b7e86bd21dcf3772ee032778f2f5c", "text": "Behavior Interventions to Help Students Establish Attainable Goals\nSleepy Hollow High School, Sleepy Hollow, NY\n9% Black\n2% Asian\n24% Free or Reduced-Price Lunch\n28% English Language Learners\nSleepy Hollow High School serves an ethnically and economically diverse student population. The school \noperates a broad range of programs to support students:\n\u2022 Young Parents Achieve programs serves pregnant and parenting teens\n\u2022 Play It Smart to ensure athletes stay focused on their academics\n\u2022 Bridge classes for non-native English speakers to help them master essential content\n\u2022 After-school homework support centers available to all students\n\u2022 Ninth and tenth grade Humanities Team to help students make a successful academic transition to \nhigh school\n\u2022 Positive behavior approach  \nFull Transcript\nCarol Conklin:  Hi, my name is Carol Conklin. I\u2019m the Principal at Sleepy Hollow High School in Sleepy \nHollow, New York.\nAlan Alterbaum:  Hi, my name is Alan Alterbaum. I\u2019m the Assistant Principal at Sleepy Hollow High School in \nSleepy Hollow, New York.\nConklin:  When I arrived at Sleepy Hollow High School 15 years ago, the discipline system, including the \nprocesses and the experiences, was pretty typical to what one might expect in any high school around \nAmerica. Students were busy breaking rules, and we were busy providing negative consequences in the \nbelief that detentions and suspensions and that kind of constant negative reinforcement would bring around \nthe change that we believed was necessary and get kids back on track.\nAlterbaum:  What we\u2019ve done over the last 15 or so years is transition to a system where we are more \nproactive; we are teaching kids about expectations. We teach kids about what they are doing wrong, and we \nattempt to counsel them into making good choices.\nConklin:  We have eliminated in-school suspension as an option. Our out-of-school suspension statistics have \ndropped off. We no longer have fights in the hallways on a daily, weekly, monthly basis. We can go half a \nyear without any kind of an episode that looks like a fight or an abusive situation. So, the statistics really \nbear out a significant change in approach, and discipline is how we operationalize that.\nAlterbaum:  Our referral tool was revised a number of years ago, after we had consulted with a number of \ngurus from outside of our own school community, to include those things that we may be able to track to", "start_char_idx": 0, "end_char_idx": 2428, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "789051b3-e9c8-440e-ad3e-3540d4b17d8b": {"__data__": {"id_": "789051b3-e9c8-440e-ad3e-3540d4b17d8b", "embedding": null, "metadata": {"page_label": "3", "file_name": "behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_path": "openaipdf\\behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_type": "application/pdf", "file_size": 132694, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2bc9f33f-e304-4499-80c5-a36395687a91", "node_type": "4", "metadata": {"page_label": "3", "file_name": "behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_path": "openaipdf\\behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_type": "application/pdf", "file_size": 132694, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "972a6620606f7ae7d8423fc749675b1b0971a7980d2cbac11f0ef73fa7cfbc3b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "39f9ec52-6a04-43fe-819f-d3f9d12a67e0", "node_type": "1", "metadata": {"page_label": "2", "file_name": "behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_path": "openaipdf\\behavior-interventions-to-help-students-establish-attainable-goals.pdf", "file_type": "application/pdf", "file_size": 132694, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9281416e55d783b0ae1900631fd11a1f121b7e86bd21dcf3772ee032778f2f5c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4816bf0d-da86-4d45-acff-3e422cc9f28c", "node_type": "1", "metadata": {}, "hash": "dab3a8b8171157bdbb913d6da0d45c063541d572676a531d3946454c73b4c42a", "class_name": "RelatedNodeInfo"}}, "hash": "9f6c06e4e1b547546e1eb3b1d66623b562726e90f068b123715142493c6dd881", "text": "Behavior Interventions to Help Students Establish Attainable Goals\nSleepy Hollow High School, Sleepy Hollow, NY\nfind patterns on, so that when a teacher fills out a referral, it gets logged into our system. W e look for the \nnumber of infractions in a particular area. For example, last month we noticed a spike in students who were \nbeing defiant to teachers, and that raised a red flag about why students all of a sudden were becoming more \ndefiant.\nConklin:  So as Alan and his discipline committee analyzes the kinds of data that we\u2019re seeing in terms of \nspikes of behaviors or patterns, if we see a misuse of technology is cropping up in the ninth grade, well \nthat\u2019s information that we then use with teachers in the classroom for instruction, at the library level, or \nthe after-school support program level, as well as broad stroke in community meetings where we explicitly \nteach those expectations and proactively plan to make sure kids have the tools and are held accountable for \nfollowing through.\nAlterbaum:  One of the best testaments is the number of students who come back after they\u2019ve graduated \nto thank either one of us for what we try to do or what we accomplished while they were students here at \nSleepy Hollow. I also have had the opportunity to stay in touch with a good number of the students after \ngraduation and watch them become adults and become proud of the way they have turned their lives around \nas a result of what we tried to do with them at Sleepy.", "start_char_idx": 0, "end_char_idx": 1488, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4816bf0d-da86-4d45-acff-3e422cc9f28c": {"__data__": {"id_": "4816bf0d-da86-4d45-acff-3e422cc9f28c", "embedding": null, "metadata": {"page_label": "1", "file_name": "breaking-it-down.pdf", "file_path": "openaipdf\\breaking-it-down.pdf", "file_type": "application/pdf", "file_size": 137223, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], 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"last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9f6c06e4e1b547546e1eb3b1d66623b562726e90f068b123715142493c6dd881", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "95924fd8-be45-4a91-9af3-c214c77d14d3", "node_type": "1", "metadata": {}, "hash": "01c445bab331e8dcbbaf05cacb23e55d236501c2d37f412f153ee63cf49bd706", "class_name": "RelatedNodeInfo"}}, "hash": "dab3a8b8171157bdbb913d6da0d45c063541d572676a531d3946454c73b4c42a", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Data-Driven Culture\nHighlights\n\u2022 Shotwell Middle School uses an Excel spreadsheet called the Subgroup Master as a \ndata analysis tool. \n\u2022 The Subgroup Master presents disaggregated student data broken down by class \nperiod and student demographics.\n\u2022 Teachers use the Subgroup Master to identify achievement gaps and tailor their \ninstruction according to the identified needs.\nAbout the Site\nShotwell Middle School\nHouston, TX\nDemographics\n61% Hispanic\n32% Black \n 4% Asian \n 2% White Audio\nFULL DETAILS AND TRANSCRIPT  \nBreaking It Down\nShotwell Middle School, Texas \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 680, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "95924fd8-be45-4a91-9af3-c214c77d14d3": {"__data__": {"id_": "95924fd8-be45-4a91-9af3-c214c77d14d3", "embedding": null, "metadata": {"page_label": "2", "file_name": "breaking-it-down.pdf", "file_path": "openaipdf\\breaking-it-down.pdf", "file_type": "application/pdf", "file_size": 137223, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "7a26fcc9-62e1-4df1-88a0-a174e15762a7", "node_type": "4", "metadata": {"page_label": "2", "file_name": "breaking-it-down.pdf", "file_path": "openaipdf\\breaking-it-down.pdf", "file_type": "application/pdf", "file_size": 137223, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "885e577becb1030164bf37d29ac91f75f4e0022653728072d28407ade33dc366", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4816bf0d-da86-4d45-acff-3e422cc9f28c", "node_type": "1", "metadata": {"page_label": "1", "file_name": "breaking-it-down.pdf", "file_path": "openaipdf\\breaking-it-down.pdf", "file_type": "application/pdf", "file_size": 137223, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dab3a8b8171157bdbb913d6da0d45c063541d572676a531d3946454c73b4c42a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e8fcfa6-7a64-46c9-9a81-d54ef2161bc7", "node_type": "1", "metadata": {}, "hash": "31e6ee38730223d8190bbfa6fdfc9dcc916dbb096698784b0826653687ad0796", "class_name": "RelatedNodeInfo"}}, "hash": "01c445bab331e8dcbbaf05cacb23e55d236501c2d37f412f153ee63cf49bd706", "text": "Breaking It Down\u2014 Shotwell Middle School, Texas\n78% Free or Reduced-Price Lunch\nAt Shotwell Middle School, the entire school staff uses data regularly for collaboration and instruction. \nAdditionally, students learn to monitor their progress and set learning goals accordingly. A coordinated set of \nactions guides the use of data:\n\u2022 Establish a clear vision for using data to support instructional decision making\n\u2022 Provide support through skills specialists, professional development, and a testing coordinator\n\u2022 Use common planning time to analyze data\n\u2022 Assess the progress of each subgroup through the subgroup master system\nFull Transcript\nAngelle Mitchell: I am Angelle Mitchell, an eighth-grade science teacher and department chair at Shotwell \nMiddle School, in Aldine Independent School District, Houston, Texas. \nAt Shotwell Middle School we use an Excel spreadsheet called the Subgroup Master that consists of individual \nstudent scores broken down by class period and disaggregated by ethnicity and special groups such as gifted \nand talented students, English second language learners, and special education students. Teachers use the \nSubgroup Master as a tool for comparison. What the teachers do on campus is look at the Subgroup Master , \ncompare their particular class periods overall for mastery, also looking not only at class periods and mastery \nbut looking at each individual group within the population to find student achievement as well as gaps in \nlearning. Teachers may use the Subgroup Master as a comparison of class periods to determine if the time of \nday determines or impairs student achievement. And looking at the Subgroup Master, if a teacher identified \nthat one particular class period in the morning had a high average or was scoring on an assessment higher \nthan another group that may have been after lunch or at the end of the day , the teacher would then look for \nadditional strategies. Maybe hands-on activities may need to be used, manipulatives; the presentation may \nneed to be altered; maybe the first period class was something that was lecture-based and the teacher is \nnow going to present this information where students are more kinesthetic.\nLibby Lewis: I am Libby Lewis, seventh-grade mathematics teacher and department chair at Shotwell Middle \nSchool, Aldine Independent School District. Houston, Texas. \nSubgroup Masters have helped all student groups achieve because when the data analysis from the Subgroup \nMasters is taken, it allows the teachers to see if 12 students missed the same question, would they need to \ngo back and reteach or review? Or if they missed the same question, this allows the teacher to know that \nthis particular skill needs to be revisited, and perhaps that teacher may need to go and get some outside \nhelp or some outside assistance or do some reevaluating of those particular skills. From the Subgroup Master \nwe learned that the limited-English-proficiency students were having more problems with problem-solving", "start_char_idx": 0, "end_char_idx": 3006, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e8fcfa6-7a64-46c9-9a81-d54ef2161bc7": {"__data__": {"id_": "9e8fcfa6-7a64-46c9-9a81-d54ef2161bc7", "embedding": null, "metadata": {"page_label": "3", "file_name": "breaking-it-down.pdf", "file_path": "openaipdf\\breaking-it-down.pdf", "file_type": "application/pdf", "file_size": 137223, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "bb8edef1-01b2-4be1-83d7-386b587e29ff", "node_type": "4", "metadata": {"page_label": "3", "file_name": "breaking-it-down.pdf", "file_path": "openaipdf\\breaking-it-down.pdf", "file_type": "application/pdf", "file_size": 137223, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3839632e587096aec0e57b8694e88ac990e47efcefd959c2017ef5762718db75", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "95924fd8-be45-4a91-9af3-c214c77d14d3", "node_type": "1", "metadata": {"page_label": "2", "file_name": "breaking-it-down.pdf", "file_path": "openaipdf\\breaking-it-down.pdf", "file_type": "application/pdf", "file_size": 137223, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "01c445bab331e8dcbbaf05cacb23e55d236501c2d37f412f153ee63cf49bd706", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "962ace89-b88c-4953-aa04-5bd53c4fad8b", "node_type": "1", "metadata": {}, "hash": "da0fdc7350e9de4d0868ed6d81069505b1abbd0ae66a8c6ab86000fe15cb86dc", "class_name": "RelatedNodeInfo"}}, "hash": "31e6ee38730223d8190bbfa6fdfc9dcc916dbb096698784b0826653687ad0796", "text": "Breaking It Down\u2014 Shotwell Middle School, Texas\nquestions, so therefore they were allowed to use pictures, more manipulatives, more strategies from \ndrawings, provided dictionaries, and a variety of other assessments and peer tutoring from other students. \nAs a teacher, the Subgroup Master has made me more accountable for the success of my students. And being \nthat I know it\u2019s not just on the students, it is that I have to be accountable also for their success. And I also \nhave to be accountable for meeting the needs of each and every one of the students. Be whatever subgroup \nit is, I still have to meet the needs of all of my students.", "start_char_idx": 0, "end_char_idx": 644, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "962ace89-b88c-4953-aa04-5bd53c4fad8b": {"__data__": {"id_": "962ace89-b88c-4953-aa04-5bd53c4fad8b", "embedding": null, "metadata": {"page_label": "1", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2d9f2f02-abbf-4216-bea8-3d8b353ae869", "node_type": "4", "metadata": {"page_label": "1", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1457f0e05e654e385c0d4d01175f8de507ae1a1da4907603467b475b1290fdaa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e8fcfa6-7a64-46c9-9a81-d54ef2161bc7", "node_type": "1", "metadata": {"page_label": "3", "file_name": "breaking-it-down.pdf", "file_path": "openaipdf\\breaking-it-down.pdf", "file_type": "application/pdf", "file_size": 137223, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "31e6ee38730223d8190bbfa6fdfc9dcc916dbb096698784b0826653687ad0796", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a9970aeb-4756-490e-8f43-135ce33c8708", "node_type": "1", "metadata": {}, "hash": "db3ce7f9dc1a1cfbb9e82f3e0e14756066fc8921009e338976fe090bafaacf0e", "class_name": "RelatedNodeInfo"}}, "hash": "da0fdc7350e9de4d0868ed6d81069505b1abbd0ae66a8c6ab86000fe15cb86dc", "text": "Topic: Adolescent Literacy \nPractice: Engaging Text Discussion\nHighlights\n\u2022 Teacher Jim Burke describes the importance of providing opportunities to \ndiscuss text.\n\u2022 Burke uses note-taking organizers to help students prepare for text \ndiscussions; in this interview he describes a lesson and note-taking organizer \ndesigned to help students identify figurative language in speeches.\nAbout the Site\nBurlingame High School\nBurlingame, CA\nDemographics\n63% White\n15% Hispanic\n14% Asian \n6% Other\n1% BlackAudio\nFULL DETAILS AND TRANSCRIPT  \nBuilding Academic Literacy Through Text \nDiscussion\nBurlingame High Schoool, California \u2022 February 2009", "start_char_idx": 0, "end_char_idx": 639, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a9970aeb-4756-490e-8f43-135ce33c8708": {"__data__": {"id_": "a9970aeb-4756-490e-8f43-135ce33c8708", "embedding": null, "metadata": {"page_label": "2", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "5abf7038-e886-4cd0-9e99-691cf85f51ff", "node_type": "4", "metadata": {"page_label": "2", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "605407f85160209a4c522633e4dbc7444a660d1de1726109ab8540cb9759a54c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "962ace89-b88c-4953-aa04-5bd53c4fad8b", "node_type": "1", "metadata": {"page_label": "1", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "da0fdc7350e9de4d0868ed6d81069505b1abbd0ae66a8c6ab86000fe15cb86dc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "61a486f9-a035-46e6-8868-c210f95a264a", "node_type": "1", "metadata": {}, "hash": "3657abf481993308d1f51bf6b9b00e5f019d4467352a499368cbdcc1f94ed3c5", "class_name": "RelatedNodeInfo"}}, "hash": "db3ce7f9dc1a1cfbb9e82f3e0e14756066fc8921009e338976fe090bafaacf0e", "text": "Building Academic Literacy Through Text Discussion\nBurlingame High School, California\n1% Native American\n5% Free or Reduced-Price Lunch\n7% English Language Learners\nBurlingame High School provides reading and academic intervention support to ninth graders through \nan academic literacy class called ACCESS. Teachers Jim Burke and Morgan Hallabrin have developed \na comprehensive curriculum to help students develop reading, vocabulary, academic literacy, and \ncomprehension skills. Features of the high school reading program include:\n\u2022  Districtwide testing of all eighth graders to identify struggling readers,\n\u2022  Academic literacy course for identified struggling readers in ninth grade, and\n\u2022  Use of note-taking organizers and templates designed by Jim Burke to promote meaningful discussion \nabout text \nFull Transcript\nSarah Feldman:  Today we\u2019re talking with Jim Burke of Burlingame High School in Burlingame, California. \nJim teaches College Prep Freshman English and AP Literature and Composition. We wanted to learn more \nabout how he facilitates discussion about text in his high school English classes. \nWhat opportunities do you create in your classroom for extended discussion about text?\nJim Burke:  Discussion in the classroom is fundamental and, in fact, if I was going to look at all the different \ninstructional techniques out there these days, I would say that discussion in the classroom is probably \ngetting the greatest amount of attention in recent times because of some nice research, particularly in an \narticle about Martin Nystrand. He found that the average English teacher in his study incorporated discussion \ninto their English class one minute a day, and what was most telling about that was that even one minute \nhad a measurable and appreciable difference in terms of comprehension and engagement. And what he \nfound in this study was that effective classroom discussion\u2014by which he means it has to be structured, \npeople have to have roles, it\u2019s got to be focused, it\u2019s got to be intentional, people have to come out of \nit with a result to report out or whatever\u2014was consistently the most effective in terms of engagement, \ncomprehension, and retention. So, that\u2019s had a big influence on me as well as some others. \nI try to incorporate reading, writing, and speaking as a set and note-taking as often as possible. So, the kids \nare pretty much talking every day for some portion of the period. You have to think about talk as serving \ndifferent purposes. There\u2019s talking for comprehension, which might mean everybody read this passage or \nthis poem or something like that and jot some thoughts down and then turn it to a neighbor, as we did the \nother day, and talk just about those parts that you don\u2019t understand. It\u2019s always got to be intentional. So \nlast week, kids read text of Barack Obama\u2019s 2004 Democratic Convention speech, and they had to look for", "start_char_idx": 0, "end_char_idx": 2897, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "61a486f9-a035-46e6-8868-c210f95a264a": {"__data__": {"id_": "61a486f9-a035-46e6-8868-c210f95a264a", "embedding": null, "metadata": {"page_label": "3", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c35a8f0f-10b6-43e0-ab8f-1ee281089516", "node_type": "4", "metadata": {"page_label": "3", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4989bfe1cfd266eff2d45b3e9d9a85d7266773da92d191bfab6bab4c35735381", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a9970aeb-4756-490e-8f43-135ce33c8708", "node_type": "1", "metadata": {"page_label": "2", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "db3ce7f9dc1a1cfbb9e82f3e0e14756066fc8921009e338976fe090bafaacf0e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3f67bf5b-34c0-4e71-9fac-7d21c2ba122b", "node_type": "1", "metadata": {}, "hash": "91141a816f75f710a01f9f50d78d19ad791c08a96814aae40fa5840ea3518b2c", "class_name": "RelatedNodeInfo"}}, "hash": "3657abf481993308d1f51bf6b9b00e5f019d4467352a499368cbdcc1f94ed3c5", "text": "Building Academic Literacy Through Text Discussion\nBurlingame High School, California\nexamples of figurative speech in there because we were discussing that. I asked the kids to read that speech \nand to annotate it focusing on figure of language, but I was also using the speech as the basis for discussion. \nSo, they were reading and then taking notes to prepare for discussion about a larger question. So, what I\u2019ll \ndo is I\u2019ll give them, in this case, sort of a three column graphic organizer\u2014actually, more of a structured \nnote-taking sheet\u2014that asks them to identify the example in one column of the instance of figurative \nspeech, in the middle to explain what they think it means, and in the far right column why they think the \nperson used that or what effect that has in the speech. So, I\u2019m often trying to create something like that as \nthe basis for a highly organized piece of academic writing.\nFeldman:  Would those notes also potentially be used to facilitate discussion?\nBurke:  Yeah, definitely. They\u2019ll come in the next day, and everything kind of rolls and feeds on the next \nthing. So, they come in the next day, for instance, and use that as the basis for discussion about the \nspeech and about some of the ideas as they relate to the larger question of lessons learned from others\u2019 \nexperiences. So, one of the other techniques that I do is to organize the class around larger ideas or \nquestions. So, the big question that we\u2018ve been reading to answer and to think about lately is: What are the \nlessons that we can learn from our own experiences and those of others?\nFeldman:  What are some of the things that you do to create a safe and supportive environment that is \nconducive to class discussion?\nBurke:  It\u2019s really important to create a safe environment in which to have these discussions, and in a \nclass like this it\u2019s particularly important because out of 33 kids I have about nine kids who have IEPs \n[Individualized Education Plans] for a variety of speech and language processing disorders, so these are not \nthings that are easy and come comfortably for kids. So one, I think you have to create the conditions of \nsafety and comfort for that, and that has to be done early on by helping the kids get to know each other \nand kind of establishing that climate. Number two, I think sometimes we assume that kids know how to \nparticipate in academic discussion. I think we tend to assume that we can just sort of come in and say, \n\u201cSo, what were your thoughts about that text?\u201d and they\u2019ll just jump in, when in fact, drawing from my \nown experience, my father dropped out of high school in the ninth grade. I come from a very non-academic \nbackground. And we don\u2019t realize sometimes, as we start to look at issues of academic literacy, how many \nskills are invisibly folded into the academic enterprise, the participating in academic discussion. What do \nyou say? How do you say it? How do you respond to each other? So, sometimes what I have to do is start by \nasking the kids to generate the kinds of questions, and one of the things that I write on the board a lot is \ncues to ask. So, I might say, \u201cWhat are the questions that we should ask when discussing this text?\u201d and then \nuse those questions to kind of anchor. And then others, we might not go back to all of them, but at least it \nkind of helps them to get prepared and kind of lay the foundation for the effective discussion. \nI create a lot of these opportunities for the kids to discuss the texts for the purpose of increasing their \nengagement because learning is inherently social, and I also think that kids need to learn how to participate", "start_char_idx": 0, "end_char_idx": 3642, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3f67bf5b-34c0-4e71-9fac-7d21c2ba122b": {"__data__": {"id_": "3f67bf5b-34c0-4e71-9fac-7d21c2ba122b", "embedding": null, "metadata": {"page_label": "4", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8dc6aa8b-1e85-42c2-b809-0b96f577337d", "node_type": "4", "metadata": {"page_label": "4", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "95dd21f357df555bdca5527c4566e33a49154b3b0a3fd5cefa2f1f92a7add10b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "61a486f9-a035-46e6-8868-c210f95a264a", "node_type": "1", "metadata": {"page_label": "3", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3657abf481993308d1f51bf6b9b00e5f019d4467352a499368cbdcc1f94ed3c5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1126768d-f6a2-4394-ae67-a9aabb92a66a", "node_type": "1", "metadata": {}, "hash": "af0b248c1aabed517e3f021d2ce1d257b4165c4094d8eef3a9963b4df210d5bc", "class_name": "RelatedNodeInfo"}}, "hash": "91141a816f75f710a01f9f50d78d19ad791c08a96814aae40fa5840ea3518b2c", "text": "Building Academic Literacy Through Text Discussion\nBurlingame High School, California\nin discussion. In the workplace, in their adult lives, they\u2019re always going to be asked to engage in discussion \nin a variety of types of ways, and they certainly need to be able to do that to succeed in the academic \nenvironment as well.", "start_char_idx": 0, "end_char_idx": 324, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1126768d-f6a2-4394-ae67-a9aabb92a66a": {"__data__": {"id_": "1126768d-f6a2-4394-ae67-a9aabb92a66a", "embedding": null, "metadata": {"page_label": "1", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "176650d3-55bd-4e7f-855f-dbff42652303", "node_type": "4", "metadata": {"page_label": "1", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b075b22c66c9b9bf393d210371117ad6d3aa9bf721ce13416672b799bb2b35ee", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3f67bf5b-34c0-4e71-9fac-7d21c2ba122b", "node_type": "1", "metadata": {"page_label": "4", "file_name": "building-academic-literacy-through-text-discussion.pdf", "file_path": "openaipdf\\building-academic-literacy-through-text-discussion.pdf", "file_type": "application/pdf", "file_size": 136465, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "91141a816f75f710a01f9f50d78d19ad791c08a96814aae40fa5840ea3518b2c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ffe1a8b4-f221-43e1-85d7-e656d9d51d8c", "node_type": "1", "metadata": {}, "hash": "623ddfb6be04e14525d9f48ccc7fd3c7ec4e85f4c71863c5e36b7723ea321e81", "class_name": "RelatedNodeInfo"}}, "hash": "af0b248c1aabed517e3f021d2ce1d257b4165c4094d8eef3a9963b4df210d5bc", "text": "Topic: Turning Around Chronically Low-Performing Schools \nPractice: Improved Leadership\nHighlights\n\u2022 In hiring school leaders, this district used nationwide data to compare school \nleaders and identify strong performances.\n\u2022 An important district role is to support leaders through professional \ndevelopment opportunities.\n\u2022 One of the biggest challenges in turning schools around is finding leaders with \nthe necessary talent, motivation, and vision.\nAbout the Sites\nEdward H. White Career Academy\nChicago, IL\nDemographics\n100% Black\n90% Free and Reduced-Price Lunch\n19% Special EducationAudio\nFULL DETAILS AND TRANSCRIPT  \nBuilding Turnaround Principals\u2019 Knowledge \nand Skills\nChicago Public Schools, Illinois \u2022 August 2008", "start_char_idx": 0, "end_char_idx": 725, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ffe1a8b4-f221-43e1-85d7-e656d9d51d8c": {"__data__": {"id_": "ffe1a8b4-f221-43e1-85d7-e656d9d51d8c", "embedding": null, "metadata": {"page_label": "2", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "27954484-82c6-4c31-a042-4cdeec866aac", "node_type": "4", "metadata": {"page_label": "2", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "175ecf1595129f71e85a877cf9a416cb3acd420e232937be1448e75749c21151", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1126768d-f6a2-4394-ae67-a9aabb92a66a", "node_type": "1", "metadata": {"page_label": "1", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "af0b248c1aabed517e3f021d2ce1d257b4165c4094d8eef3a9963b4df210d5bc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aa4b8228-2a33-42ed-87f5-1d199f79116f", "node_type": "1", "metadata": {}, "hash": "7e04be516c44b7dbd28e353531092b2b18e08ed5e5e7188f2385d41f180ecc8c", "class_name": "RelatedNodeInfo"}}, "hash": "623ddfb6be04e14525d9f48ccc7fd3c7ec4e85f4c71863c5e36b7723ea321e81", "text": "Building Turnaround Principals\u2019 Knowledge and Skills\u2014 Chicago Public Schools, Illinois\nThe turnaround process at White Career Elementary included:\n\u2022 Communicating clear expectations for focusing on instruction\n\u2022 Aligning the curriculum with state standards\n\u2022 Reviewing assessment data to inform instructional practice\n\u2022 Reassigning staff within the school and providing additional professional development to support \ninstruction at the school site \n\u2022 Requiring student uniforms to reduce behavioral conflicts\nDodge Renaissance Academy\nChicago, IL\nDemographics\n99% Black\n1% Multiracial\n93% Free or Reduced-Price Lunch\n12% Special Education\nThe turnaround process in Dodge Elementary included:\n\u2022 Communicating clear expectations for student behavior and consistently enforcing school policies \nwith carefully spelled out consequences for infractions\n\u2022 Recruiting teachers who may not be fully developed but are eager to learn and willing to do \nwhatever it takes to help their students learn\n\u2022 Providing teachers with intensive professional development \n\u2022 Aligning the curriculum with state standards\n \nFull Transcript\nHi, my name is Alan Anderson. I am the Executive Director of the Office of School Turnaround within the \nChicago Public Schools. \nOur office is committed to developing high-quality integrated strategies, which will address the needs of \nour lowest performing schools, and so we essentially act as an autonomous unit which focuses on providing \nthe appropriate services for schools in order to transform them from low-performing to high-performing. \nIn developing our leadership teams for our schools, and that\u2019s principal and staff, we partnered with the \nPublic Education Fund and Public Impact to develop a systematic approach for identifying leaders. And our", "start_char_idx": 0, "end_char_idx": 1779, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aa4b8228-2a33-42ed-87f5-1d199f79116f": {"__data__": {"id_": "aa4b8228-2a33-42ed-87f5-1d199f79116f", "embedding": null, "metadata": {"page_label": "3", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "e611bb8a-4bad-4993-b000-815c1ef4d512", "node_type": "4", "metadata": {"page_label": "3", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4540744c7ad01c42a828d2ebea1c29a4817300d8949f0b5d6ea6f4382624555e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ffe1a8b4-f221-43e1-85d7-e656d9d51d8c", "node_type": "1", "metadata": {"page_label": "2", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "623ddfb6be04e14525d9f48ccc7fd3c7ec4e85f4c71863c5e36b7723ea321e81", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "16dfb800-d3fb-48d2-9c04-64f092d1478e", "node_type": "1", "metadata": {}, "hash": "06330d76a0e9ea6bb37be82162662f5f9fc761681ca9f43097681c014baeb42d", "class_name": "RelatedNodeInfo"}}, "hash": "7e04be516c44b7dbd28e353531092b2b18e08ed5e5e7188f2385d41f180ecc8c", "text": "Building Turnaround Principals\u2019 Knowledge and Skills\u2014 Chicago Public Schools, Illinois\ninitial step was to look at data on school leaders both locally and nationally to see where performance has \ndramatically increased. This generated a preliminarily list of leaders, then we worked with our partners \nto develop competencies for turnaround leaders, and those competencies are: results orientation, action \norientation, impact and influence to develop and lead high-performing teams, planning and problem solving, \nand the confidence to lead. So those are the areas in which we figured we needed to really understand \nwhether or not a leader had those competencies. On top of that, our district has a very well-thought-out \nand developed competency program through our Office of Principal Preparation and Development, where \nthey are also looking for leaders who can develop and articulate a belief system through voice and action, \nengage and develop faculty, assess the quality of instruction, facilitate and motivate change, and balance \nmanagement. Based on all of these competencies, we recognized that we need a leader who can exhibit as \nmuch or all of these leadership competencies as possible. \nOne of the major things that you need to focus in on is how you are supporting those leaders through \nprofessional development. So one way we are supporting our leaders at the principal level is we have \ndeveloped this program\u2014the University of Virginia Partnership for Leaders Program that we are ultimately \nparticipating in, where our principals and some of their lead administrative staff are going through a \ntwo-year professional development program, which is a national program which has produced substantial \nimprovement in schools that need to be turned around. The importance of this is that leaders within Chicago \nget the opportunity to have a cohort-based learning opportunity where they can learn from districts within \nPhiladelphia or Baltimore or other cities within Virginia. The point is, the leaders get the opportunity to get \na broad-based view of how transformation at schools should occur.\nHi, I am Josh Edelman, Executive Officer for the Office of New Schools for the Chicago Public Schools. \nThe obstacles we have seen in doing turnaround work, I think first and foremost, it\u2019 s the human capital, \nit\u2019s the entrepreneurs who feel like they are ready to be able to do the work because of how hard it is and \nhaving the bandwidth, resources, vision to organize structures, organizations that do this work. So it\u2019s really \nthe talent of people who are willing to take on these hardest of urban challenges around doing turnaround \nwork. \nI think strategies that we are trying to employ would be to both support operators by codifying those things \nthat have been done in the past. We\u2019re spending a lot of time looking at previous turnaround models even \nif they aren\u2019t as fully developed as what we are trying to seed now through our process. Learn from those \nmodels what things were most successful when it comes to the people you brought on the teams, the \nprofessional development you offered, the training you offered, the actual program structures given the \nprofile of students that have been in turnaround schools as far as their academic and socio-emotional needs, \nwhat structural elements seemed to have had the most impact on student achievement, so that they can \nhave that information to help them develop their plans or move forward. So we expect providers to really", "start_char_idx": 0, "end_char_idx": 3507, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "16dfb800-d3fb-48d2-9c04-64f092d1478e": {"__data__": {"id_": "16dfb800-d3fb-48d2-9c04-64f092d1478e", "embedding": null, "metadata": {"page_label": "4", "file_name": "building-turnaround-principals-knowledge-and-skills.pdf", "file_path": "openaipdf\\building-turnaround-principals-knowledge-and-skills.pdf", "file_type": "application/pdf", "file_size": 137477, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": 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"7e04be516c44b7dbd28e353531092b2b18e08ed5e5e7188f2385d41f180ecc8c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5b32cbca-c388-47de-adec-2ea7564ae04f", "node_type": "1", "metadata": {}, "hash": "d8eea58cc69f000452d64cee67cd68ee3b60dcbf5e9c762f4fe4c2b1bef44614", "class_name": "RelatedNodeInfo"}}, "hash": "06330d76a0e9ea6bb37be82162662f5f9fc761681ca9f43097681c014baeb42d", "text": "Building Turnaround Principals\u2019 Knowledge and Skills\u2014 Chicago Public Schools, Illinois\nfocus on offering specialized training for principals and teachers around these areas that need to be rebuilt \nfrom the foundation because a lot of our turnaround school students did not have the benefit of being \nappropriately pushed in a rigorous environment while having the right balance with care and connection.", "start_char_idx": 0, "end_char_idx": 404, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, 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"Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Vision for Data Use\nHighlights\n\u2022 The vision for data use at Shotwell Middle School is driven by ensuring alignment \nbetween the school\u2019s curriculum and the district and state standards so that \nstudents can achieve success.\n\u2022 Staff at Shotwell participate in group data sessions during which particular data \nare targeted and broken down into objectives and student subgroups. Next, \nteachers talk to students to gain further insight into what is happening in the \nareas of concern. Then they analyze all of the data and develop a strategic plan \nfor improving student performance in that area.\n\u2022 The underlying purpose of data analysis at Shotwell is meeting the needs of the \nstudents, and the data tell the teachers what they need to do in order for their \nstudents to be successful.  \nAbout the Site\nShotwell Middle School\nHouston, TXAudio\nFULL DETAILS AND TRANSCRIPT  \nCarrying Out the Vision\nShotwell Middle School, Texas \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 1039, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8e5c5aad-63ed-4b5f-95c1-2b9e199c1a41": {"__data__": {"id_": "8e5c5aad-63ed-4b5f-95c1-2b9e199c1a41", "embedding": null, "metadata": {"page_label": "2", "file_name": "carrying-out-the-vision.pdf", "file_path": "openaipdf\\carrying-out-the-vision.pdf", "file_type": "application/pdf", "file_size": 135298, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3e0844d3-cde3-48d5-9334-94d28ce1551b", "node_type": "4", "metadata": {"page_label": "2", "file_name": "carrying-out-the-vision.pdf", "file_path": "openaipdf\\carrying-out-the-vision.pdf", "file_type": "application/pdf", "file_size": 135298, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5684e9868073f7716b1a2a379a704551ef56a015a542c3246a1d44bb52d75300", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5b32cbca-c388-47de-adec-2ea7564ae04f", "node_type": "1", "metadata": {"page_label": "1", "file_name": "carrying-out-the-vision.pdf", "file_path": "openaipdf\\carrying-out-the-vision.pdf", "file_type": "application/pdf", "file_size": 135298, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d8eea58cc69f000452d64cee67cd68ee3b60dcbf5e9c762f4fe4c2b1bef44614", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e0a7d11-e95c-4acd-8028-830fcece7488", "node_type": "1", "metadata": {}, "hash": "fe41ae909886a001278de1ed4c5dce1bf375c066786f44c2a1eb594f3eeb02d7", "class_name": "RelatedNodeInfo"}}, "hash": "fadc0fc5ae142aa1353be11ae0f89dffaf83ff667ad81cc9a7af64d8262644e1", "text": "Carrying Out the Vision\u2014 Shotwell Middle School, Texas\nDemographics\n61% Hispanic\n32% Black \n 4% Asian \n 2% White \n78% Free or Reduced-Price Lunch\nAt Shotwell Middle School, the entire school staff uses data regularly for collaboration and instruction. \nAdditionally, students learn to monitor their progress and set learning goals accordingly. A coordinated set of \nactions guides the use of data:\n\u2022 Establish a clear vision for using data to support instructional decision making\n\u2022 Provide support through skills specialists, professional development, and a testing coordinator\n\u2022 Use common planning time to analyze data\n\u2022 Assess the progress of each subgroup through the subgroup master system\nFull Transcript\nMy name is Wanda Walker, and I am the principal at Shotwell Middle School, which is located in the Aldine \nIndependent School District, in Houston, Texas. \nThe vision and the purpose for using data on my campus is to make sure that we stay abreast of the \nalignment that we have put in place where we have aligned our curriculum, our instructional program to \nwhat the district has identified, and that\u2019s mainly making sure that we meet the state standards. So when \nyou look at data, we are making sure that we are able to identify the different types of data and know the \ndifferent types of data that we can look at to help us get to where we need to be to make sure that our \nstudents are successful. In doing that, we will have group sessions; we can have group sessions where we \nspecifically target particular data. And I can go back as far as 2005 and talk about our math scores, where \nour math scores were hideous, with 47% of our kids passing the state standard test. What we did was, after \nlooking at that data, we were able to break down the student groups, break it down by objectives, making \nsure that we look at certain problems that most of the kids missed and talking with the kids, having student \ntalks with the kids so they could tell us what happened when they got to that particular problem. W e took \nall of this data and we analyzed all of that, and we developed a plan, okay this is going to be our strategic \nplan for improving in this particular area. \nThe vision is carried out because it is communicated on a regular basis that we have got to meet the needs \nof these students, we have got to make sure that our students are successful. W e have the data right here \nidentifying what it is we need to do as educators in order for our students to be successful in all of our core \nareas. With this vision in mind for the students at Shotwell, they will become lifelong learners.", "start_char_idx": 0, "end_char_idx": 2621, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e0a7d11-e95c-4acd-8028-830fcece7488": {"__data__": {"id_": "9e0a7d11-e95c-4acd-8028-830fcece7488", "embedding": null, "metadata": {"page_label": "1", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", 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"RelatedNodeInfo"}, "3": {"node_id": "1843f67d-2797-4f4f-b1f2-afa2d41abe9a", "node_type": "1", "metadata": {}, "hash": "957cc4f2b26840d39c69d5dc9b6abcf95855d06441fa9e135bea49a8bc29cdf3", "class_name": "RelatedNodeInfo"}}, "hash": "fe41ae909886a001278de1ed4c5dce1bf375c066786f44c2a1eb594f3eeb02d7", "text": "1 of 5\n  AUDIO\n5:12 min \nFull Details and TranscriptCoach Talk: Debriefing in \nProblem Solving\nPapillion-La Vista School District, Nebraska  \nNovember 2011\nIMPROVING MATHEMATICAL PROBLEM SOLVING IN \nGRADES 4 THROUGH 8 \nREFLECT AND DEBRIEF\n \u00bbElementary mathematics coaches Jane McGill and Danielle Inserra \ndiscuss the importance of giving students time to make sense of \nproblems.\n \u00bbThey comment on the use of small groups in the classroom to assist \nin the problem-solving process.\n \u00bbBoth coaches explain reflection techniques to model during \nproblem solving.\n \u00bbNon-examples are mentioned as a tool to determine the level of \nstudent understanding.\n \u00bbThey describe the debriefing process to strategically share various \nstudents\u2019 approaches to solving problems.Topic \nPractice\nHighlights", "start_char_idx": 0, "end_char_idx": 789, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1843f67d-2797-4f4f-b1f2-afa2d41abe9a": {"__data__": {"id_": "1843f67d-2797-4f4f-b1f2-afa2d41abe9a", "embedding": null, "metadata": {"page_label": "2", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2b19bff0-a08e-4454-8b06-3ad5619cafc6", "node_type": "4", "metadata": {"page_label": "2", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f8b2b3b96700d3f3e6bacf942a863b6b162c4bb5ce0e451a04c4188e2f4a94da", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e0a7d11-e95c-4acd-8028-830fcece7488", "node_type": "1", "metadata": {"page_label": "1", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fe41ae909886a001278de1ed4c5dce1bf375c066786f44c2a1eb594f3eeb02d7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "52694963-610a-4788-ae2d-53425ffd45ee", "node_type": "1", "metadata": {}, "hash": "d8f84360ae0c0d63cb6f227ea0b182e9acaee12aaf4a29affa6e3090cc349528", "class_name": "RelatedNodeInfo"}}, "hash": "957cc4f2b26840d39c69d5dc9b6abcf95855d06441fa9e135bea49a8bc29cdf3", "text": "2 of 5\nCoach Talk: Debriefing in Problem Solving\u2014 Papillion-La Vista School District, NebraskaPapillion-La Vista School District\nCarriage Hill Elementary School  \nPapillion, Nebraska\nDemographics\n \u00bb78% White\n \u00bb12% Hispanic\n \u00bb  5% Black \n \u00bb  1% Asian\n \u00bb  1% Native American\n \u00bb37% Free or Reduced-Price Lunch\nPatriot Elementary School  \nPapillion, Nebraska\nDemographics\n \u00bb89% White\n \u00bb  4% Hispanic\n \u00bb  3% Black \n \u00bb  1% Asian\n \u00bb  1% Native American\n \u00bb  5% Free or Reduced-Price Lunch\nBoth Carriage Hill Elementary School and Patriot Elementary School \nin the Papillion-La Vista School District strive to meet the needs of all \nstudents using the district\u2019s rigorous math curriculum. Mathematics \ninstruction focuses on: \n \u00bbProblem solving; \n \u00bbUsing math in everyday situations;\n \u00bbCommunicating mathematical solutions and explaining the \nreasoning behind these solutions; \n \u00bbHands-on experiences using a variety of manipulatives to build \nmath understanding; and About the Sites", "start_char_idx": 1, "end_char_idx": 975, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "52694963-610a-4788-ae2d-53425ffd45ee": {"__data__": {"id_": "52694963-610a-4788-ae2d-53425ffd45ee", "embedding": null, "metadata": {"page_label": "3", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "6257baea-06ce-4da7-8ab2-44e58e98ed6d", "node_type": "4", "metadata": {"page_label": "3", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "529d33f2b055f2cf3ec4f0656124ef1b1f56d321ad0e90bd1550ed83722a8151", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1843f67d-2797-4f4f-b1f2-afa2d41abe9a", "node_type": "1", "metadata": {"page_label": "2", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "957cc4f2b26840d39c69d5dc9b6abcf95855d06441fa9e135bea49a8bc29cdf3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "02323c54-60fc-4e44-91b6-719d7532aa83", "node_type": "1", "metadata": {}, "hash": "ebe4747946e2391ad0ff645b7133ccbe7b08597a5ef1895f1ac4d2d349ca7b1d", "class_name": "RelatedNodeInfo"}}, "hash": "d8f84360ae0c0d63cb6f227ea0b182e9acaee12aaf4a29affa6e3090cc349528", "text": "3 of 5\nCoach Talk: Debriefing in Problem Solving\u2014 Papillion-La Vista School District, Nebraska \u00bbAsking questions and investigating solutions so students explore and \ndiscover in problem situations.\n 00:05   My name is Jane McGill, and I am a K\u20136 mathematics coach \nin the Papillion-La Vista School District at Carriage Hill Elementary.\n 00:13   And I am Danielle Inserra, a K\u20136 math coach in the Papillion-\nLa Vista School District at Patriot Elementary in Papillion, Nebraska.\n 00:23   I think the importance of students focusing on the problem \nis critical because without them being able to make sense of it \nthemselves and internalizing it, they can\u2019t make any connections to \nit. So I think most of the time has to be spent on making sense of the \nproblem and talking about it and what do these numbers mean.\n 00:44   And if students don\u2019t make sense of the problem and \nunderstand it, they are not able to reflect upon their own thinking and \nthe answer that they have obtained and decide whether that answer is \nreasonable or not.\n 00:57   Students working in small groups makes it very safe for \nthem to articulate and communicate what their thinking is, and that\u2019s \nreally what we want in a problem-solving situation. \u201cIs your strategy as \nefficient as my strategy?\u201d \u201cOh, let me see your strategy. Maybe it will \nwork better.\u201d \u201cIs this the strategy we want to use for this problem? Is \nthis the most efficient and effective way to do this?\u201d\n 01:24   If I was working in a small group or with a peer, we may \npush each other to persevere through that, find new ways of thinking, \nand then obtain an answer or find a solution. As teachers, we can help \nstudents be reflective in their own thinking in a couple of different \nways. One might involve thinkalouds as we are modeling our own \nstrategies, thinking aloud the processes and the reasoning that we go Full Transcript\nJane McGill \nDanielle Inserra \nMcGill \nInserra \nMcGill \nInserra", "start_char_idx": 1, "end_char_idx": 1945, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "02323c54-60fc-4e44-91b6-719d7532aa83": {"__data__": {"id_": "02323c54-60fc-4e44-91b6-719d7532aa83", "embedding": null, "metadata": {"page_label": "4", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "683901e2-a1a4-4442-a351-1614df0f5310", "node_type": "4", "metadata": {"page_label": "4", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0bc2f6b26e685667d80488ae09e675e4359acdcd87bc39a78a7ad1908aacabe4", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "52694963-610a-4788-ae2d-53425ffd45ee", "node_type": "1", "metadata": {"page_label": "3", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d8f84360ae0c0d63cb6f227ea0b182e9acaee12aaf4a29affa6e3090cc349528", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ba052cc8-ed8c-49eb-98c0-48020fd42a7a", "node_type": "1", "metadata": {}, "hash": "b10e87575ad770a4d2122355d1a3349c893b0d09097b8a7d6374434b678305dd", "class_name": "RelatedNodeInfo"}}, "hash": "ebe4747946e2391ad0ff645b7133ccbe7b08597a5ef1895f1ac4d2d349ca7b1d", "text": "4 of 5\nCoach Talk: Debriefing in Problem Solving\u2014 Papillion-La Vista School District, Nebraskathrough when solving a problem. But then also, when you are working \nwith students, asking them questions: \u201cWhat are you doing?\u201d \u201cWhy did \nyou choose to do it that way?\u201d \u201cHow is this going to help you?\u201d \u201cWhere \nis it going to lead to?\u201d So getting them to start thinking that there is a \npurpose in everything that they do and every choice that they make. \nAnd by teachers asking them questions, then they start to begin to ask \nthemselves those questions when they are working alone.\n 02:21   And I like to also talk about which one of these doesn\u2019t work \nand why.\n 02:27   Using non-examples shows a level of understanding. If \nstudents are able to pinpoint and show where misconceptions are and \nbe able to reason why that\u2019s not correct or why that doesn\u2019t work, \nthat shows their level of understanding.\n 02:44   I think it\u2019s important in the classroom to debrief and \ncompare different problem-solving strategies, and we can analyze \nthem as a classroom. We can say, \u201cWhich of the strategies do you think \nwas the most efficient? Which strategy could I obtain easy information \njust by looking at it? Could I follow your thinking?\u201d You have to \nestablish that from the very beginning, a protocol of when is it okay \nto disagree, and how do you disagree in a mathematics classroom, and \nhow do you communicate with your classmates your thinking. When \nstudents have to explain their thinking, you can also clear up any \nmisconceptions. So they can have that discussion, and you can help \nstudents see where their mistakes may have been.\n 03:31   And as teachers, it\u2019s a great formative. I can on the spot, \nquickly know if my students understand or where any misconceptions \nare, and then I can address those at another time.\n 03:43   You have to be very strategic in who you choose to share \nthose problems with the whole class. You want to raise that level of \nthinking with the different strategies. Start with the one that\u2019s most \ncommon. You go to the next level. Maybe it\u2019s a little bit more difficult. \nMaybe they chose a strategy that maybe not everyone would use but \nyou know that student could explain their thinking on that. And then McGill \nInserra \nMcGill \nInserra \nMcGill", "start_char_idx": 1, "end_char_idx": 2284, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ba052cc8-ed8c-49eb-98c0-48020fd42a7a": {"__data__": {"id_": "ba052cc8-ed8c-49eb-98c0-48020fd42a7a", "embedding": null, "metadata": {"page_label": "5", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "017471cf-eaf4-4db7-965d-98dac210c1c5", "node_type": "4", "metadata": {"page_label": "5", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6eaafe5d386d01edaf38f64b2f28c43eb8e3cfb842f7df734b05c71cf86b3c55", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "02323c54-60fc-4e44-91b6-719d7532aa83", "node_type": "1", "metadata": {"page_label": "4", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ebe4747946e2391ad0ff645b7133ccbe7b08597a5ef1895f1ac4d2d349ca7b1d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b27d13c9-5631-4def-a1cf-b415a977a4d6", "node_type": "1", "metadata": {}, "hash": "4017427e595a70981bdb7d8bfef88d15880a3a3dc0c94ce4b4f8c2e401e152ad", "class_name": "RelatedNodeInfo"}}, "hash": "b10e87575ad770a4d2122355d1a3349c893b0d09097b8a7d6374434b678305dd", "text": "5 of 5\nCoach Talk: Debriefing in Problem Solving\u2014 Papillion-La Vista School District, Nebraskamaybe a third student is one that only one person, that one person \nthought of. Maybe it\u2019s that higher level of thinking. Maybe it\u2019s that \nout-of-the-box answer that you just go, \u201cWow, that is amazing.\u201d\n 04:23   You would hope that students would learn from each other \nand be able to internalize that learning and then be able to use those \nstrategies themselves, especially if that\u2019s not a strategy they are \nchoosing to use, one that they are not most comfortable with. It also \nhelps to keep students engaged in a sense of, when I think about if I\u2019m \nalways calling on students who are correct, then students may tune \nout. But if there may be misconceptions or errors in their thinking \nor solutions, then students may be more apt to be engaged in paying \nattention, knowing that there could be mistakes or that it may not be \ncorrect.Inserra \n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 1, "end_char_idx": 1322, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b27d13c9-5631-4def-a1cf-b415a977a4d6": {"__data__": {"id_": "b27d13c9-5631-4def-a1cf-b415a977a4d6", "embedding": null, "metadata": {"page_label": "1", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "160bd6e1-57ab-480e-90ec-13267a5e6938", "node_type": "4", "metadata": {"page_label": "1", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e129469e84dfbec33740c8f6c8840d224e9595f44b7b9d0029e1b48b50568dd6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ba052cc8-ed8c-49eb-98c0-48020fd42a7a", "node_type": "1", "metadata": {"page_label": "5", "file_name": "coach-talk-debriefing-in-problem-solving.pdf", "file_path": "openaipdf\\coach-talk-debriefing-in-problem-solving.pdf", "file_type": "application/pdf", "file_size": 957935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b10e87575ad770a4d2122355d1a3349c893b0d09097b8a7d6374434b678305dd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d0aca7cc-33af-454f-917b-d056d3e1dbe8", "node_type": "1", "metadata": {}, "hash": "ad3ce2c240ee7ff7642f2e08242ee20488e2bf8ee2f793ed0aebc66250818660", "class_name": "RelatedNodeInfo"}}, "hash": "4017427e595a70981bdb7d8bfef88d15880a3a3dc0c94ce4b4f8c2e401e152ad", "text": "Topic: Response to Intervention in Primary Grade Reading \nPractice: Universal Screening\nHighlights\n\u2022 Joyce Woods, principal at Durham Elementary, talking about the most \nimportant factors to consider when creating a schoolwide leadership team, \nsuch as including a range of staff and expertise\n\u2022 Team composition, member roles, meeting schedule, and the type of support \nprovided to classroom teachers by the team\n\u2022 The role that classroom teachers play in grade-level team meetings and \nstudent reviews\n\u2022 The team\u2019s responsibility for data collection, interpretation, and meeting \npresentation\n\u2022 How the team prepares to move a child into a Tier 3 intervention, including \ncompletion of an educational history by the principal and a developmental \nhistory by the school psychologist\n\u2022 The importance of using data and seeing results in a Response to Intervention \nsystem \n\u2022 The need for schoolwide staff communication and collaborationAudio\nFULL DETAILS AND TRANSCRIPT  \nCreating a Building-Level Team\nDurham Elementary School, Oregon \u2022 March 2010", "start_char_idx": 0, "end_char_idx": 1048, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d0aca7cc-33af-454f-917b-d056d3e1dbe8": {"__data__": {"id_": "d0aca7cc-33af-454f-917b-d056d3e1dbe8", "embedding": null, "metadata": {"page_label": "2", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "424473ef-dde9-4e09-a1b1-221dfc591a99", "node_type": "4", "metadata": {"page_label": "2", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "98471cb60f86591db65031af3db482b00ec6d1c56dfd884e11551890e5789651", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b27d13c9-5631-4def-a1cf-b415a977a4d6", "node_type": "1", "metadata": {"page_label": "1", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4017427e595a70981bdb7d8bfef88d15880a3a3dc0c94ce4b4f8c2e401e152ad", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6449944b-5c14-40a8-b6d2-d4246e20142a", "node_type": "1", "metadata": {}, "hash": "8fa3f0a006a214e62fb26853a977d8455d308eb0ec829be8363cd061c303285d", "class_name": "RelatedNodeInfo"}}, "hash": "ad3ce2c240ee7ff7642f2e08242ee20488e2bf8ee2f793ed0aebc66250818660", "text": "Creating a Building-Level Team \u2014Durham Elementary School, Oregon\nAbout the Site\nDurham Elementary School\nTigard, OR\nDemographics\n58% White\n29% Hispanic \n13% Other\n45% Free or Reduced-Price Lunch \n15% English Language Learners \nA strong building-level leadership team is a foundational component of Durham Elementary School\u2019s RtI \nframework. The team guides staff in implementing a continuum of schoolwide instructional and positive \nbehavior support by:\n\u2022 Monitoring students receiving small-group and individual interventions.\n\u2022 Collecting and interpreting data for presentation at student review and intervention planning \nmeetings.\n\u2022 Helping staff understand and use assessment data, including screening, progress monitoring, and \nstate- and school-level data.\n\u2022 Including classroom teachers in grade-level meetings and student reviews.\n\u2022 Planning and implementing schoolwide supports.\n\u2022 Supporting communication and collaboration.\n\u2022 Overseeing RtI fidelity and referrals to special education.\nFull Transcript\nMy name is Joyce Woods, and I am the principal at Durham Elementary School, in Tigard, Oregon. We are \npart of the Tigard-Tualatin School District. \nWhen a school is thinking about creating a leadership team for the RtI process, it\u2019 s really important to keep \nin mind that you need a variety of perspectives on that team. So, for example, on our team, I am there. W e \nhave our literacy specialist who can talk about our core reading program and the different interventions that \nwe use for each tier. We have our school psychologist and counselor, who can bring to that team expertise \nin the area of behavior and other kinds of disabilities, perhaps, that might impact children\u2019 s progress \nacademically. We also include a learning specialist who, at our school, is a special education teacher. And we \ninclude a teacher of English language learners. \nWhen we have our team meetings where we have grade-level teams, that core team, that leadership team", "start_char_idx": 0, "end_char_idx": 1968, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6449944b-5c14-40a8-b6d2-d4246e20142a": {"__data__": {"id_": "6449944b-5c14-40a8-b6d2-d4246e20142a", "embedding": null, "metadata": {"page_label": "3", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "fa361707-da16-408c-8543-be81d51cc41d", "node_type": "4", "metadata": {"page_label": "3", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6e2269e3f997c07f1ce593f65580b4acb83f91391a98353e6476bedecdfe5e84", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d0aca7cc-33af-454f-917b-d056d3e1dbe8", "node_type": "1", "metadata": {"page_label": "2", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ad3ce2c240ee7ff7642f2e08242ee20488e2bf8ee2f793ed0aebc66250818660", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c8f2c857-88bf-42dd-b73f-6abb6044e16c", "node_type": "1", "metadata": {}, "hash": "5d0e7e8e26f6bf51bb6ab47aa4358d903c73cf7f24ee5fa66d70d74c7eff5c50", "class_name": "RelatedNodeInfo"}}, "hash": "8fa3f0a006a214e62fb26853a977d8455d308eb0ec829be8363cd061c303285d", "text": "Creating a Building-Level Team \u2014Durham Elementary School, Oregon\nis enhanced by classroom teachers from each grade level. Three times a year, we pull together the entire \nteam and we review how is the whole system working and are we getting all the data that we need so \nthat we can answer the important questions we have about kids. On a weekly basis, that leadership team \nis paired down to myself, the literacy specialist, and the school psychologist; we take responsibility for \ngathering and presenting the data so that classroom teachers just have to show up and bring their expertise \nwith them. \nWhen we are moving to the third-tier interventions with a child, it is really important that many members \nof the team are involved. My role as principal is I complete an intensive, really thorough file review for \neach child. And we have a template we use to capture the child\u2019s educational history and we can look \nfor patterns, and that helps us in problem solving. I do that, and then our school psychologist does a \ndevelopmental history; it\u2019s an interview with the parent. We then have sort of a subteam sit-down with \nthe file review and the developmental history, and that subteam includes the school psychologist, myself, \nthe literacy specialist, and the child\u2019s classroom teacher. Once the team comes up with the plan, then it \nis typically the literacy specialist that coordinates that intervention with the involvement of the child\u2019 s \nreading teacher and the school counselor. \nOne of the biggest challenges for us in creating this team\u2014and we did really revise the way our team \nworked about two and a half years ago\u2014so one of the biggest challenges was that we were doing something \ndifferent. The old model was a system where teachers would get together and do a lot of thinking by \nprocessing and talking it through, but rarely using data and rarely actually getting to a resolution or a plan \nfor how to deal with the problem. So our big challenge has been focusing so much on data, which we do, \nleft some teachers feeling unheard, I think. So we have had to build into our system a way for them to still \ndo that processing and that sort of just sharing of very heartfelt concerns at the same time that we focus on \nthe data. \nI think one of the things that has really helped us support and maintain our system of RtI has been the \nfact that teachers have seen really good results for children. When teachers see that a system is working \nfor children, then they are willing to be on board. Also the fact that the leadership team that we have at \nDurham really understands where we are headed with this; they really understand the technical aspects of \ndata collection and analysis, but they are able to share that and explain that to teachers in a way that is \nvery user-friendly and is child-focused. So that\u2019s a pretty important combination; that technical and sort of \nthe human and child-focused balance has worked really well for us. \nIn terms of moving forward with our leadership team at Durham, I think the most important thing is for me \nas a leader to continue to support each of those team members in their professional development. I have \nwonderful people, but even wonderful people can start to feel sort of stale or stymied, so as a principal \nI need to really encourage them and support them as they continue to learn and grow in their expertise, \nwhich includes the technical stuff like what are the best ways to teach reading or what are the best ways \nto support children\u2019s behavior, but also in that kind of human, what\u2019s the best way to have those hard", "start_char_idx": 0, "end_char_idx": 3599, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c8f2c857-88bf-42dd-b73f-6abb6044e16c": {"__data__": {"id_": "c8f2c857-88bf-42dd-b73f-6abb6044e16c", "embedding": null, "metadata": {"page_label": "4", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "224d711b-9311-4ad9-8348-f6826d6ee0b3", "node_type": "4", "metadata": {"page_label": "4", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5af16ca11367734bb162f30b2359971f900e4b8d8950e6748d4e7790bfe0206a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6449944b-5c14-40a8-b6d2-d4246e20142a", "node_type": "1", "metadata": {"page_label": "3", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8fa3f0a006a214e62fb26853a977d8455d308eb0ec829be8363cd061c303285d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d6ecb2d6-2e68-4131-b95c-a7ea04e444d5", "node_type": "1", "metadata": {}, "hash": "e41637316091abd1f99c8b30bbbe38567554964347591e9c2844396ad4565038", "class_name": "RelatedNodeInfo"}}, "hash": "5d0e7e8e26f6bf51bb6ab47aa4358d903c73cf7f24ee5fa66d70d74c7eff5c50", "text": "Creating a Building-Level Team \u2014Durham Elementary School, Oregon\nconversations with staff members. We are constantly looking for ways to improve our process, and we really \ndo modify it and streamline it. We just keep making it work better and better. I don\u2019t think we will ever feel \nlike we are done.", "start_char_idx": 0, "end_char_idx": 302, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d6ecb2d6-2e68-4131-b95c-a7ea04e444d5": {"__data__": {"id_": "d6ecb2d6-2e68-4131-b95c-a7ea04e444d5", "embedding": null, "metadata": {"page_label": "1", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "7885f18a-5b43-43e4-a872-0efdb3a3ce5b", "node_type": "4", "metadata": {"page_label": "1", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "950e9efda703dbe5b008184002f6a118cc8a2181f940e7e456f2bc4f33a8377c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c8f2c857-88bf-42dd-b73f-6abb6044e16c", "node_type": "1", "metadata": {"page_label": "4", "file_name": "creating-a-building-level-team.pdf", "file_path": "openaipdf\\creating-a-building-level-team.pdf", "file_type": "application/pdf", "file_size": 124766, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5d0e7e8e26f6bf51bb6ab47aa4358d903c73cf7f24ee5fa66d70d74c7eff5c50", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "390e5232-e80d-4b5f-8171-2bc842c9fdef", "node_type": "1", "metadata": {}, "hash": "a34393583bd59cb2148f9c599a7deff899709cf7c96c8c01277685d68319996e", "class_name": "RelatedNodeInfo"}}, "hash": "e41637316091abd1f99c8b30bbbe38567554964347591e9c2844396ad4565038", "text": "1 of 4TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \nENGAGED COMMUNITY\n \u00bbTeachers should participate in the writing community by sharing \ntheir writing.\n \u00bbWhen students share their writing, it is important for their peers to \ngive feedback that is positive and constructive.\n \u00bbIn earlier grades, teachers can use the activity Author\u2019s Chair for \nstudents to share their writing.\n \u00bbIn later grades, students can provide feedback by sharing reactions \nand summarizing the author\u2019s writing.\n \u00bbTeachers should display pieces of student writing both inside and \noutside the classroom.\n \u00bbStudents should keep a list of writing topics in their notebooks, so \nthey have choices when starting a new piece of writing.\nCarol Booth Olson, Ph.D., is director of the UCI/California Writing \nProject and an associate professor in the Department of Education \nat the University of California, Irvine. She has edited three books: \nPractical Ideas for Teaching Writing as Process ; Thinking/Writing: \nFostering Critical Thinking Through Writing ; and Reading, Thinking, Topic \nPractice \nHighlights\nAbout the Interviewee\n  AUDIO\n4:54 min \nFull Details and TranscriptCreating a Place Where \nStudents Feel Like Writers\nCarol Booth Olson, Ph.D.  \nFebruary 2012", "start_char_idx": 0, "end_char_idx": 1253, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "390e5232-e80d-4b5f-8171-2bc842c9fdef": {"__data__": {"id_": "390e5232-e80d-4b5f-8171-2bc842c9fdef", "embedding": null, "metadata": {"page_label": "2", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9606f826-e66a-40a4-a69e-c132dc746d9c", "node_type": "4", "metadata": {"page_label": "2", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b5be354dfcf9415f21cda32ef6012700d1ec34c4b2067e7a39edbdf4eb42e5f2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d6ecb2d6-2e68-4131-b95c-a7ea04e444d5", "node_type": "1", "metadata": {"page_label": "1", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e41637316091abd1f99c8b30bbbe38567554964347591e9c2844396ad4565038", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fd3977ce-9fff-41c5-a2dc-4edc9cb55105", "node_type": "1", "metadata": {}, "hash": "1b75bc97bde13990fc85abc81b7d2a34086574a79d34fb676111788fcff1cd08", "class_name": "RelatedNodeInfo"}}, "hash": "a34393583bd59cb2148f9c599a7deff899709cf7c96c8c01277685d68319996e", "text": "2 of 4\nCreating a Place Where Students Feel Like Writers\u2014 Carol Booth Olson, Ph.D.and Writing About Multicultural Literature . Her newest book, The \nReading/Writing Connection: Strategies for Teaching and Learning \nin the Secondary Classroom , is now in its third edition. Additionally, \nshe serves as a senior consultant for Holt McDougal Publishers. Dr. \nOlson is especially interested in making the cognitive strategies that \nexperienced readers and writers use when they make meaning from \nor with texts visible to less experienced readers and writers in order \nto improve their literacy. She has received the Alan C. Purves Award \nin 2007 and the Richard A. Meade Award in 2009 from the National \nCouncil of Teachers of English for education research deemed most \nlikely to impact educational practices. \n 00:05  My name is Carol Booth Olson. I\u2019m an associate professor in \nthe Department of Education at the University of California, Irvine, \nand I\u2019m a director of the UCI site of the National Writing Project. I \nwas a member of the expert panel that worked on the Practice Guide \nTeaching Elementary School Students to Be Effective Writers . \n 00:25  I think it\u2019s really important for teachers to develop and \nengage the community of writers because students really need two \nthings in order to succeed: they need the skill and they need the \nwill. So I think we need to help teachers enable kids to discover that \nwriting can be something that\u2019s pleasurable, that\u2019s important, and \nwhere kids are able to actually write from the heart and find their \nvoices. And I think you can\u2019t make that happen unless students feel \nsafe and they\u2019re in a conducive environment. A community is a place \nwhere people feel connected to each other, where students have a \nshared sense of ownership, and they\u2019re in a place where they feel \nthey all belong and see themselves as writers.\n 01:14  I think it\u2019s very important for teachers to participate in the \nwriting community as sort of a senior member of that community. \nOne of the things the teacher can do in participating in the writing \ncommunity is to share his or her own writing in progress and to show Full Transcript", "start_char_idx": 0, "end_char_idx": 2169, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fd3977ce-9fff-41c5-a2dc-4edc9cb55105": {"__data__": {"id_": "fd3977ce-9fff-41c5-a2dc-4edc9cb55105", "embedding": null, "metadata": {"page_label": "3", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a53b8257-c0eb-4ab2-96c5-6dc92bc39e39", "node_type": "4", "metadata": {"page_label": "3", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6dee58ad20ac4474620434ab1c10cf17735f108eb696876c17ea0703b4c71316", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "390e5232-e80d-4b5f-8171-2bc842c9fdef", "node_type": "1", "metadata": {"page_label": "2", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a34393583bd59cb2148f9c599a7deff899709cf7c96c8c01277685d68319996e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "82642369-9b59-4b55-9f90-a99bef08da43", "node_type": "1", "metadata": {}, "hash": "2c44d120eda031ac97988c3f5c89700cfb815a0f52596ca946b0964874d5c33c", "class_name": "RelatedNodeInfo"}}, "hash": "1b75bc97bde13990fc85abc81b7d2a34086574a79d34fb676111788fcff1cd08", "text": "3 of 4\nCreating a Place Where Students Feel Like Writers\u2014 Carol Booth Olson, Ph.D.kids that writing doesn\u2019t just come out perfectly on the first draft. The \nteacher\u2019s text can become a mentor text for the class. The teacher \ncan write with the class, the teacher can write in front of the class, \nactually thinking aloud and modeling the process of writing. \n 01:51  Collaboration among students on each other\u2019s writing is \na very important way to create an engaged community of writers \nbecause each student gets to participate, but they\u2019re contributing in \nhelping each other improve. \n 02:08  In the early grades, you\u2019re more likely to have something \nlike Author\u2019s Chair, where one student is at the front of the room \nsitting on a director\u2019s chair. I\u2019ve often seen teachers give them little \nmicrophones, and the student reads his or her piece of writing. And \ntheir peers are sitting around the carpet, then the students were given \nlittle sentence stems like \u201cI really like\u2026\u201d or \u201cWhen you said X, I could \npicture it because\u2026\u201d \n 02:38  In the older grades, collaboration can look a little different \nbecause students are at a level where they can become peer \nresponders for each other. They might do telling , which involves giving \nthe writer the readers\u2019 reactions as he or she is reading the piece, \nor they might do summarizing  and try to tell the reader back, \u201cWell, \nwhat you really mean is...\u201d \n 03:03  Very often, the kind of feedback students get is often \ncorrective. What a writer really wants to do is to communicate, and \nhe wants to know or she wants to know that the message has been \nheard. Rather than coming from a deficit point of view, you start with \nthe glow statement that helps to make the student feel good, and then \nyou can offer a very constructive grow statement, which is how to \nmake something better. \n 03:33  One thing that really gets kids excited about writing is having \nan audience, and one way to provide an audience for students is to \nfind ways to extend their writing beyond the classroom. Inside the \nclassroom you can publish student work by creating something called", "start_char_idx": 0, "end_char_idx": 2119, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "82642369-9b59-4b55-9f90-a99bef08da43": {"__data__": {"id_": "82642369-9b59-4b55-9f90-a99bef08da43", "embedding": null, "metadata": {"page_label": "4", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9892789a-162c-4f9b-bcf2-a288493969c8", "node_type": "4", "metadata": {"page_label": "4", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "38bbc68016ab44de0547bcd8b69011ffa1783b4fba473352f762ec396e1b9a77", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fd3977ce-9fff-41c5-a2dc-4edc9cb55105", "node_type": "1", "metadata": {"page_label": "3", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1b75bc97bde13990fc85abc81b7d2a34086574a79d34fb676111788fcff1cd08", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c7a79759-fc2a-4d2c-8d20-2025888c3307", "node_type": "1", "metadata": {}, "hash": "42457793f7b57dd68110ea79a537fb1ab33b815d2989851181ceeb37c8c870c5", "class_name": "RelatedNodeInfo"}}, "hash": "2c44d120eda031ac97988c3f5c89700cfb815a0f52596ca946b0964874d5c33c", "text": "4 of 4\nCreating a Place Where Students Feel Like Writers\u2014 Carol Booth Olson, Ph.D.the Wall of Fame. And on that Wall of Fame you can post just great \nsentences from students\u2019 writing that have lots of juicy words. \n 04:00  Another thing students can do is they can take their very \nfavorite piece of writing and they can mount it around the room like \nit was a museum. And students can walk around and read each other\u2019s \npieces, and they can take Post-Its and they can post their comments \non each other\u2019s writing. And outside the classroom, their work can be \ndisplayed at bookstores, in libraries, they can be submitted to writing \ncontests and online.\n 04:29  One of the best ways to help kids feel excited about writing \nis to give them choices. Very often, writing is assigned and it\u2019s very \nprescriptive. If they\u2019re allowed to keep a writer\u2019s notebook and to \ngenerate a number of choices for writing, I think it helps them be more \ninvolved. \n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 0, "end_char_idx": 1328, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c7a79759-fc2a-4d2c-8d20-2025888c3307": {"__data__": {"id_": "c7a79759-fc2a-4d2c-8d20-2025888c3307", "embedding": null, "metadata": {"page_label": "A1", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f8126e99-34ed-4143-8431-a035a97e278e", "node_type": "4", "metadata": {"page_label": "A1", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4edcfdcb519c9f21e0ea2c12a4f81465eaf5e93052060a6d0fadcf4b4d4a3a55", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "82642369-9b59-4b55-9f90-a99bef08da43", "node_type": "1", "metadata": {"page_label": "4", "file_name": "creating-a-place-where-students-feel-like-writers.pdf", "file_path": "openaipdf\\creating-a-place-where-students-feel-like-writers.pdf", "file_type": "application/pdf", "file_size": 806240, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2c44d120eda031ac97988c3f5c89700cfb815a0f52596ca946b0964874d5c33c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "eaf84be2-50ce-46c7-b5b7-172e344be070", "node_type": "1", "metadata": {}, "hash": "042f81f06b780b38b50849c1a3c6e248a9493fae7cc3a53744573f333602e5cd", "class_name": "RelatedNodeInfo"}}, "hash": "42457793f7b57dd68110ea79a537fb1ab33b815d2989851181ceeb37c8c870c5", "text": "1 of 4\n  AUDIO\n3:51 min \nFull Details and TranscriptCultivating the Ability to \nLead (Part 1)\nIlene Friedman  \nJanuary 2011\nTURNING AROUND CHRONICALLY LOW-PERFORMING \nSCHOOLS \nIMPROVED LEADERSHIP\n \u00bbThe New York City Leadership Academy runs a program called the \nAspiring Principals Program, which is designed to recruit, train, and \nplace effective leaders in high-need schools.\n \u00bbThe Academy selects potential principals based on foundational \nskills such as the commitment to equity, a desire to improve \nschools, the ability to lead and be a learner, resilience, and \nflexibility.\nThe NYC Leadership Academy provides a comprehensive portfolio \nof leadership support services to the NYC Department of Education \nand strategic consulting to the NYC DOE and other state and local \nschool systems. Its nationally recognized Aspiring Principals Program \nis designed to recruit, train, and place effective leaders in high-need \nschools. \nDuring her 38 years in education, Ilene Friedman has been a teacher, \nguidance counselor, public school principal, district-level educational \nadministrator, and university instructor. Ms. Friedman was named vice \npresident of the Leadership Academy\u2019s Aspiring Principals Program Topic \nPractice \nHighlights\nAbout the Interviewee", "start_char_idx": 0, "end_char_idx": 1264, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "eaf84be2-50ce-46c7-b5b7-172e344be070": {"__data__": {"id_": "eaf84be2-50ce-46c7-b5b7-172e344be070", "embedding": null, "metadata": {"page_label": "A2", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0c2b2144-fcc5-48cc-b2d4-dfbc3200c0fb", "node_type": "4", "metadata": {"page_label": "A2", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "89287d9a427cee5f16d262458034a9433772dda6d2e58106dabefd11f2d328a3", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c7a79759-fc2a-4d2c-8d20-2025888c3307", "node_type": "1", "metadata": {"page_label": "A1", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "42457793f7b57dd68110ea79a537fb1ab33b815d2989851181ceeb37c8c870c5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f77a7e1d-4fb1-46cc-b911-4e4efbcc4366", "node_type": "1", "metadata": {}, "hash": "f380049f9f85e0db3b0954fa86869c0374b3b1e3d407a2075ba1cd4b46d0cccf", "class_name": "RelatedNodeInfo"}}, "hash": "042f81f06b780b38b50849c1a3c6e248a9493fae7cc3a53744573f333602e5cd", "text": "2 of 4\nCultivating the Ability to Lead (Part 1)\u2014 Ilene Friedmanafter serving as program faculty for two years. In her current role, \nshe oversees the development and implementation of standards-based \ncurriculum and a pre-service program that prepares graduates to take \non the realities of the principalship and helps other state and local \nsystems adapt the APP model. \nPrior to joining the Leadership Academy she was the principal of P .S. \n40, a Manhattan elementary school recognized by the Chancellor \nas one of the city\u2019s top 200 schools and identified as an outstanding \nschool in New York City\u2019s Best Public Elementary Schools: A Parents \nGuide . During her tenure, she successfully focused on recruiting and \ndeveloping a skilled professional staff, which led to increased student \nperformance. Prior to her principalship, Ms. Friedman served as \ndirector of school choice, supporting the development of small theme-\nbased New York City public schools, and director of parent education \nfor District Two in Manhattan. She also served as an education field \nadvisor for Columbia University\u2019s School of Social Work, establishing \ninternship placements and coordinating internship supervisors.\n 00:04  I am Ilene Friedman. I am the vice president of the Principal \nPreparation Programs at the New York City Leadership Academy. \n 00:13 The New York City Leadership Academy was launched in 2003, \nand it was in response to a need for principals to apply and lead high-\nneed schools and make dramatic changes in student improvement. At \nthat time, potential principals were clustering at successful schools, \nand high-need schools were not getting adequate numbers of strong \ncandidates. So the Leadership Academy was developed to recruit, \nselect, and prepare educators to become principals who would \nhave the knowledge and skills to make significant impact on student \nachievement and a willingness to go wherever they were needed.\n 00:55 For our selection theory, what we really started with [was] \nthinking what does a principal need to know and be able to do to be \nsuccessful. And then we said what could we teach in our 14-month Full Transcript\nIlene Friedman", "start_char_idx": 1, "end_char_idx": 2172, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f77a7e1d-4fb1-46cc-b911-4e4efbcc4366": {"__data__": {"id_": "f77a7e1d-4fb1-46cc-b911-4e4efbcc4366", "embedding": null, "metadata": {"page_label": "A3", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "aa858e00-fafa-4afb-bd26-5e81556af302", "node_type": "4", "metadata": {"page_label": "A3", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6305daa2afe78e09c0cccba5beb26bc131603bf4a0a2f7c79ebd582a059406db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "eaf84be2-50ce-46c7-b5b7-172e344be070", "node_type": "1", "metadata": {"page_label": "A2", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "042f81f06b780b38b50849c1a3c6e248a9493fae7cc3a53744573f333602e5cd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "21f229da-5542-45cd-8b34-cf20aa28f581", "node_type": "1", "metadata": {}, "hash": "9e84363aa9c1cf35bd2934ef5d7fb6444a1f5ff41e74edd9f24a16c8b9592558", "class_name": "RelatedNodeInfo"}}, "hash": "f380049f9f85e0db3b0954fa86869c0374b3b1e3d407a2075ba1cd4b46d0cccf", "text": "3 of 4\nCultivating the Ability to Lead (Part 1)\u2014 Ilene Friedmanprogram. And when you put those two together, you get at the \nfoundational skills that one needs to have to start the program. In \n14 months, we can add value to someone\u2019s knowledge and skill set, \nbut we want to ensure that at the end they meet the standards of \nwhat they need to know and be able to do to make significant impact. \nAnd so based on that, we look for certain characteristics called \nfoundational skills , and they are the commitment to equity\u2014as one \nclear, nonnegotiable\u2014and closing the achievement gap. We are looking \nfor people who want to make school improvement and see this as \nsomething that\u2019s demonstrated in student outcome.\n 01:50 Finally, the ability to lead. So we are not only looking at \nyoungsters, but we are looking at the adults who impact youngsters\u2019 \nlife. And we are seeing everyone as learners, so the ability to be a \nlearner oneself but also to see the adults as well as the students in the \nbuilding of learners. One key characteristic that we have discovered \nnot only in the selection process but something that runs through all \nparts of our programs, including the times that people are principal, \nis the idea of resilience. If there is any one key factor that we think \nis indicative of success, it\u2019s resilience. I can assure you that as a \nprincipal, you will make a mistake. I can tell you that I made a mistake \non a daily basis when I was a principal. But the thing that distinguishes \nthe successful is the ability to get up and rebound from mistakes, not \nthe ability to avoid mistakes. \n 02:45 In our interview process the other thing I look for is someone \nwho can stay firm to their values but flexible and open enough to \nlisten to others. And it was once described to me as an iron rod. For \nthe rod to stay planted in the ground, it has to be firmly planted but \nthere has to be a little sway, and if you can\u2019t have a little sway you \nbreak. So staying grounded and committed but open simultaneously, so \nsomeone who would take in someone else\u2019s idea to enhance their own \nway of thinking. I would say for the leaders themselves the idea of the \nresource of networking, changing the way they look at their practice, \ntheir unflinching willingness to look at their own work, their discontent \nwith the status quo, and always questioning how can they do it better", "start_char_idx": 1, "end_char_idx": 2386, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "21f229da-5542-45cd-8b34-cf20aa28f581": {"__data__": {"id_": "21f229da-5542-45cd-8b34-cf20aa28f581", "embedding": null, "metadata": {"page_label": "A4", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0db1acbe-bd37-4934-9214-08b19d3249bf", "node_type": "4", "metadata": {"page_label": "A4", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b18a3a00a4343a1effade62d9498394ee7c721471d22c45e51118fda22905545", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f77a7e1d-4fb1-46cc-b911-4e4efbcc4366", "node_type": "1", "metadata": {"page_label": "A3", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f380049f9f85e0db3b0954fa86869c0374b3b1e3d407a2075ba1cd4b46d0cccf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "34aa42c0-6cf8-4939-9212-977e913a7737", "node_type": "1", "metadata": {}, "hash": "a90dd7feae1df29323bcc83ff91410ae419ed19be4038ef90b17d773d6661049", "class_name": "RelatedNodeInfo"}}, "hash": "9e84363aa9c1cf35bd2934ef5d7fb6444a1f5ff41e74edd9f24a16c8b9592558", "text": "4 of 4\nCultivating the Ability to Lead (Part 1)\u2014 Ilene Friedmanare things that I hear from our graduates as common denominators \nacross the years.", "start_char_idx": 1, "end_char_idx": 147, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "34aa42c0-6cf8-4939-9212-977e913a7737": {"__data__": {"id_": "34aa42c0-6cf8-4939-9212-977e913a7737", "embedding": null, "metadata": 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"4f227558b72d2da36c35bad3603daebb46a5afa7d301ecb92a2e2a0a3796d29a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "21f229da-5542-45cd-8b34-cf20aa28f581", "node_type": "1", "metadata": {"page_label": "A4", "file_name": "cultivating-the-ability-to-lead-part-1.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-1.pdf", "file_type": "application/pdf", "file_size": 497102, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9e84363aa9c1cf35bd2934ef5d7fb6444a1f5ff41e74edd9f24a16c8b9592558", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "93b40dc5-6c43-48a6-b6ec-69fcedc84951", "node_type": "1", "metadata": {}, "hash": "f6325fbb9f34d3189db33f42f941df63de92b407a1f92f6344a81af77fcb4e37", "class_name": "RelatedNodeInfo"}}, "hash": "a90dd7feae1df29323bcc83ff91410ae419ed19be4038ef90b17d773d6661049", "text": "1 of 4\n  AUDIO\n4:12 min \nFull Details and TranscriptCultivating the Ability to \nLead (Part 2)\nIlene Friedman  \nJanuary 2011\nTURNING AROUND CHRONICALLY LOW-PERFORMING \nSCHOOLS \nIMPROVED LEADERSHIP\n \u00bbThe New York City Leadership Academy\u2019s Aspiring Principals \nProgram is a 14-month program that has three phases. The first \nphase is a summer intensive during which participants complete \nrole-play assignments in a simulated school environment.\n \u00bbThe second phase is a 10-month residency, when participants work \nin a school four days a week with an experienced mentor. They \nwork together to develop an individual learning plan to meet the \naspiring principal\u2019s growth needs.\n \u00bbThe third phase is the planning summer, when participants work \ntoward applying their learning to their school assignments.\n \u00bbThe Aspiring Principals Program evaluates participants against a \nbehaviorally based matrix of standards.\nThe NYC Leadership Academy provides a comprehensive portfolio \nof leadership support services to the NYC Department of Education \nand strategic consulting to the NYC DOE and other state and local \nschool systems. Its nationally recognized Aspiring Principals Program \nis designed to recruit, train, and place effective leaders in high-need \nschools. Topic \nPractice \nHighlights\nAbout the Interviewee", "start_char_idx": 1, "end_char_idx": 1309, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "93b40dc5-6c43-48a6-b6ec-69fcedc84951": {"__data__": {"id_": "93b40dc5-6c43-48a6-b6ec-69fcedc84951", "embedding": null, "metadata": {"page_label": "A2", "file_name": "cultivating-the-ability-to-lead-part-2.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-2.pdf", "file_type": "application/pdf", "file_size": 607180, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2307c797-6dd0-4897-a51e-596fa8015a22", "node_type": "4", "metadata": {"page_label": "A2", "file_name": "cultivating-the-ability-to-lead-part-2.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-2.pdf", "file_type": "application/pdf", "file_size": 607180, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "de062ccb050d61e5c8815823e7d689df132c9412ea6e2d640e1a31227774f267", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "34aa42c0-6cf8-4939-9212-977e913a7737", "node_type": "1", "metadata": {"page_label": "A1", "file_name": "cultivating-the-ability-to-lead-part-2.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-2.pdf", "file_type": "application/pdf", "file_size": 607180, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a90dd7feae1df29323bcc83ff91410ae419ed19be4038ef90b17d773d6661049", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0ad38632-5824-4585-87b6-02a7e5bcb100", "node_type": "1", "metadata": {}, "hash": "c0f14d955a73b0870ebbaf841c728bddd13715cb6b591b5aeebbf598c74f8169", "class_name": "RelatedNodeInfo"}}, "hash": "f6325fbb9f34d3189db33f42f941df63de92b407a1f92f6344a81af77fcb4e37", "text": "2 of 4\nCultivating the Ability to Lead (Part 2)\u2014 Ilene FriedmanDuring her 38 years in education, Ilene Friedman has been a teacher, \nguidance counselor, public school principal, district-level educational \nadministrator, and university instructor. Ms. Friedman was named vice \npresident of the Leadership Academy\u2019s Aspiring Principals Program \nafter serving as program faculty for two years. In her current role, \nshe oversees the development and implementation of standards-based \ncurriculum and a pre-service program that prepares graduates to take \non the realities of the principalship and helps other state and local \nsystems adapt the APP model.  \nPrior to joining the Leadership Academy she was the principal of P .S. \n40, a Manhattan elementary school recognized by the Chancellor as \none of the City\u2019s top 200 schools and identified as an outstanding \nschool in New York City\u2019s Best Public Elementary Schools: A Parents \nGuide . During her tenure, she successfully focused on recruiting and \ndeveloping a skilled professional staff, which led to increased student \nperformance. Prior to her principalship, Ms. Friedman served as \ndirector of school choice, supporting the development of small theme-\nbased New York City public schools, and director of parent education \nfor District Two in Manhattan. She also served as an education field \nadvisor for Columbia University\u2019s School of Social Work, establishing \ninternship placements and coordinating internship supervisors.\n 00:04  I am Ilene Friedman. I am the vice president of the Principal \nPreparation Programs at the New York City Leadership Academy. \n 00:13 Our program has three distinct phases. There is a six-\nweek summer intensive, which is problem-based action learning in a \nsimulated school in which the school has documents and artifacts of a \nreal school and mimics the work and challenges of a real school.\n 00:33 Following our six-week summer intensive, we have a ten-\nmonth residency phase in which our participants are in schools four \ndays a week under the guidance of an experienced mentor. And this \nphase is guided by what we call a compact\u2014that\u2019s a shared agreement Full Transcript\nIlene Friedman", "start_char_idx": 0, "end_char_idx": 2180, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0ad38632-5824-4585-87b6-02a7e5bcb100": {"__data__": {"id_": "0ad38632-5824-4585-87b6-02a7e5bcb100", "embedding": null, "metadata": {"page_label": "A3", "file_name": "cultivating-the-ability-to-lead-part-2.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-2.pdf", "file_type": "application/pdf", "file_size": 607180, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "790262fd-d24e-45cc-b47a-08bfe1bd86c0", "node_type": "4", "metadata": {"page_label": "A3", "file_name": "cultivating-the-ability-to-lead-part-2.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-2.pdf", "file_type": "application/pdf", "file_size": 607180, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fb9556defebcf87db41b426bad49155d488e9cb5492c0fa27b5a1f4c498af7da", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "93b40dc5-6c43-48a6-b6ec-69fcedc84951", "node_type": "1", "metadata": {"page_label": "A2", "file_name": "cultivating-the-ability-to-lead-part-2.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-2.pdf", "file_type": "application/pdf", "file_size": 607180, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f6325fbb9f34d3189db33f42f941df63de92b407a1f92f6344a81af77fcb4e37", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c81822ea-161e-473d-8330-66f780798288", "node_type": "1", "metadata": {}, "hash": "861cd474fa6b0020b8880749fc2b136b169b8e4a878f2e0f1df7dd9b27471af0", "class_name": "RelatedNodeInfo"}}, "hash": "c0f14d955a73b0870ebbaf841c728bddd13715cb6b591b5aeebbf598c74f8169", "text": "3 of 4\nCultivating the Ability to Lead (Part 2)\u2014 Ilene Friedmanbetween the mentor, the faculty at the academy, and the aspiring\u2014in \nwhich we develop an individual learning plan based on our standards \nabout what types of experience the person needs to partake in in the \nresidency to meet his or her growth needs. Additionally, there are \nsome activities across every participant. Every participant must do \nclassroom observations, walkthroughs, and lead teams.\n 01:22 And the following phase is our planning summer and this is \nthe point where participants have gotten their schools and are going \nto apply all their learning from the scenario school and residency \nexperience to the actual school they are about to lead. We use a \nmatrix of standards, which is a set of behaviorally based performance \nstandards and I think the key word here is the behaviorally based ; \neverything has indicators around what we see and what we hear in \nterms of behaviors. It\u2019s in 12 dimensions that reflect what we think a \nperson needs to know and be able to do to become a transformational \ninstructional leader.\n 02:05 At the end of the summer, we look to see whether growth has \nbeen made along the 12 dimensions. At any point during the summer \nthat we are concerned or the person asks for support in an area, we \nwill put in an additional intervention or opportunity to practice a skill \nset, with the expectation that growth needs to be seen along the way. \nTo be specific, one standard is communication, and we would look \n[at] how they communicate in public, how they communicate to small \ngroups, large groups, how they communicate with students, and very \nspecifically make a determination of whether they were approaching \nthe standards or meeting the standards. And then we would design \nopportunities for them to strengthen the skill set to meet the \nstandards and opportunities for them to receive feedback in meeting \nthe standards.\n 02:59 Our matrix is the foundation and link between all program \nelements, from building our candidate pool to selection to developing \nour aspiring principals. We work with the researchers at the Institute \nfor Education and Social Policy at NYU [New York University], and \nthey issued an independent evaluation of APP which found that APP ,", "start_char_idx": 0, "end_char_idx": 2279, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c81822ea-161e-473d-8330-66f780798288": {"__data__": {"id_": "c81822ea-161e-473d-8330-66f780798288", "embedding": null, "metadata": {"page_label": "A4", "file_name": "cultivating-the-ability-to-lead-part-2.pdf", "file_path": "openaipdf\\cultivating-the-ability-to-lead-part-2.pdf", "file_type": "application/pdf", "file_size": 607180, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": 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"last_accessed_date": "2024-01-17"}, "hash": "c0f14d955a73b0870ebbaf841c728bddd13715cb6b591b5aeebbf598c74f8169", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "425ed8d3-5739-49fc-ad86-6812d4c1c0b6", "node_type": "1", "metadata": {}, "hash": "85382ac6b34ef5d5ddf398c174740d841a32f27a57159970dd7220e14db8fae9", "class_name": "RelatedNodeInfo"}}, "hash": "861cd474fa6b0020b8880749fc2b136b169b8e4a878f2e0f1df7dd9b27471af0", "text": "4 of 4\nCultivating the Ability to Lead (Part 2)\u2014 Ilene Friedmanor the Aspiring Principals Program, had a significant impact on student \nachievement gains in ELA [English language arts] and that students \nin schools led by APP graduates experience more growth in ELA than \nstudents in similar-led schools tenured by other principals. \n 03:42 It\u2019s really important for us to hold a collective responsibility \nnot only for ourselves, but [for] each and every one of us, and to have \nsuccess as part of the equation for every child, for every leader, and \nfor every person and to collectively work towards that.", "start_char_idx": 0, "end_char_idx": 607, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "425ed8d3-5739-49fc-ad86-6812d4c1c0b6": {"__data__": {"id_": "425ed8d3-5739-49fc-ad86-6812d4c1c0b6", "embedding": null, "metadata": {"page_label": "1", "file_name": "digging-into-the-statewide-testing-system.pdf", "file_path": "openaipdf\\digging-into-the-statewide-testing-system.pdf", "file_type": "application/pdf", "file_size": 163588, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": 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"RelatedNodeInfo"}, "3": {"node_id": "a9a5db49-778f-4fea-ab09-01166822c7fb", "node_type": "1", "metadata": {}, "hash": "4df47b8914c71f868113422b80ceb37911a871a94355f2f5f05db80c0bb9e1fc", "class_name": "RelatedNodeInfo"}}, "hash": "85382ac6b34ef5d5ddf398c174740d841a32f27a57159970dd7220e14db8fae9", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nHighlights\n\u2022 The Ohio Improvement Process has three major data tools to support data-driven \ninstructional decision making: (1) the Success website, (2) Data Driven Decisions \nfor Academic Achievement, and (3) the value-added system. \nAbout the Interviewees\nChristopher Woolard is a research and evaluation manager for the Ohio Department \nof Education\u2014Office of Policy and Accountability. His work focuses on data tools for \neducators, curriculum alignment, and state-level research. He received his P h.D. \nin political science from Miami University and B.A. in education from Muskingum \nCollege. His current research interests include international benchmarking of state \nstandards and assessments, and best practices in online education. He also teaches \nadjunct courses at Ohio University-Pickerington.Audio\nFUll DeTAIlS AnD TrAnSCrIPT  \nDigging Into the Statewide Testing System\nChristopher Woolard, Ph.D. \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 1013, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a9a5db49-778f-4fea-ab09-01166822c7fb": {"__data__": {"id_": "a9a5db49-778f-4fea-ab09-01166822c7fb", "embedding": null, "metadata": {"page_label": "2", "file_name": "digging-into-the-statewide-testing-system.pdf", "file_path": "openaipdf\\digging-into-the-statewide-testing-system.pdf", "file_type": "application/pdf", "file_size": 163588, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "78aaff8f-5a06-49b0-bba0-bb5165d8e2b8", "node_type": "4", "metadata": {"page_label": "2", "file_name": "digging-into-the-statewide-testing-system.pdf", "file_path": "openaipdf\\digging-into-the-statewide-testing-system.pdf", "file_type": "application/pdf", "file_size": 163588, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "54fc1203637bc397a8de6d138a2effe1f9a2d0d1df7612a660523cde62610f00", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "425ed8d3-5739-49fc-ad86-6812d4c1c0b6", "node_type": "1", "metadata": {"page_label": "1", "file_name": "digging-into-the-statewide-testing-system.pdf", "file_path": "openaipdf\\digging-into-the-statewide-testing-system.pdf", "file_type": "application/pdf", "file_size": 163588, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "85382ac6b34ef5d5ddf398c174740d841a32f27a57159970dd7220e14db8fae9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "401f3c9d-c5d7-4375-9198-f14e03c8dbda", "node_type": "1", "metadata": {}, "hash": "5363f4e00eb5353ad2230e3d813a80905601ed1626fd588325ad7e0112a34960", "class_name": "RelatedNodeInfo"}}, "hash": "4df47b8914c71f868113422b80ceb37911a871a94355f2f5f05db80c0bb9e1fc", "text": "Digging Into the Statewide Testing System \u2014Christopher Woolard, Ph.D.\nFull Transcript\nHi this is Chris Woolard. I am the research and evaluation manager for the Ohio Department of Education. \nOhio is very much committed to providing a sophisticated data system for educators to support data-based \ndecision making. Our school improvement process, called the Ohio Improvement Process and is often \nreferred to as just the OIP , has the interconnected set of tools to help district and school leadership teams \nuse data to strategically inform school improvement plans. We have three major tools that draw on state testing data, accountability data, and statewide collection. These include the Success website; the Data \nDriven Decisions for Academic Achievement initiative, also known as the D3A2 initiative; and our value-\nadded web system. \nI can talk a little bit at first about our Success website. Success is an incredibly popular website across \nthe state with teachers and administrators. It\u2019s essentially the state\u2019s starting point for understanding \nand digging into the statewide testing system. There are parent and student sections. There is also the password-protected teacher section. The parent and student sections are places where they can go to \naccess practice tests, get support resources, and examine release questions. The password-protected side \nof it includes teacher resources on a whole variety of things. There are diagnostic tools, activities. They also have access to the release questions; they have the ability to make practice tests. Teachers have the ability \nto dig into subgroup data. They have the ability to re-roster in there. They can examine constructing scoring \nrubrics down those student files and print a variety reports, including detailed data on test questions. \nAnother component of our statewide data system is the Data Driven Decisions for Academic Achievement \ninitiative. There are several components to this. First there is the resource exchange side of things that\u2019s \npublicly available. Teachers can go in there, they can search by subject, benchmark, indicator, grade level, and find a whole bunch of aligned resources. Districts that choose to formally participate in the D3A2 \nexperience, and this is at no cost to them, have their state testing data entered into the system. And when \nthis happens it goes through what we refer to as a \u201cscrubbing process\u201d where they go in and that\u2019s an extra check to go in to make sure that the testing data and the teacher data is matched up so that when teachers \nlog in to see their IM analysis, that they are getting accurate data that\u2019s checked at the district level. \nAnother key component of our data system is our value-added. now, Ohio has a robust value-added system \nthat is a key component of our accountability structure. As part of that, there is an extensive variety of data that is available through our separate value-added system that\u2019s related to this growth measure. \nTeachers and administrators can log into the system, get access to detailed breakdowns of value-added \ngrowth measure data at the student level. They can access a variety of diagnostic reports that allow them \nto examine growth across buildings, grade levels, subgroups, and performance quintiles to really help them \ntarget instructional strategies.", "start_char_idx": 0, "end_char_idx": 3332, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "401f3c9d-c5d7-4375-9198-f14e03c8dbda": {"__data__": {"id_": "401f3c9d-c5d7-4375-9198-f14e03c8dbda", "embedding": null, "metadata": {"page_label": "1", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "233911b3-8734-4910-ad81-f3a00bae87d4", "node_type": "4", "metadata": {"page_label": "1", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8945a13cb8b0b7210bb6bfb812a30de7508df7146fdf45c6e06e8ed783bd5895", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a9a5db49-778f-4fea-ab09-01166822c7fb", "node_type": "1", "metadata": {"page_label": "2", "file_name": "digging-into-the-statewide-testing-system.pdf", "file_path": "openaipdf\\digging-into-the-statewide-testing-system.pdf", "file_type": "application/pdf", "file_size": 163588, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4df47b8914c71f868113422b80ceb37911a871a94355f2f5f05db80c0bb9e1fc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a8297ea5-f223-4085-837a-272cd33b962f", "node_type": "1", "metadata": {}, "hash": "3a45ce3177b18d18db087a611decff804598d36282d8e35c0f4a7ba8ea1ecc9f", "class_name": "RelatedNodeInfo"}}, "hash": "5363f4e00eb5353ad2230e3d813a80905601ed1626fd588325ad7e0112a34960", "text": "Topic: National Math Panel: Major Topics of School Algebra \nPractice: Topics of Algebra\nHighlights\n\u2022 Establish district wide essential learnings for Algebra I\n\u2022 Implement and discuss interim assessments for Algebra I competencies\n\u2022 Provide opportunities for teachers to experience Algebra I from multiple \nperspectives\n\u2022 Model algebraic concepts to connect manipulatives to symbolic representation\n\u2022 Mastering algebra essential learnings to continue mathematics course \nsequence\nAbout the Sites\nDouglas County School District\nCastle View High School\nCastle Rock, CO\nDemographics\n85% White\n9% HispanicAudio\nFull DETAIlS AND TrANScrIPT  \nDistrict Perspective on Algebra\nDouglas County School District, Colorado \u2022 November 2008", "start_char_idx": 0, "end_char_idx": 724, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a8297ea5-f223-4085-837a-272cd33b962f": {"__data__": {"id_": "a8297ea5-f223-4085-837a-272cd33b962f", "embedding": null, "metadata": {"page_label": "2", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f1ba674a-f793-4096-812d-6e08539863ca", "node_type": "4", "metadata": {"page_label": "2", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "58e422d18d57b3762fb8c3818b0795b6f603f889013e89faa4520b13a66c0973", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "401f3c9d-c5d7-4375-9198-f14e03c8dbda", "node_type": "1", "metadata": {"page_label": "1", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5363f4e00eb5353ad2230e3d813a80905601ed1626fd588325ad7e0112a34960", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6386dd34-1c9b-4676-9600-2ddecac02396", "node_type": "1", "metadata": {}, "hash": "db3019973c6566180fadeb66f985d7feb922bed8c3c453c668d7288606acfa88", "class_name": "RelatedNodeInfo"}}, "hash": "3a45ce3177b18d18db087a611decff804598d36282d8e35c0f4a7ba8ea1ecc9f", "text": "District Perspective on Algebra \u2014Douglas County School District, Colorado\n2% Black\n2% Asian \n1% Native American\n7% Free or r educed-Price lunch\n2% English Language Learners\n9% Special Education\ncastle View High School operates on a rigorous academy model designed to provide smaller learning \ncommunities within the high school. The Math, Science, and Engineering Academy offers innovative courses \nin science, technology, engineering, and mathematics with a supportive staff helping all students achieve \ntheir potential while acknowledging each individual\u2019s learning style. Features of mathematics instruction at \ncastle View are:\n\u2022  Integration of mathematics content within mathematics and across other subjects;\n\u2022  Implementation of technology into instruction;\n\u2022  Incorporation of problem solving into each level of mathematics; and\n\u2022  Accessibility of algebra to every student. \nLegend High School\nParker, CO\nDemographics\n2008-09 data, for 9th grade only:\n90% White\n5% Hispanic\n3% Asian\n2% Black\n3% Free or r educed-Price lunch\nLegend High School is in its first year of operation in Douglas County School District (Colorado). The \nmathematics staff has developed mathematics curriculum, instruction, and assessments that emphasize 21st \nCentury skills and learning. Mathematics content is made interesting, motivating, and meaningful through \nrelevance. Features of mathematics instruction at legend High School are:\n\u2022  Academic rigor and relationships are emphasized;\n\u2022  Technology accelerates deeper understanding of algebra topics; and\n\u2022  Integrated curriculum applies mathematics knowledge to other courses and out-of-classroom \nexperiences.", "start_char_idx": 0, "end_char_idx": 1653, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6386dd34-1c9b-4676-9600-2ddecac02396": {"__data__": {"id_": "6386dd34-1c9b-4676-9600-2ddecac02396", "embedding": null, "metadata": {"page_label": "3", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "41ade83a-e240-48bf-b87c-fcfc5e8a1a68", "node_type": "4", "metadata": {"page_label": "3", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c6ca78e9304034caff2ec3d25d87d398692da5bb1b7139629eae5ff54836dd25", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a8297ea5-f223-4085-837a-272cd33b962f", "node_type": "1", "metadata": {"page_label": "2", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3a45ce3177b18d18db087a611decff804598d36282d8e35c0f4a7ba8ea1ecc9f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7f8efb88-f91f-4864-8cd0-1883d15cebce", "node_type": "1", "metadata": {}, "hash": "5f7301e3d1c03bbd9ea332f40bad7df0a93251f0856621b58327c33e5c6f2d4b", "class_name": "RelatedNodeInfo"}}, "hash": "db3019973c6566180fadeb66f985d7feb922bed8c3c453c668d7288606acfa88", "text": "District Perspective on Algebra \u2014Douglas County School District, Colorado\nFull Transcript\nHi, I am Dr. Larry Linnen, K-12 Mathematics Coordinator for Douglas County Schools. Douglas County is \nlocated southeast of Denver, Colorado, and our central office is in Castle Rock, Colorado. A couple years \nago, we have assembled a group of high school teaches and middle school teachers to discuss what\u2019 s really \nimportant in algebra, particularly Algebra I. We crafted some essential learnings for Algebra I. The big idea \nwas that we wanted a few essential learnings so that teachers could ensure that all kids could access these \nand master these ideas by the end of their freshman school year, or whenever they are taking Algebra I. Our \nessential learnings focus on linear functions, quadratic functions, and algebraic expressions. We have some \nindicators underneath each one of those topics. \nFollowing that year of essential learning development, we kept our study team together , and we began to \ntake a look at our end-of-course algebra exam. So, we spent last year crafting three interim assessments \nfocused on our three essential learnings for algebra. This year, we are implementing those assessments, and \nall schools that teach algebra are invited to participate and expected to participate in the implementation \nof these interim assessments. The exams are one part of our plan to implement an awareness and \nexpectations for algebra competency. \nWe have plans to gather all feeder schools, and by \u201cfeeder\u201d it would mean a high school and a middle \nschool in a particular area in Douglas county, together beginning in January to discuss the results of the \nfirst interim assessment. Following that, we will administer the other interim assessments, and still the \nexpectation is that high schools and middle schools in a feeder area get together and discuss the results. We \ntake a look at the results \u2014what kids knew, what they didn\u2019t know\u2014and adjust instruction based on those \nresults. In Douglas County, we have provided multiple opportunities for algebra teachers to take a look at \nalgebra from multiple perspectives. \nResearch is pretty clear that when kids can connect mathematical ideas to something other than a symbolic \nrepresentation, they are more likely to not only remember that, but more fully understand the notion, \nfor example, of a quadratic. So, we provide opportunities for teachers to see how that works. W e go into \nclassrooms and model how that works. We go into classrooms and coach teachers as to how that works. And \nwe work with teachers in classrooms with students to get them more comfortable and more confident in \nworking with the kids on modeling mathematical, in particular, algebraic ideas. \nIn a classroom last week, I was working with students, and I asked them to get out one n-squared piece, \nfive n strips, and six units and see if they could form of rectangle with it. K ids muddled around with it, but \neventually some kids figured out that physically those pieces actually make a rectangle. Then, I asked them \nwell, what dimensions are these. And what they found was well, the dimensions are n+3 by n+2. And then \nwe talked about well, that\u2019s factoring this quadratic, how would mathematicians write that. Well, they\u2019d \nwrite it as n2+5n+6. When you factor, it\u2019s n+2 times 2+3. What I heard from the kids were comments like, \u201cI \nhave never seen that before. It makes a rectangle. Do others make a rectangle?\u201d And so, we had a discussion \nthat came out of this revelation for these kids of another way to represent an algebraic concept and a way", "start_char_idx": 0, "end_char_idx": 3603, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7f8efb88-f91f-4864-8cd0-1883d15cebce": {"__data__": {"id_": "7f8efb88-f91f-4864-8cd0-1883d15cebce", "embedding": null, "metadata": {"page_label": "4", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "445fb202-0d25-40a3-baec-8170d70922f3", "node_type": "4", "metadata": {"page_label": "4", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7ff5d572c8d176873b517b0c2dbbbc5600db4f3751812fd2959ed2ad6dbc4a86", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6386dd34-1c9b-4676-9600-2ddecac02396", "node_type": "1", "metadata": {"page_label": "3", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "db3019973c6566180fadeb66f985d7feb922bed8c3c453c668d7288606acfa88", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a5f8a321-374d-4a63-b6f5-a83090b3bc5f", "node_type": "1", "metadata": {}, "hash": "5d5a0927b1874a035a9d902beab135bae5a65b149f702290080cede156455a0b", "class_name": "RelatedNodeInfo"}}, "hash": "5f7301e3d1c03bbd9ea332f40bad7df0a93251f0856621b58327c33e5c6f2d4b", "text": "District Perspective on Algebra \u2014Douglas County School District, Colorado\nto model that concept. When kids can connect the physical model to the symbolic representation to some \nsort of real-world example, they are more likely to understand what was going on. \nIn Douglas County, it\u2019s important that teachers of mathematics understand that the curriculum is not the \ntextbook; it is the standards and the essential learnings that we\u2019ve crafted for each grade level or each \ncourse at the high school level. So, our curriculum for algebra really is all about linear functions, quadratic \nfunctions, and algebraic expressions, the three essential learnings for algebra. W e want to know how \nare kids doing with that? Are they understanding those concepts? Because we want them to master those \nconcepts so that when they move into the next course, be it Geometry or Algebra II, they are ready to get \ninto that course.", "start_char_idx": 0, "end_char_idx": 917, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a5f8a321-374d-4a63-b6f5-a83090b3bc5f": {"__data__": {"id_": "a5f8a321-374d-4a63-b6f5-a83090b3bc5f", "embedding": null, "metadata": {"page_label": "1", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a0fe13a3-7367-4b1a-bce8-cd7ca05735f1", "node_type": "4", "metadata": {"page_label": "1", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7654e43c24fdb224c8dc91f4f61ce5aa9bc0f1ccdcfe6d1d3e7018fc4b1f96ee", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7f8efb88-f91f-4864-8cd0-1883d15cebce", "node_type": "1", "metadata": {"page_label": "4", "file_name": "district-perspective-on-algebra.pdf", "file_path": "openaipdf\\district-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 186747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5f7301e3d1c03bbd9ea332f40bad7df0a93251f0856621b58327c33e5c6f2d4b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c3dae52c-af24-4a85-8b7e-0153ea44c437", "node_type": "1", "metadata": {}, "hash": "81522941e05dbb23ee51f37e7b069f76afbdff81e6c412a6649c29360315902e", "class_name": "RelatedNodeInfo"}}, "hash": "5d5a0927b1874a035a9d902beab135bae5a65b149f702290080cede156455a0b", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Districtwide Data System\nHighlights\n\u2022 Aldine Independent School District provides a range of supports to its staff for \nusing data to make instructional decisions.\n\u2022 Each school has a minimum of one skills specialist. The skills specialist helps teachers learn how to use data, models lessons, and supports instructional planning. Schools tailor the role of the skills specialist to meet their needs.\n\u2022 The district provides content area program directors who support curriculum development, the design and implementation of professional development, and \nthe use of assessments for that content area. \nAbout the Sites\nMacArthur Ninth Grade School\nHouston, TX\nDemographics\n83% Hispanic12% BlackAudio\nFUll DETAIlS AnD TrAnScrIPT  \nDistrict Supports for Data Use\nAldine Independent School District, Texas \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 914, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c3dae52c-af24-4a85-8b7e-0153ea44c437": {"__data__": {"id_": "c3dae52c-af24-4a85-8b7e-0153ea44c437", "embedding": null, "metadata": {"page_label": "2", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b8b89f7a-f7a1-423d-bb42-07ae459bea91", "node_type": "4", "metadata": {"page_label": "2", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "51922fbfe63c1b77b3e426e877cd0a5c1aa899c9347049555fc9ae4ddb679baa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a5f8a321-374d-4a63-b6f5-a83090b3bc5f", "node_type": "1", "metadata": {"page_label": "1", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5d5a0927b1874a035a9d902beab135bae5a65b149f702290080cede156455a0b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "005292e6-a5e6-429d-9397-ff11e53b804e", "node_type": "1", "metadata": {}, "hash": "39383a74094fc1f7154a2f350b628879eea89de948686cac3f24b852e5e69937", "class_name": "RelatedNodeInfo"}}, "hash": "81522941e05dbb23ee51f37e7b069f76afbdff81e6c412a6649c29360315902e", "text": "District Supports for Data Use\u2014Aldine Independent School District, Texas\n 4% White\n79% Free or Reduced-Price Lunch\nMacArthur ninth Grade School uses student achievement data to support instructional decision making \nthrough such activities as:\n\u2022 Engaging in three-week and six-week assessment cycles\u2022 Embedding data use into the school\u2019s mission and vision\n\u2022 Using data to develop curriculum and key areas of focus for instruction\n\u2022 Implementing tools for students that provide clear expectations and grading criteria for all core \nclasses\n\u2022 Accessing and analyzing data from the districtwide data warehouse system\nShotwell Middle SchoolHouston, TXDemographics\n91% White\n61% Hispanic\n32% Black \n 4% Asian  2% White \n78% Free or Reduced-Price Lunch\nAt Shotwell Middle School, the entire school staff uses data regularly for collaboration and instruction. \nAdditionally, students learn to monitor their progress and set learning goals accordingly. A coordinated set of \nactions guides the use of data:\n\u2022 Establishing a clear vision for using data to support instructional decision making\n\u2022 Providing support through skills specialists, professional development, and a testing coordinator\n\u2022 Using common planning time to analyze data\n\u2022 Assessing the progress of each subgroup through the subgroup master system\nThompson Elementary School\nHouston, TXDemographics\n89% Hispanic\n 9% Black", "start_char_idx": 0, "end_char_idx": 1381, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "005292e6-a5e6-429d-9397-ff11e53b804e": {"__data__": {"id_": "005292e6-a5e6-429d-9397-ff11e53b804e", "embedding": null, "metadata": {"page_label": "3", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "1a303a66-487f-42c9-92c0-ffa3511fc9b8", "node_type": "4", "metadata": {"page_label": "3", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fb28a8bb5eace48227aac9b208a16df3774e336ec9cbbbca2266eeb423dfc179", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c3dae52c-af24-4a85-8b7e-0153ea44c437", "node_type": "1", "metadata": {"page_label": "2", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "81522941e05dbb23ee51f37e7b069f76afbdff81e6c412a6649c29360315902e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c9e4e26e-f96b-413e-a074-35d4c65ce0c6", "node_type": "1", "metadata": {}, "hash": "3857c72f7d2caa79b44826cd5a21e10b7cbac5c5440e0ed2c773012055b6fb75", "class_name": "RelatedNodeInfo"}}, "hash": "39383a74094fc1f7154a2f350b628879eea89de948686cac3f24b852e5e69937", "text": "District Supports for Data Use\u2014Aldine Independent School District, Texas\n 2% White\n88% Free or Reduced-Price Lunch\nThompson Elementary School integrates student achievement data into the instructional decision-making \nprocess by implementing the following practices:\n\u2022 Incorporating the results of multiple assessments into a cycle of instructional improvement\u2022 Maintaining and fostering a culture of trust, solidarity, and support among staff members\n\u2022 Using school-level data to determine appropriate professional development and support for teachers\n\u2022 Accessing and analyzing data from the districtwide data warehouse system\nFull Transcript\nI am Sara Ptomey, executive director of curriculum and instruction in Aldine Independent School District. \nThe district expects teachers and campuses to use data on a daily basis to drive the instructional program. \nSo it\u2019s important for the district to provide a framework within which to work so that the campuses are able \nto take the information and move forward with it in an efficient manner . \nThe district provides supports to schools in a variety of ways, one that\u2019 s been in place the longest and the \nmost effective is the use of a skill specialist. On each campus there is a skill specialist who works with \nteachers during collaborative planning meetings, and the expectation is the collaborative planning meetings \noccur on a minimal once a week. The data from a previous week\u2019s assessment or a six-weeks assessment is \nanalyzed for individual teachers; they analyze their individual students. And really decisions are made on how to tweak or revise the instructional program for the upcoming week, how to fill those gaps. \nnow, different campuses do this in different ways. Some campuses have one skill specialist who works with \nall grade levels, all subject areas, the core content areas, and works with all the teachers. That\u2019s more \ntypical on an elementary campus. But also elementary campuses may choose to have a language arts skill \nspecialist and also a math skill specialist who will work with different teachers on the same information \nlooking at the data and making decisions on who needs interventions, who needs additional support, who \nneeds to be enriched and provided enhanced instruction. And they make those decisions on each campus. \nSkill specialists can also provide a variety of services and support for teachers, including doing model \nlessons, doing classroom observations, working with individual teachers just to help them better their \nteaching skills. In addition, we have program directors who work with the campuses. Each of the core content areas have several program directors, and all of the ancillary content areas also have program \ndirectors that provide the support for each of the programs. And by this, I mean that they write the \ncurriculum, they do the scope and sequence, they write the assessments, they provide the professional development. It all comes out of one office because that way we have complete alignment and the district \nreally looks at alignment of what is written is what is taught is what is tested.", "start_char_idx": 0, "end_char_idx": 3120, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c9e4e26e-f96b-413e-a074-35d4c65ce0c6": {"__data__": {"id_": "c9e4e26e-f96b-413e-a074-35d4c65ce0c6", "embedding": null, "metadata": {"page_label": "4", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "22458e2c-fbf8-4052-aa68-4b8ebec253bc", "node_type": "4", "metadata": {"page_label": "4", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "62b0d356b9105aa18b40a3595a4ec72801338c13e91495f351e2d692a6646cf4", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "005292e6-a5e6-429d-9397-ff11e53b804e", "node_type": "1", "metadata": {"page_label": "3", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "39383a74094fc1f7154a2f350b628879eea89de948686cac3f24b852e5e69937", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "18f2117c-e1d9-48c3-849a-a5d38d967904", "node_type": "1", "metadata": {}, "hash": "313f8cb551cec0b1af8833a49fc67964d62bd9b066287946167562a527fded66", "class_name": "RelatedNodeInfo"}}, "hash": "3857c72f7d2caa79b44826cd5a21e10b7cbac5c5440e0ed2c773012055b6fb75", "text": "District Supports for Data Use\u2014Aldine Independent School District, Texas\nA program director in the district is, for example, someone who would be a program director for elementary \nmathematics. They are responsible for the math program for pre-kindergarten through fourth grade, and \nthey work in writing curriculum; they write the assessments that are aligned to the curriculum, they provide \nprofessional development to all the elementary teachers who are math teachers in the district. And they work with individual campuses on individual campus needs based on what the data tell us. \nThe district has worked long and hard trying to really refine our processes to make sure that everyone is \nable to do their job with the tools necessary, and part of that is really understanding the data and what to \ndo with that data.", "start_char_idx": 0, "end_char_idx": 823, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "18f2117c-e1d9-48c3-849a-a5d38d967904": {"__data__": {"id_": "18f2117c-e1d9-48c3-849a-a5d38d967904", "embedding": null, "metadata": {"page_label": "1", "file_name": "earning-trust.pdf", "file_path": "openaipdf\\earning-trust.pdf", "file_type": "application/pdf", "file_size": 142622, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ec604bfb-88c8-45b6-a843-c5188f2ffa32", "node_type": "4", "metadata": {"page_label": "1", "file_name": "earning-trust.pdf", "file_path": "openaipdf\\earning-trust.pdf", "file_type": "application/pdf", "file_size": 142622, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a2718d79e4bcd913a79701f6fac6f4796c2d1d4590e503e922976358aa037cdc", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c9e4e26e-f96b-413e-a074-35d4c65ce0c6", "node_type": "1", "metadata": {"page_label": "4", "file_name": "district-supports-for-data-use.pdf", "file_path": "openaipdf\\district-supports-for-data-use.pdf", "file_type": "application/pdf", "file_size": 150321, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3857c72f7d2caa79b44826cd5a21e10b7cbac5c5440e0ed2c773012055b6fb75", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "96c107b8-83df-4329-8b0b-ec005074be91", "node_type": "1", "metadata": {}, "hash": "7a939bc12600c0a8033fa0fda438180939508e0659d09abcb88648b930bdf672", "class_name": "RelatedNodeInfo"}}, "hash": "313f8cb551cec0b1af8833a49fc67964d62bd9b066287946167562a527fded66", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Vision for Data Use\nHighlights\n\u2022 The key components of a culture of trust are good communication and ongoing \ncollaboration. \n\u2022 The principal at Thompson Elementary School emphasizes the importance of earning trust.\n\u2022 At Thompson, teachers can do their jobs well because there is a culture of trust. \nThey do not feel intimidated using data.  \nAbout the Site\nThompson Elementary School\nHouston, TX\nDemographics\n89% Hispanic 9% Black\n 2% White\n88% Free or Reduced-Price LunchAudio\nFULL  DETAILS AnD TRAnScRIPT  \nEarning Trust\nThompson Elementary School, Texas \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 670, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "96c107b8-83df-4329-8b0b-ec005074be91": {"__data__": {"id_": "96c107b8-83df-4329-8b0b-ec005074be91", "embedding": null, "metadata": {"page_label": "2", "file_name": "earning-trust.pdf", "file_path": "openaipdf\\earning-trust.pdf", "file_type": "application/pdf", "file_size": 142622, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "63814cc3-0a6b-4c1b-bfd6-c0a977c353fd", "node_type": "4", "metadata": {"page_label": "2", "file_name": "earning-trust.pdf", "file_path": "openaipdf\\earning-trust.pdf", "file_type": "application/pdf", "file_size": 142622, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "80c23e42df8512ec221a16dac9612afe21917ad2e3a1cef0ad8041b036edcd95", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "18f2117c-e1d9-48c3-849a-a5d38d967904", "node_type": "1", "metadata": {"page_label": "1", "file_name": "earning-trust.pdf", "file_path": "openaipdf\\earning-trust.pdf", "file_type": "application/pdf", "file_size": 142622, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "313f8cb551cec0b1af8833a49fc67964d62bd9b066287946167562a527fded66", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cf678fe5-96d4-4b88-be43-e1f66f659398", "node_type": "1", "metadata": {}, "hash": "93bedfd894086de845462d63d13f1ebb6f026eb620c2ba4fc77e3e17c8cf23e1", "class_name": "RelatedNodeInfo"}}, "hash": "7a939bc12600c0a8033fa0fda438180939508e0659d09abcb88648b930bdf672", "text": "Earning Trust\u2014Thompson Elementary School, Texas\nThompson Elementary School integrates student achievement data into the instructional decision-making \nprocess by implementing the following practices:\n\u2022 Incorporating the results of multiple assessments into a cycle of instructional improvement\u2022 Maintaining and fostering a culture of trust, solidarity, and support among staff members\u2022 Using school-level data to determine appropriate professional development and support for teachers\n\u2022 Accessing and analyzing data from the districtwide data warehouse system\nFull Transcript\nHello, I\u2019m Sara Mcclain. I am the principal at Thompson Elementary in the Aldine Independent School \nDistrict, and we are located in Houston, Texas. \nThe key components of the culture of trust are constant communication, visibility, and you have to \ncommunicate face to face. You have to listen, you have to be open to change, and you must model a very \nstrong work ethic. \nIt\u2019s important to establish the culture of trust because first it has to be between the principal and the \nteachers and then amongst the teachers themselves. The faculty needs to trust the principal\u2019s motivation, \nand also they need to understand why the principal is pushing them for results. In establishing the culture \nof trust, I think that the principal first has to recognize up front that you need to work as a team; you have \ngot to work harmoniously as a unit in order to accomplish your goals. And you also as the principal have to \nrecognize that this has to be earned over time, that just because you are a principal you don\u2019t automatically have trust. You have to work and earn it. And you need to make all your decisions that are going to further \nyour goal. You have to be honest, tactful. You have to be respectful. And in your decision making, when you \nare earning this trust, you have to focus on doing the things that you believe are right and not easy. You have to persuade and convince; you can\u2019t coerce. People have to choose to follow you. \nWe are a network of relationships. I believe that our teachers know that there is a culture of trust at \nThompson because we work together. We plan and we strategize, but then the teachers do their job, and I \nlet them do their job. And my evidence that they are doing their job is that we can see our results.", "start_char_idx": 0, "end_char_idx": 2326, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cf678fe5-96d4-4b88-be43-e1f66f659398": {"__data__": {"id_": "cf678fe5-96d4-4b88-be43-e1f66f659398", "embedding": null, "metadata": {"page_label": "1", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "92695e20-f995-4dde-b823-85c68f33e869", "node_type": "4", "metadata": {"page_label": "1", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e48c6c46b6098bfd776aafa81be7dba98a51e1627258b4b140e1cdd17f14439d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "96c107b8-83df-4329-8b0b-ec005074be91", "node_type": "1", "metadata": {"page_label": "2", "file_name": "earning-trust.pdf", "file_path": "openaipdf\\earning-trust.pdf", "file_type": "application/pdf", "file_size": 142622, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7a939bc12600c0a8033fa0fda438180939508e0659d09abcb88648b930bdf672", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ba875161-ec9f-46ac-bb0e-0b49b4f72e77", "node_type": "1", "metadata": {}, "hash": "282ac806a0e6a1d465ec7bbe255198398657416786d3e63a941293bf5862e3d6", "class_name": "RelatedNodeInfo"}}, "hash": "93bedfd894086de845462d63d13f1ebb6f026eb620c2ba4fc77e3e17c8cf23e1", "text": "Topic: Turning Around Chronically Low-Performing Schools \nPractice: Committed Staff\nHighlights\n\u2022 Teachers with tenure were resistant to change, creating a challenge in \nimproving the school.\n\u2022 The principal won their confidence and made them feel empowered, which \nopened them to making changes.\n\u2022 One year after implementing big changes, over half of the staff left, making it \neasier to create a new culture based on high expectations.\n\u2022 The principal worked hard to build relationships with individual teachers.\nAbout the Sites\nEdward H. White Career Academy\nChicago, IL\nDemographics\n100% Black\n90% Free and Reduced-Price Lunch\n19% Special EducationAudio\nFULL DETAILS AND TRANSCRIPT  \nEmpowering and Motivating Teachers in \nTwo Turnaround Schools\nEdward H. White Career Academy, Illinois \u2022 August 2008 \nDodge Renaissance Academy, Illinois \u2022 August 2008", "start_char_idx": 0, "end_char_idx": 855, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ba875161-ec9f-46ac-bb0e-0b49b4f72e77": {"__data__": {"id_": "ba875161-ec9f-46ac-bb0e-0b49b4f72e77", "embedding": null, "metadata": {"page_label": "2", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cbcf1c9f-231d-4ce3-b61d-f86f9d2e4cd3", "node_type": "4", "metadata": {"page_label": "2", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a4e0e8502fc2705156a3bbaf9a1f023ee9067a1d30576c1378df701cb1de2037", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cf678fe5-96d4-4b88-be43-e1f66f659398", "node_type": "1", "metadata": {"page_label": "1", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "93bedfd894086de845462d63d13f1ebb6f026eb620c2ba4fc77e3e17c8cf23e1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5dd25219-48be-4ff0-a3c2-fb95acaa5b9d", "node_type": "1", "metadata": {}, "hash": "6cc2b013dea7cc436f7e75a65f4f61641f7ff8ecc0c8095464640a41c8ef2230", "class_name": "RelatedNodeInfo"}}, "hash": "282ac806a0e6a1d465ec7bbe255198398657416786d3e63a941293bf5862e3d6", "text": "Empowering and Motivating Teachers in Two Turnaround Schools\nEdward H. White Career Academy, Illinois and Dodge Renaissance Academy, Illinois\nThe turnaround process at White Career Academy included:\n\u2022 Communicating clear expectations for focusing on instruction\n\u2022 Aligning the curriculum with state standards\n\u2022 Reviewing assessment data to inform instructional practice\n\u2022 Reassigning staff within the school and providing additional professional development to support \ninstruction at the school site \n\u2022 Requiring student uniforms to reduce behavioral conflicts with support of teachers and community \nmembers\nDodge Renaissance Academy\nChicago, IL\nDemographics\n99% Black\n1% Multiracial\n93% Free or Reduced-Price Lunch\n12% Special Education\nThe turnaround process in Dodge Elementary included:\n\u2022 Communicating clear expectations for student behavior and consistently enforcing school policies \nwith carefully spelled out consequences for infractions\n\u2022 Recruiting teachers who may not be fully developed but are eager to learn and willing to do \nwhatever it takes to help their students learn \n\u2022 Providing teachers with intensive professional development \n\u2022 Aligning the curriculum with state standards\n \nFull Transcript\nMcGinnis-Garner: Hi I\u2019m Lynn McGinnis-Garner, currently the principal of Copernicus Elementary School \nlocated on the south side of Chicago. \nThe staff that I inherited, basically, at White [Edward H. White Career Academy] was tenured, and so I knew \nthat they were not going anywhere anytime soon. Actually some of them were resistant to the changes \nthat I was making. So I had to make adjustments, and I had to put some of the responsibilities back on the \nteachers to understand that we had a goal that we needed to meet. Nobody in the school wanted to be on", "start_char_idx": 0, "end_char_idx": 1781, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5dd25219-48be-4ff0-a3c2-fb95acaa5b9d": {"__data__": {"id_": "5dd25219-48be-4ff0-a3c2-fb95acaa5b9d", "embedding": null, "metadata": {"page_label": "3", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "be76156b-d74e-4e7e-8c73-134d42e1a611", "node_type": "4", "metadata": {"page_label": "3", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8a0678b9d3a13783f9275da97bc9cc28f0fdb9f46251d06bfc5f7c7f984f5d0e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ba875161-ec9f-46ac-bb0e-0b49b4f72e77", "node_type": "1", "metadata": {"page_label": "2", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "282ac806a0e6a1d465ec7bbe255198398657416786d3e63a941293bf5862e3d6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6bbb7f3f-7a98-4fd3-bd09-b4976618effa", "node_type": "1", "metadata": {}, "hash": "606323966888c24fd791c8dc11b23d5563accb57458ecb21e13e6cb01b9bc61f", "class_name": "RelatedNodeInfo"}}, "hash": "6cc2b013dea7cc436f7e75a65f4f61641f7ff8ecc0c8095464640a41c8ef2230", "text": "Empowering and Motivating Teachers in Two Turnaround Schools\nEdward H. White Career Academy, Illinois and Dodge Renaissance Academy, Illinois\nprobation, because in Chicago that means basically we are told what to do, how to do it, when to do it. And \nthat\u2019s not a really good setting for a school, and so we all had to commit that one, changes indeed needed \nto be made. And that was hard because if you are in a school for a long period of time and you have been \ndoing things a certain way, you tend to become very comfortable. So, when someone comes in new saying, \n\u201cno, really what you have been focusing on is not an area that really needs to be focused on, but we need to \nshift,\u201d a little resistance becomes evident. And so, either teachers will join together and protest or they will \nreally face the facts and say, \u201cwell, you know, maybe I\u2019m open to trying it.\u201d  \nSo, my staff had to first know and be assured that I knew what I was talking about and that if we made \nthe little subtle changes that needed to be done, like regular assessments, they would see some changes, \nand they would see improvement. And so I let the data speak for itself, if you will, and it did. And so \nsome of those resistant teachers said, \u201cwell, I\u2019ll try it.\u201d And when they tried it then their colleagues said, \n\u201cwell, if it\u2019s working for you it might work for me. I am going to do it reluctantly, but I\u2019m going to do it.\u201d \nAnd eventually everybody got on board. And then of course I had to massage those egos and put people in \npositions in which they were best fit. So I didn\u2019t have the luxury of a lot of my teachers fighting from the \nschool, but I made some grade-level changes. I put people in positions that made them feel empowered, \nand I allowed some of the teachers to do some professional development in areas that they felt were really \nimportant. And so, that empowered them to want to rally behind the whole goal of improving academic \nachievement.\nSanford: Hi, my name is Jarvis Sanford, principal of Dodge Renaissance Academy located here in Chicago, \nIllinois. \nWe made several different staffing changes. After the first year, over half of the staff really decided, and \nI like to say we tried to create a culture, where some individuals said this wasn\u2019t the place for them to \nbe. And so, as a result, several staff members decided that the new Dodge was not a place that they fit \nwell with. And so, again, creating a culture and a climate that\u2019s predicated on high expectations will allow \nindividuals to say, \u201cthis is the place where I would like to be,\u201d and for others to simply say, \u201cno, I think I \nneed to go elsewhere.\u201d  And so helping them to understand and being relentless in our expectations of what \nteachers are responsible for was essential in creating that culture. \nThroughout the year, we utilized several different mechanisms to interface with the staff. One of the \nthings that I think was most beneficial was the interpersonal relationship that I sought to have with each \nteacher. At the end of the school day I spent an inordinate amount of time going around to teachers and \njust checking in with them, really finding out what worked and what didn\u2019t work and finding out what their \nstruggles were, and creatively finding ways that we could address areas that the school needed to improve \nupon.", "start_char_idx": 0, "end_char_idx": 3326, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6bbb7f3f-7a98-4fd3-bd09-b4976618effa": {"__data__": {"id_": "6bbb7f3f-7a98-4fd3-bd09-b4976618effa", "embedding": null, "metadata": {"page_label": "4", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8de0abce-04fa-42b1-bd59-220b57dabc72", "node_type": "4", "metadata": {"page_label": "4", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e979a4c31d6df07590816b67e4c276d0d6b6de7df2cc6d810a9a39a0e2a2667d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5dd25219-48be-4ff0-a3c2-fb95acaa5b9d", "node_type": "1", "metadata": {"page_label": "3", "file_name": "empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_path": "openaipdf\\empowering-and-motivating-teachers-in-two-turnaround-schools.pdf", "file_type": "application/pdf", "file_size": 140280, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6cc2b013dea7cc436f7e75a65f4f61641f7ff8ecc0c8095464640a41c8ef2230", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8c1b9a9e-28b2-46f0-9b52-d0e5e8d51985", "node_type": "1", "metadata": {}, "hash": "bc6f9d00719addbbde02527f795042fb92be668db326880938e828591c47d63a", "class_name": "RelatedNodeInfo"}}, "hash": "606323966888c24fd791c8dc11b23d5563accb57458ecb21e13e6cb01b9bc61f", "text": "Empowering and Motivating Teachers in Two Turnaround Schools\nEdward H. White Career Academy, Illinois and Dodge Renaissance Academy, Illinois\nThere were several interventions that we used. The first one was in terms of special education. We \nimplemented inclusion, where the vast majority of our special ed students were in the regular ed classroom \nthroughout the day, and the special ed teachers co-taught and co-teamed with the regular ed. I think that \nprovided us the greatest benefit because those special ed teachers were able to help regular ed teachers \nunderstand how to differentiate, even for the regular ed students. And so we sought to use our budget to \nhire various different staff members creatively to really help. Once the assessments were graded, we would \nthen creatively break the various different groups up to ensure that those students who had not reached \nproficiency could get additional teaching in the next week.", "start_char_idx": 0, "end_char_idx": 941, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8c1b9a9e-28b2-46f0-9b52-d0e5e8d51985": {"__data__": {"id_": "8c1b9a9e-28b2-46f0-9b52-d0e5e8d51985", "embedding": null, "metadata": {"page_label": "1", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], 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"2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "606323966888c24fd791c8dc11b23d5563accb57458ecb21e13e6cb01b9bc61f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "92147f5f-1440-4b39-95d2-5c8e9a4b2bd0", "node_type": "1", "metadata": {}, "hash": "72f6bac26e3cd1f1c284532dcf4d5eae51227fb2e1622d651a6d0f4a3de66091", "class_name": "RelatedNodeInfo"}}, "hash": "bc6f9d00719addbbde02527f795042fb92be668db326880938e828591c47d63a", "text": "Topic: Encouraging Girls in Math and Science \nPractice: Prescriptive Feedback\nHighlights\n\u2022 Math teacher Joanne Anderson encourages students to focus on the \nprocess of math learning.\n\u2022 One of the teacher\u2019s students has learned that asking questions helps \nher understand the lesson better, and now asks frequent questions that \nbenefit the whole class.\n\u2022 The teacher shares her enthusiasm for math with her students, and \ncommunicates her assumption that they will all learn to like math and \nbecome better at it.\nAbout the Site\nDon Pedro Elementary School\nCeres, CA\nDemographics\n61% Hispanic\n31% English Language Learners\nAudio\nFuLL  DETAiLS AnD TrAnScriPT  \nEncouraging Effort Through Feedback\nDon Pedro Elementary School, California \u2022 November 2007", "start_char_idx": 0, "end_char_idx": 751, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "92147f5f-1440-4b39-95d2-5c8e9a4b2bd0": {"__data__": {"id_": "92147f5f-1440-4b39-95d2-5c8e9a4b2bd0", "embedding": null, "metadata": {"page_label": "2", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c164bf46-4b2b-4ee0-9f5c-fad20f31f77d", "node_type": "4", "metadata": {"page_label": "2", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "816347da902d3063a6dea64c25f1bc7ad4905754ea3aa50cb9779648ce653c36", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8c1b9a9e-28b2-46f0-9b52-d0e5e8d51985", "node_type": "1", "metadata": {"page_label": "1", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bc6f9d00719addbbde02527f795042fb92be668db326880938e828591c47d63a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6594960e-2c55-4202-81c9-b20e124d56f1", "node_type": "1", "metadata": {}, "hash": "22d3149fa823b1ac692e7b503177f96e19a291ca52c8a0176ed5427a59ec1635", "class_name": "RelatedNodeInfo"}}, "hash": "72f6bac26e3cd1f1c284532dcf4d5eae51227fb2e1622d651a6d0f4a3de66091", "text": "Encouraging Effort Through Feedback \u2014Don Pedro Elementary School, California\n  53% Females \n  79% Free or Reduced-price Lunch \n  9% Special Education\nMath classrooms often emphasize informational feedback, including:\nProvide positive, substantive feedback to students as they solve problems.  \u2022 \nEncourage students to correct misunderstandings and learn from their mistakes.\u2022 \nDevelop a classroom environment in which learning, improving, and understanding are emphasized. \u2022 \nHighlight the importance of effort for succeeding at difficult tasks. \u2022 \nAvoid praising general intelligence.\u2022 \nMake sure that there are multiple opportunities for students to receive feedback on their performance.\u2022 \nFull Transcript\nif a student wasn\u2019t performing, there would be multiple ways to give them feedback. One is sitting down \nwith them\u2014sometimes one on one\u2014asking them to stay after school for a few minutes, \u201cLet\u2019s go back over \nwhat we did today in class, because i still don\u2019t think you have it.\u201d  And we\u2019ll just rework from the practice \npoint. They love to use the Smart Board. They like to use\u2014i didn\u2019t use the interwrite Pad today, but they \nlike to use anything that\u2019s not paper and pencil. And the little white boards changed my whole math lesson \naround, just because the kids can immediately do what they used to have to go up to the board to do. \nThey also have the opportunity with me after school, it\u2019s uninterrupted time. They can ask every single \nquestion that they want and get an answer. Last week\u2014i made reference to last week\u2019s math lesson, and \nit was probably the best week i\u2019ve ever had in my whole entire career in math, because i told the kids, \n\u201cit\u2019s going to be tough, and you\u2019re going to have to take notes. And every time i write something or say \nsomething you don\u2019t know, you gotta say, \u2018Whoa, Ms. Anderson, i don\u2019t get it.\u2019  And we have to stop right \nthere because i need to know where you\u2019re not understanding it.\u201d\nAnd we had the most lively math discussion i\u2019ve ever had in my life. And they were so on top of things. i \ndon\u2019t know if you noticed little Josefina sitting in the front corner . She is not a strong math student, but she \nhas learned that answering questions helps clear up the confusion. And she probably asked more questions \nthan anyone else in the class. And everybody said, \u201cYeah, i wanted to know that too.\u201d  So she now has the \nconfidence to ask the questions, and she didn\u2019t start that until about three weeks ago. \nI highly praise the kids after they\u2019ve finished a difficult problem. The number one way I do that is to point \nout that, \u201cI thought this was the most difficult problem on the test, and you were successful.\u201d  I\u2019ll make \nnote of that. I warned them this last test we took was a lot of word problems. There were 20 questions, and", "start_char_idx": 0, "end_char_idx": 2788, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6594960e-2c55-4202-81c9-b20e124d56f1": {"__data__": {"id_": "6594960e-2c55-4202-81c9-b20e124d56f1", "embedding": null, "metadata": {"page_label": "3", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "6cd75be1-696f-4010-9c10-e1cc7b5bec31", "node_type": "4", "metadata": {"page_label": "3", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ad7ee0314d121ccb5d1f20f0fbbe5f33f00520eb2196d5ae025c242dafd976ca", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "92147f5f-1440-4b39-95d2-5c8e9a4b2bd0", "node_type": "1", "metadata": {"page_label": "2", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "72f6bac26e3cd1f1c284532dcf4d5eae51227fb2e1622d651a6d0f4a3de66091", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9e329c4d-7b7e-461f-ae35-1f3eaa9bf753", "node_type": "1", "metadata": {}, "hash": "dabefc5ebff1cd6b7531401a15ee9bbdcc306769348633ec75c1fea3504aeff8", "class_name": "RelatedNodeInfo"}}, "hash": "22d3149fa823b1ac692e7b503177f96e19a291ca52c8a0176ed5427a59ec1635", "text": "Encouraging Effort Through Feedback \u2014Don Pedro Elementary School, California\ni think 8 of them were word problems. And i said, \u201cif you read them carefully and if you do what we did in \nclass, circling, underlining, and highlighting\u2014do whatever you need to find out what the problem is asking\u2014\nyou will be more successful. And then if all else fails, word backwards from the answer.\u201d\nBecause so many of the tests these days are multiple choice, the child always has the ability to go to an \nanswer with four answer choices and work it back into the problem to figure out how to do it. They can\u2019t \ntell me they don\u2019t have the ability, they\u2019re not smart enough. i told them when i was in math in 6th grade, i \nprobably got c\u2019s and D\u2019s. i had no real desire because i wasn\u2019t motivated; i didn\u2019t want to get better. i liked \nmath, but i didn\u2019t want to be the best at math, and my teacher did nothing to encourage me to be stronger \nthan i was. \nAnd what i tell the kids is, \u201ci love math, and you are going to love it by the end of the year. Even if you hate \nit at the beginning, you\u2019re going to love it.\u201d  So i think part of my enthusiasm falls over on them. And when \nthey\u2019re having difficulty with a problem, it\u2019s simply a matter of, \u201cLet\u2019s see why you\u2019re having a problem. \nWhere is it confusing you?\u201d\nI can understand word problems being difficult for second language learners, and about 60 percent of my \nclass is second language learners. So they have some more difficulties, but I can\u2019t accept that as an excuse \nfor them not being able to do it in the long run.\nWhat i try to do when a student says they\u2019re not very strong in math, i try to show them all the way in their \nlives they use math. Whether it\u2019s counting money. \u201ci don\u2019t understand fractions, Ms. Anderson.\u201d  \u201cThen \nlet\u2019s count it all to money.\u201d  \u201ci don\u2019t understand how to tell time, Ms. Anderson.\u201d  \u201cThen let\u2019s relate it to \nsomething that you do know.\u201d\nI am a complex instruction teacher. I don\u2019t know any other way to teach. Number one is, it makes me a \nfacilitator to the classroom and it makes the kids take responsibility for their own learning. They have to be \nan active part of the class or they\u2019re not going to get what they could get out of it. number two, i have to \nlearn how to give specific feedback to a child. I can\u2019t just say, \u201cOh, that\u2019s a nice job, sweetie. Good work.\u201d  \nit doesn\u2019t work that way, because i don\u2019t learn anything from it when someone says, \u201cGood job\u201d i don\u2019t \nknow what that means because your \u201cgood\u201d might be different from my \u201cgood.\u201d\ni still have a tendency to use, \u201cGood job\u201d but it goes after i\u2019ve said something else about where they made \nthe correct work or where they did it right. \u201cOh, look at that. You\u2019ve solved this problem after last time \nyou didn\u2019t understand how to do that problem. now you\u2019ve done two in a row correctly. Well done. Or good \nwork.\u201d  i\u2019m more aware of watching for girls and boys. Any student who seems off task\u2014i\u2019m trying to focus \non them. Why are they off task?  What part of it are they missing?  is it because their basic skills aren\u2019t \nstrong enough and they need those built up before they can understand the next step?  Or is it because \nthey\u2019re just goofing off today?", "start_char_idx": 0, "end_char_idx": 3213, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9e329c4d-7b7e-461f-ae35-1f3eaa9bf753": {"__data__": {"id_": "9e329c4d-7b7e-461f-ae35-1f3eaa9bf753", "embedding": null, "metadata": {"page_label": "4", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cca565af-865f-42c1-a739-7099abe393bc", "node_type": "4", "metadata": {"page_label": "4", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cc92f48c45d82f0a0a996224141aa7cd53dd7a5e18080e145450596f6fb8aeb7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6594960e-2c55-4202-81c9-b20e124d56f1", "node_type": "1", "metadata": {"page_label": "3", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "22d3149fa823b1ac692e7b503177f96e19a291ca52c8a0176ed5427a59ec1635", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a41df4f7-89f6-4d60-a693-4e02b9c8d727", "node_type": "1", "metadata": {}, "hash": "124fe946331d9c7b9a87b9598d4c1273ae5469494be9d2d706e3af60de89321e", "class_name": "RelatedNodeInfo"}}, "hash": "dabefc5ebff1cd6b7531401a15ee9bbdcc306769348633ec75c1fea3504aeff8", "text": "Encouraging Effort Through Feedback \u2014Don Pedro Elementary School, California\nComplex instruction taught me that. It taught me to realize that kids learn in different ways. You\u2019ll see \nsometimes we did things with hands. Sometimes we did writing with markers. Sometimes we fold paper \ninstead of measuring it out\u2014we fold it into sections, so they can get the fraction concepts. So it told me \nthat kids learn in just as many ways as adults do, so i should be using all those in my classroom.", "start_char_idx": 0, "end_char_idx": 490, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a41df4f7-89f6-4d60-a693-4e02b9c8d727": {"__data__": {"id_": "a41df4f7-89f6-4d60-a693-4e02b9c8d727", "embedding": null, "metadata": {"page_label": "1", "file_name": "engaging-parents-and-the-community.pdf", "file_path": "openaipdf\\engaging-parents-and-the-community.pdf", "file_type": "application/pdf", "file_size": 141052, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "de1d807f-90c7-4c19-8440-ba21c4cd8fc6", "node_type": "4", "metadata": {"page_label": "1", "file_name": "engaging-parents-and-the-community.pdf", "file_path": "openaipdf\\engaging-parents-and-the-community.pdf", "file_type": "application/pdf", "file_size": 141052, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "945df243d419686a620f399e83f36e16e8678fc27543e6aee97aff122edc40c4", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9e329c4d-7b7e-461f-ae35-1f3eaa9bf753", "node_type": "1", "metadata": {"page_label": "4", "file_name": "encouraging-effort-through-feedback.pdf", "file_path": "openaipdf\\encouraging-effort-through-feedback.pdf", "file_type": "application/pdf", "file_size": 156411, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dabefc5ebff1cd6b7531401a15ee9bbdcc306769348633ec75c1fea3504aeff8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "89e68822-4717-447e-9380-07ef086881e0", "node_type": "1", "metadata": {}, "hash": "f469265dba047bf57d517e5225218fe688c8ab09e33c6654ae7a95b6275a443e", "class_name": "RelatedNodeInfo"}}, "hash": "124fe946331d9c7b9a87b9598d4c1273ae5469494be9d2d706e3af60de89321e", "text": "Topic: Dropout Prevention \nPractice: Rigorous/Relevant Instruction\nHighlights\n\u2022 Community involvement is emphasized at Foxfire High School.\n\u2022 Activities such as \u201cCurbside Coffee\u201d and \u201cFAFSA Night\u201d help keep parents \ninformed.\n\u2022 Foxfire has developed a program known as \u201cPay it Forward\u201d to encourage \nstudents to volunteer in the community while earning elective credits.\n\u2022 Foxfire students have the opportunity to build a home from the ground up \nthrough the Youthbuild program. The program has provided students with \ncareer training, social skills, and job skills.\nAbout the Site\nFoxfire Center for Student Success\nZanesville, OH\nDemographics\n75% White \n17% OtherAudio\nFULL DETAILS AND TRANSCRIPT  \nEngaging Parents and the Community\nFoxfire Center for Student Success, Ohio \u2022 January 2009", "start_char_idx": 0, "end_char_idx": 791, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "89e68822-4717-447e-9380-07ef086881e0": {"__data__": {"id_": "89e68822-4717-447e-9380-07ef086881e0", "embedding": null, "metadata": {"page_label": "2", "file_name": "engaging-parents-and-the-community.pdf", "file_path": "openaipdf\\engaging-parents-and-the-community.pdf", "file_type": "application/pdf", "file_size": 141052, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "bba8af02-5ad9-41c1-8319-c210dbae3cf4", "node_type": "4", "metadata": {"page_label": "2", "file_name": "engaging-parents-and-the-community.pdf", "file_path": "openaipdf\\engaging-parents-and-the-community.pdf", "file_type": "application/pdf", "file_size": 141052, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "567e32d77242056b2452be0ac381959083f4bba6ff9df9eb8bbe649a84a34f21", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a41df4f7-89f6-4d60-a693-4e02b9c8d727", "node_type": "1", "metadata": {"page_label": "1", "file_name": "engaging-parents-and-the-community.pdf", "file_path": "openaipdf\\engaging-parents-and-the-community.pdf", "file_type": "application/pdf", "file_size": 141052, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "124fe946331d9c7b9a87b9598d4c1273ae5469494be9d2d706e3af60de89321e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "db4530c1-ff3c-47bf-a471-6407721f2fb6", "node_type": "1", "metadata": {}, "hash": "1a7c8f0d8343b96c1b5daddd1dbc22fafddb8a6e00d4ee5529673ac7be80ec5c", "class_name": "RelatedNodeInfo"}}, "hash": "f469265dba047bf57d517e5225218fe688c8ab09e33c6654ae7a95b6275a443e", "text": "Engaging Parents and the Community \u2014Foxfire Center for Student Success, Zanesville, OH\n9% Black\n47% Free or Reduced-Price Lunch\n20% Special Education\nFoxfire Center for Student Success is an alternative high school in Zanesville, Ohio. It serves as a dropout \nrecovery school for students from the local and surrounding districts.\nThe school provides:  \n\u2022  Ongoing monitoring of student interventions and immediate adjustments in these interventions if \nneeded\n\u2022  Invisible mentoring for all students\n\u2022  Extensive academic supports for credit recovery through project-based learning\n\u2022  Wrap-around services with an on-site community health nurse\n\u2022  Small, personalized classes\n\u2022  Instruction that is relevant and provides opportunities for students to work in the community \nFull Transcript\nI\u2019m Deb Lussier. I\u2019m the Assistant Principal here at Foxfire. One of the things that Foxfire tries to do is \nto ensure that there is a lot of community involvement and try to get our parents involved in the school \nbecause we believe it takes a cooperative effort between everyone to meet the needs of our students. \nWe took the program in two separate ways; we wanted to do two kinds of parent involvement. One was to \nbring them in, to bring interest into the program. We do Curbside Coffee, and we do that every time we \nhave a major event. And we send people from our staff out into the parking lot, and they meet and greet \nthe parents as they pull up to inform them of news and let them know like if it\u2019 s interim time or if there is \ngoing to be a parent involvement meeting. \nThe other thing that we need to do is we need to inform the parents and try to help educate them on some \nissues. We have a night which we call FAFSA night, and that\u2019s where they come in to fill the federal form out \nto get financial aid for their students that are going to college. And we bring people in from the community \nthat are well-versed on how to fill out a FAFSA, and they will sit down one-on-one with the parent at the \ncomputer and fill the form out online to try to make sure that they are filled out correctly , so the kids \ncan get as much financial aid as possible. And it makes it less intimidating to the parents. They feel more \ncomfortable about filling it out and asking question that way. \nThe parents have a negative connotation when it comes to communication with the school because \neverything in the past has always been negative. You know, if they got a call from the school, it was bad. \nAnd so what we try very hard to do with these parent involvement nights is to try to make the parents more \ncomfortable and try to present them with some positive communication and make them understand that", "start_char_idx": 0, "end_char_idx": 2700, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "db4530c1-ff3c-47bf-a471-6407721f2fb6": {"__data__": {"id_": "db4530c1-ff3c-47bf-a471-6407721f2fb6", "embedding": null, "metadata": {"page_label": "3", "file_name": "engaging-parents-and-the-community.pdf", "file_path": "openaipdf\\engaging-parents-and-the-community.pdf", "file_type": "application/pdf", "file_size": 141052, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "e5f138f2-af82-4947-9317-680198dc9fbd", "node_type": "4", "metadata": {"page_label": "3", "file_name": "engaging-parents-and-the-community.pdf", "file_path": "openaipdf\\engaging-parents-and-the-community.pdf", "file_type": "application/pdf", "file_size": 141052, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "52a997653ed889beea1f301692b1cf8b756bd82ec3c693a09033b73296453a26", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "89e68822-4717-447e-9380-07ef086881e0", "node_type": "1", "metadata": {"page_label": "2", "file_name": "engaging-parents-and-the-community.pdf", "file_path": "openaipdf\\engaging-parents-and-the-community.pdf", "file_type": "application/pdf", "file_size": 141052, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f469265dba047bf57d517e5225218fe688c8ab09e33c6654ae7a95b6275a443e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ac1789ed-8853-44cf-9105-5b863170ad8c", "node_type": "1", "metadata": {}, "hash": "3fee34472219b79da95b8eba29edcf82ab7237ec226362b9e0649194f52f52f8", "class_name": "RelatedNodeInfo"}}, "hash": "1a7c8f0d8343b96c1b5daddd1dbc22fafddb8a6e00d4ee5529673ac7be80ec5c", "text": "Engaging Parents and the Community \u2014Foxfire Center for Student Success, Zanesville, OH\nwe need that piece to get their kids through this process so they can go on. They have an important role in \nhelping their students\u2019 transition into the adult world. \nCommunity services is an important piece of the Foxfire program. W e decided that we would call it Pay it \nForward, because that\u2019s what basically they\u2019re doing. And we believe there are several reasons why the \nPay it Forward program is important to Foxfire and to the students. One of the things that is important, of \ncourse, is they need credit. Then they have to get elective credits either through work study or community \nservice, so that\u2019s a piece of it, but the biggest piece is that if we\u2019re supporting our core values, which \nis what we are based upon, is that the students learn it is important to care and it\u2019 s important to take \nownership in your community and give back. \nWe do it in three different ways in our building, we do individual, we do it in small groups, and then we \ndo it in whole-school projects. So, an individual may be just scheduling a kid for three hours one day to \nwork at the animal shelter, or we\u2019ve scheduled them to go down and help some of the local agencies make \npamphlets or stuff envelopes, just something as simple as that. They\u2019ve volunteered in preschools. \nSmall group things, some of the things we have done is we took kids down to Salvation Army over the \nholiday, and they were making baskets and filling boxes, and we took them down for just a day. One of \nthe things that they did that got them really hyped up this fall is, we want to establish a rapport with our \nneighbors, and so we sent flyers up and down the road and said, you know , \u201chey, we have a day off. We will \nrake your yard if you\u2019ll call us.\u201d And the neighbors called, and they went and on their day off, they raked \nleaves for neighbors. It was a really good experience, and the kids really like that. And it also gave the \nneighborhood as well as the community a chance to see our school in a positive line which we think is really \nimportant, because often times our community has a negative impression because we are titled \u201cat risk.\u201d \nOne of the newest pieces, I could guess, that we added to the community service is what we call the \nYouthbuild program, and what it basically is is a program that promotes job skills,training. It\u2019s a construction \nprogram where the youth have to go through what they call mental-toughness program in order to qualify . \nThat teaches the kids to be able to take direction, to be able to handle their frustration, and learn some of \nthose social skills that some of our kids are lacking. Once they\u2019ve passed that program, then they go into \nthe actual construction part of the program. They are giving training where they give certain licensureships \nships if you are OSHA, and then they will actually build a home from the ground up. This has provided a \nlot of our students with career training, job skills. They work on being able to get along with peers on the \njobsite, being able to take instructions from your boss. So, a lot of that has been very beneficial to our kids. \nThe other piece that\u2019s beneficial is, it helps us with the attendance because it\u2019s mandatory that the kids \nattend here on the shift that they\u2019re not working or they can\u2019t work that day . And they do get paid, so they \nlike that piece of it, and it\u2019s motivated them, and it\u2019s helped them to become more regular attenders of \nschool.", "start_char_idx": 0, "end_char_idx": 3526, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ac1789ed-8853-44cf-9105-5b863170ad8c": {"__data__": {"id_": "ac1789ed-8853-44cf-9105-5b863170ad8c", "embedding": null, "metadata": {"page_label": "1", "file_name": "establishing-a-common-understanding.pdf", "file_path": "openaipdf\\establishing-a-common-understanding.pdf", "file_type": "application/pdf", "file_size": 142724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", 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"1a7c8f0d8343b96c1b5daddd1dbc22fafddb8a6e00d4ee5529673ac7be80ec5c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ddfec8ae-bc11-4e6a-b9f4-fed1254d420b", "node_type": "1", "metadata": {}, "hash": "3177625d3555a4f6da896c2b1d125817c01a20835e9f36a10667620951681a55", "class_name": "RelatedNodeInfo"}}, "hash": "3fee34472219b79da95b8eba29edcf82ab7237ec226362b9e0649194f52f52f8", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Vision for Data Use\nHighlights\n\u2022 Thurgood Marshall Academy Public Charter School defines critical concepts \nencompassing the school\u2019s vision for data use.\n\u2022 Some critical concepts defined include data, achievement, proficiency , and \nformative and summative assessments.\n\u2022 To establish a common understanding of the critical concepts on data use, the \nschool provides professional development activities to teachers and includes the \ndefinitions of these critical concepts in the faculty and staff handbook. \nAbout the Site\nThurgood Marshall Academy Public Charter School\nWashington, DC\nDemographics\n99% Black\n69% Free or Reduced-Price Lunch Audio\nFULL DETAILS AND TRANSCRIPT  \nEstablishing a Common Understanding\nThurgood Marshall Academy Public Charter School, Washington, DC \nDecember 2009", "start_char_idx": 0, "end_char_idx": 888, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ddfec8ae-bc11-4e6a-b9f4-fed1254d420b": {"__data__": {"id_": "ddfec8ae-bc11-4e6a-b9f4-fed1254d420b", "embedding": null, "metadata": {"page_label": "2", "file_name": "establishing-a-common-understanding.pdf", "file_path": "openaipdf\\establishing-a-common-understanding.pdf", "file_type": "application/pdf", "file_size": 142724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": 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"application/pdf", "file_size": 142724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3fee34472219b79da95b8eba29edcf82ab7237ec226362b9e0649194f52f52f8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "066e8250-d3fc-43a5-aaea-8575971252e0", "node_type": "1", "metadata": {}, "hash": "2d325418134dbd2f04a80f813251a2a15640b497c25bd617541a8251c6e8ae98", "class_name": "RelatedNodeInfo"}}, "hash": "3177625d3555a4f6da896c2b1d125817c01a20835e9f36a10667620951681a55", "text": "Establishing a Common Understanding\nThurgood Marshall Academy Public Charter School, Washington, DC\nThurgood Marshall Academy Public Charter School has established a strong culture of consistently using \nstudent achievement data to support instructional decision making through the following activities: \n\u2022 Implementing a two-pronged assessment system \n\u2022 Working collaboratively in subject-area teams to analyze data\n\u2022 Providing data-based support to ensure the success of all students\n\u2022 Engaging students in data use across grade levels  \nFull Transcript\nMy name is Alexandra Pardo. I am the academic director for Thurgood Marshall Academy High School, in DC. \nThe school has a very strong belief, and our vision in terms of data use is rampant across our entire building. \nAnd we truly feel that data is critical to improving instruction of our students. \nIt is important for the school to establish a common understanding of key concepts that comprise our \nschoolwide vision and our terminology around data use. The way we went about that is we really looked at \nour data use around student achievement as a means to revamp and consider what curricular decisions we \nneed to make. And so we didn\u2019t start with the curriculum, we started with our student achievement and \nthe data. From that we then looked at how do we want to define what our students should know and how \ndo we measure that, using the state standards as a starting point, then looking at from the state standards \nwhat objectives we have in our classrooms. We looked at the data and defining data as to what are key \nelements and what are key points that we want to know. We found that there are a lot of data points \navailable to schools. But we had to define what key data points we wanted, and that came out of dialogues \nwith our teachers, dialogue with faculty, staff, administration. In terms of achievement, we understood that \npeople have different definitions of achievement, and so we looked at what does our state test define as \nachievement, at what levels do students need to be proficient. And that was the starting point for that. And \nwe found it important to define all of our terms in our faculty and staff handbook, so our faculty and staff \nhandbook now consists of a data section that actually has the definitions for all of our assessment programs, \nour key terms, so that everybody understands when we are talking about formative/summative assessments, \nachievement proficiency data, that is all in there as a reference point to go back to. \nThe process to work with teachers and ensure that they have a common understanding of our key concepts \naround data use begins in August in our teacher orientation. Our entire data program is outlined in our staff \nand faculty handbook, and we offer differentiated professional development in August to those who are \nnovice teachers and those who are returning teachers who have been familiar with our data and assessment \nprogram. Having a common understanding really is important for teachers to change instruction and improve \ninstruction, and so our teachers have to start off with realistic goals for their classrooms based on who is \nsitting in their classroom and figuring out how to work with those students and work with those individuals.", "start_char_idx": 0, "end_char_idx": 3284, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "066e8250-d3fc-43a5-aaea-8575971252e0": {"__data__": {"id_": "066e8250-d3fc-43a5-aaea-8575971252e0", "embedding": null, "metadata": {"page_label": "3", "file_name": "establishing-a-common-understanding.pdf", "file_path": "openaipdf\\establishing-a-common-understanding.pdf", "file_type": "application/pdf", "file_size": 142724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b8654299-3057-4271-acd8-44fd0d99cadf", "node_type": "4", "metadata": {"page_label": "3", "file_name": "establishing-a-common-understanding.pdf", "file_path": "openaipdf\\establishing-a-common-understanding.pdf", "file_type": "application/pdf", "file_size": 142724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5657dc72065df37189f6f8c6da9fd9f9fdbcc75c2ceb4b49b52a7f42a8ba70c0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ddfec8ae-bc11-4e6a-b9f4-fed1254d420b", "node_type": "1", "metadata": {"page_label": "2", "file_name": "establishing-a-common-understanding.pdf", "file_path": "openaipdf\\establishing-a-common-understanding.pdf", "file_type": "application/pdf", "file_size": 142724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3177625d3555a4f6da896c2b1d125817c01a20835e9f36a10667620951681a55", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6118b5fe-6034-4bb0-bee4-c2b8952b9b9d", "node_type": "1", "metadata": {}, "hash": "dd264c2e4ec11d6d925fc5667c4247dc7fb05860a093f88b121b0a4bb7904891", "class_name": "RelatedNodeInfo"}}, "hash": "2d325418134dbd2f04a80f813251a2a15640b497c25bd617541a8251c6e8ae98", "text": "Establishing a Common Understanding\nThurgood Marshall Academy Public Charter School, Washington, DC\nIt\u2019s really important for the teachers to understand what proficiency is on our state test or the AP test or the \nSAT so they can communicate that to the students. Our students may not come in knowing, how do I know if \nI did well on the AP or what\u2019s a good score on SAT? And our teachers have to have that common terminology \nin order to communicate that to students and also look at each student as an individual, because students \nmay have different levels of successes. An 800 on the SAT may be great for one student, but it may not be \nthe same for another student. And so having that understanding and also knowing the students becomes \ncritical to defining success and improving student achievement at the student level as well as at the school \nlevel.", "start_char_idx": 0, "end_char_idx": 859, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6118b5fe-6034-4bb0-bee4-c2b8952b9b9d": {"__data__": {"id_": "6118b5fe-6034-4bb0-bee4-c2b8952b9b9d", "embedding": null, "metadata": {"page_label": "1", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "dd614656-31b3-4514-b0da-038c0acbd14a", "node_type": "4", "metadata": {"page_label": "1", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fddc540c1709431b6bf8b6614156aafd780530b979775ef57532889934da665f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "066e8250-d3fc-43a5-aaea-8575971252e0", "node_type": "1", "metadata": {"page_label": "3", "file_name": "establishing-a-common-understanding.pdf", "file_path": "openaipdf\\establishing-a-common-understanding.pdf", "file_type": "application/pdf", "file_size": 142724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2d325418134dbd2f04a80f813251a2a15640b497c25bd617541a8251c6e8ae98", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dfea1838-7b8b-48e8-b71e-c5151b49d672", "node_type": "1", "metadata": {}, "hash": "06011d3843ac0d60c785d5874ba9c6d48262630bbf08a4a3b773b5247ad0607c", "class_name": "RelatedNodeInfo"}}, "hash": "dd264c2e4ec11d6d925fc5667c4247dc7fb05860a093f88b121b0a4bb7904891", "text": "Topic: Increased Learning Time: Beyond the Regular School Day  \nHighlights\n\u2022 State-level Student Services Supervisor, Susan D\u2019Annunzio shows how the state of \nPennsylvania allots funding, monitors, and evaluates out-of-school-time programs. \n\u2022 The monitoring and evaluation plan was designed with the program and state \neducation goals in mind.\n\u2022 The state provides guidance and technical assistance to programs in order to \nensure high-quality implementation that meets students\u2019 needs.\nAbout the Interviewee\nSusan D\u2019Annunzio joined the Pennsylvania Department of Education in August \n2006 as a program officer for 21st Century Community Learning Center (CCLC) \nand Educational Mentoring. She was promoted to the position of student services \nsupervisor in September 2007, where she currently supervises the statewide efforts \nin a number of federal and state programs, including 21st CCLC, Learn and Serve \nK-12, Refugee Education, International Education, Community Schools, and is the \nSocial and Health Team lead for the Accountability Block Grant. She is a member \nof the Resiliency Core Team of Trainers and Leadership Team within the Bureau of \nCommunity and Student Service. She comes to the Bureau of Community and Student Audio\nFULL DETAILS AND TRANSCRIPT  \nFacilitating Implementation of 21st \nCentury Community Learning Centers\nSusan D\u2019Annunzio \u2022 January 2010", "start_char_idx": 0, "end_char_idx": 1372, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dfea1838-7b8b-48e8-b71e-c5151b49d672": {"__data__": {"id_": "dfea1838-7b8b-48e8-b71e-c5151b49d672", "embedding": null, "metadata": {"page_label": "2", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9f334eff-500f-48ac-9248-43683cf1c874", "node_type": "4", "metadata": {"page_label": "2", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "081bd0ce7526f9cbd9940ef401679f1730b03a0302fcbb973ff060ce4632c980", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6118b5fe-6034-4bb0-bee4-c2b8952b9b9d", "node_type": "1", "metadata": {"page_label": "1", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dd264c2e4ec11d6d925fc5667c4247dc7fb05860a093f88b121b0a4bb7904891", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "580f05c3-972b-4aed-b883-caa14c61edd6", "node_type": "1", "metadata": {}, "hash": "226355d6c23dd542f4b0abe051f6c725c3f41e5dda150101abef4eb236b0b3e7", "class_name": "RelatedNodeInfo"}}, "hash": "06011d3843ac0d60c785d5874ba9c6d48262630bbf08a4a3b773b5247ad0607c", "text": "Facilitating Implementation of 21st Century Community Learning Centers\nSusan D\u2019Annunzio\nServices from the Harrisburg Area Community College, where she served as the Coordinator in the Office of \nMulticultural Affairs. \nMs. D\u2019Annunzio holds a bachelor\u2019s degree in humanities from the Pennsylvania State University and a \nteaching certificate in secondary English education with a minor in public speaking. She has taught in a \nnumber of Pennsylvania school districts and has served as center director and director of education for an \ninternational supplemental education provider. Her broad range of educational experience has enabled her \nto teach a variety of grade levels and students, from kindergarten to the college level. \nWith comprehensive educational experience gained in public and private schools, Ms. D\u2019Annunzio has an \nunderstanding and appreciation of working with special populations of students in at-risk situations. She has \nfunctioned in liaison roles with parents, district administrators, teachers, and community leaders. She has \na working understanding of education law and special education advocacy , is a certified test administrator \nwith hands-on experience administering testing and interpreting results of standardized tests, has conducted \ncommunity training for parents on study skills, and has presented a back-to-school study skills spot on News \n27 Early Edition.\nFull Transcript\nMy name is Susan D\u2019Annunzio. I am the student services supervisor in the Division of Student Services and \nMigrant Education, the Bureau of Community and Student Services, at the P ennsylvania Department of \nEducation, in Harrisburg, Pennsylvania.\nThe 21st Century Community Learning Center Program is authorized under Title IV, Part B of the Elementary \nand Secondary Education Act as amended by the No Child Left Behind Act of 2001. It provides federal \nfunding for the establishment of community learning centers that provide academic, artistic, and cultural \nenrichment opportunities for children, particularly students who attend high-poverty and low-performing \nschools, to meet state and local standards in the core academic subjects. \nPennsylvania grantees are required to submit program implementation and results data annually at two \ndifferent online sites. The first site is the federal online reporting system for the federal government, the \nProfile and Performance Information Collection System, affectionately called PPICS. And additionally, the \nPennsylvania Department of Education has a state evaluator that elicits information from Pennsylvania \nState grantees along with the federal reporting, this information is used not only by the U.S. Department of \nEducation but also by the Pennsylvania Department of Education to monitor the services and activities that \nare being provided by 21st Century grantees across the state, inform us who is participating in grant-funded \nactivities, and what progress is being made in achieving the performance indicators associated with the 21st \nCentury program.\n21st Century applicants in the Commonwealth of Pennsylvania are required to submit an evaluation design", "start_char_idx": 0, "end_char_idx": 3140, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "580f05c3-972b-4aed-b883-caa14c61edd6": {"__data__": {"id_": "580f05c3-972b-4aed-b883-caa14c61edd6", "embedding": null, "metadata": {"page_label": "3", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "de621450-9754-4321-bb2a-5f1d1eb026d5", "node_type": "4", "metadata": {"page_label": "3", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "35963319e7f84b3f2591e1cfe6036daebfe15b2506094152ef0458690ed86255", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dfea1838-7b8b-48e8-b71e-c5151b49d672", "node_type": "1", "metadata": {"page_label": "2", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "06011d3843ac0d60c785d5874ba9c6d48262630bbf08a4a3b773b5247ad0607c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4bd0cd9e-d5a5-43c5-a1df-08220e7400f7", "node_type": "1", "metadata": {}, "hash": "e9e095236e1c497f2e6b5db79358e717a1f1398bea0c223bf6bce77ad1eee342", "class_name": "RelatedNodeInfo"}}, "hash": "226355d6c23dd542f4b0abe051f6c725c3f41e5dda150101abef4eb236b0b3e7", "text": "Facilitating Implementation of 21st Century Community Learning Centers\nSusan D\u2019Annunzio\nwith their initial proposal, and that initial proposal should include the types of data that they will be \ncollecting, when they are going to collect the data, the designs and methods that they will be using, the \ninstruments that will be developed and when they will be developed, an indication of how the data will \nbe analyzed, and when the reports of results and outcome will become available. And additionally, an \nimportant part of the evaluation process is how the information, once it\u2019 s collected, will be used by the \nprogram to monitor the progress and to provide the accountability information to stakeholders about success \nat the program sites. \nWe have a technical assistance provider who is contracted by the Pennsylvania Department of Education to \nprovide training and technical assistance to our 21st Century grantees, and they conduct the majority of the \nmonitoring visits with our guidance. Programs in Pennsylvania are typically monitored between September \nand March each year, and the grantees receive advanced notification of the pending monitoring visit with \npreparation instructions.\nThe technical assistance team in the Commonwealth of Pennsylvania meets on a regular basis, typically the \nfirst Monday of every month. We spend about four to five hours together discussing what the grantee needs \nare, the calls we have received, and the e-mails that we have gotten. Although it\u2019s not always directly \nabout the evaluation data, it is most often about the questions and the concerns that grantees bring to \nour attention or statewide advisory board members bring to our attention. And that information is used in \nconjunction with the data that we extract from the PPICS system, as well as the state evaluation system to \ndesign professional development that is going to be supportive to the grantees in helping them to continue \nto implement quality and sustainable programs in Pennsylvania. \nThe Pennsylvania Department of Education established the 21st Century advisory board on a statewide basis \nin 2002, to make recommendations and develop after-school program tools and resources to strengthen \nthe Commonwealth\u2019s 21st Century program. Currently, the committees are a Board Excellent Committee, \nProgram Quality, Public Policy, and Sustainability. The Program Quality Committee, I think, most easily fits \nin with our discussion about evaluation, and the program quality for the 21st Century Community Learning \nCenter Program in Pennsylvania has provided a lot of input and information for what kinds of tools they \nwould like the state to develop that would help them do a better job and help them to have and to operate \nbetter programs throughout the Commonwealth.", "start_char_idx": 0, "end_char_idx": 2793, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4bd0cd9e-d5a5-43c5-a1df-08220e7400f7": {"__data__": {"id_": "4bd0cd9e-d5a5-43c5-a1df-08220e7400f7", "embedding": null, "metadata": {"page_label": "1", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "30763845-372f-4165-ba8c-144cf5477628", "node_type": "4", "metadata": {"page_label": "1", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b83d46fb81f80ec2eb84c31e34a59008b623f290e72766e33aa1629f4bf72f3e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "580f05c3-972b-4aed-b883-caa14c61edd6", "node_type": "1", "metadata": {"page_label": "3", "file_name": "facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_path": "openaipdf\\facilitating-implementation-of-21st-century-community-learning-centers.pdf", "file_type": "application/pdf", "file_size": 139650, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "226355d6c23dd542f4b0abe051f6c725c3f41e5dda150101abef4eb236b0b3e7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e5f498a6-821e-4fac-b468-a9486df8a88f", "node_type": "1", "metadata": {}, "hash": "fa1588accaf641566b5843d8cfed589be00666e3cd4971625c40175f348811d3", "class_name": "RelatedNodeInfo"}}, "hash": "e9e095236e1c497f2e6b5db79358e717a1f1398bea0c223bf6bce77ad1eee342", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Cycle of Improvement\nHighlights\n\u2022 The Student Assistance Team (SAT) process at River Ridge Elementary helps \nremove barriers to student learning.\n\u2022 The SAT forms an intervention plan tailored to the student, and all staff leave an SAT meeting knowing what they need to do to help the student.\n\u2022 The team meets frequently to look at data to see if interventions are helping the \nstudent improve and if any futher instructional changes need to be made.\nAbout the Site\nRiver Ridge Elementary School\nVilla Hills, KY\nDemographics\n91% White  3% Hispanic\n  3% Black \n  1% Asian\n39% Free or Reduced-Price Lunch Audio\nFULL  DETAILS AnD TRAnSCRIPT  \nHelping Struggling Students by Using the \nSAT Process\nRiver Ridge Elementary School, Kentucky \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 845, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e5f498a6-821e-4fac-b468-a9486df8a88f": {"__data__": {"id_": "e5f498a6-821e-4fac-b468-a9486df8a88f", "embedding": null, "metadata": {"page_label": "2", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a519ccc9-5cf1-41a2-a1d3-52d39172888a", "node_type": "4", "metadata": {"page_label": "2", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "18c22f3c54b744e447615127bf8e8baeb439f683b7dc842975233ef287dd60e4", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4bd0cd9e-d5a5-43c5-a1df-08220e7400f7", "node_type": "1", "metadata": {"page_label": "1", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e9e095236e1c497f2e6b5db79358e717a1f1398bea0c223bf6bce77ad1eee342", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b33dd9de-40d2-4445-8a6e-7296b73b2655", "node_type": "1", "metadata": {}, "hash": "29cedd64edce3d9aa6c9ad1dd9499d3cc8ab3c07358e49df7917952dc9f7b5bb", "class_name": "RelatedNodeInfo"}}, "hash": "fa1588accaf641566b5843d8cfed589be00666e3cd4971625c40175f348811d3", "text": "Helping Struggling Students by Using the SAT Process\nRiver Ridge Elementary School, Kentucky\n10% English Language Learners\n26% Special Education\nRiver Ridge Elementary uses data to support instructional decision making and to provide support for \nstudents. The school leadership team works collaboratively with staff to engage in the following practices:\n\u2022 Establishing a vision for data use\n\u2022 Analyzing data in team meetings to identify students who do not meet the benchmark goals\n\u2022 Providing supports for staff to embed data use into everyday practice\n\u2022 Helping students understand their own data and set learning goals\nFull Transcript\nMy name is Shawna Harney. I am the principal of River Ridge Elementary. River Ridge is located in Villa Hills, Kentucky, which is a part of the Kenton County School District.\nThe Student Assistance Team, otherwise known as SAT , was formed as a district process to help students who \nhave been identified as struggling in one way or the other. The function of the team is to reduce barriers for \nstudent learning, whatever they may be. Stakeholders involved in the SAT team process involve teachers, \nadministrators, counselors, special ed teachers, regular ed teachers, school psychologists, parents, and that \nvaries from child to child depending on the needs or the identified areas of weakness. \nThe steps and process involved within our SAT teams start with a referral made by a teacher when they \nare identifying needs or areas of weakness with the student; any type of barrier, a teacher makes a referral to an administrator in the building to begin the SAT process. After the referral is received from an \nadministrator, a meeting is set and that team comes up with interventions after discussing the child and \nlooking at the data on the child; an intervention plan is developed. And when the team is finished with \nthat first initial meeting, a plan is put into place; everybody knows what their role is and this process for \nthis child. Progress monitoring then begins, and the team will then meet again to look at the data that is \ngathered as a result of the interventions that have been put into place. \nWe look at a lot of data when we are discussing the students during the SAT team process, such as diagnostic \ntesting data that we have on our students in the areas of reading and math. We take several different \ntypes of diagnostic tests, and we also look at classroom performance on formative as well as summative \nassessments. Recently, we have grown in terms of not only looking at overall stanines from those diagnostic scores, but also the scores within particular subtests of those diagnostic tests to really be able to help \npinpoint the most needed areas to intervene. For example, if we look at a reading diagnostic test and \nthe child is performing at a four stanine overall, but we learn that the listening comprehension or the vocabulary subtests are at a two stanine, we really try to pinpoint those areas in terms of knowing some", "start_char_idx": 0, "end_char_idx": 3001, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b33dd9de-40d2-4445-8a6e-7296b73b2655": {"__data__": {"id_": "b33dd9de-40d2-4445-8a6e-7296b73b2655", "embedding": null, "metadata": {"page_label": "3", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "480ffec6-bd07-414d-aa8d-bc44d5cc26e8", "node_type": "4", "metadata": {"page_label": "3", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2d3afab168d9c88c76ada58b0d7f9d928293b5aa6bb9ccf9401cf0684b7a413a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e5f498a6-821e-4fac-b468-a9486df8a88f", "node_type": "1", "metadata": {"page_label": "2", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fa1588accaf641566b5843d8cfed589be00666e3cd4971625c40175f348811d3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "54602410-a052-4242-8c08-3bf9c6420bc9", "node_type": "1", "metadata": {}, "hash": "3d3045076c3d7cdd866106cef276884e93e98ba6a03440f592a8382d97a47f19", "class_name": "RelatedNodeInfo"}}, "hash": "29cedd64edce3d9aa6c9ad1dd9499d3cc8ab3c07358e49df7917952dc9f7b5bb", "text": "Helping Struggling Students by Using the SAT Process\nRiver Ridge Elementary School, Kentucky\nspecific intervention plans to put in place targeting those exact areas versus just looking at the overall \nstanine of the score. \nEvery teacher in our building has a data notebook, and items that we include in those data notebooks range \nfrom a data tracking sheet that we have developed that is a consistent tool each teacher fills out on the \nchild and also serves to show trend data over the school year, so that we can begin to look holistically at the child and in terms of how they are progressing with the data. We have created a sheet through our \nSAT process called an Instructional Integrity Checklist, and that\u2019s another consistent tool that teachers are \nusing to document any type of intervention and the frequency of that intervention. In addition, to any other \nparental communication that has taken place between the teacher and this child is also included in this data \nnotebook. These data notebooks are brought with the teacher when we have SAT team meetings, and it\u2019s very nice to just be able to pick the notebook up and you have everything that you need in terms of what\u2019 s \ngoing on with that child right there at your fingertips and you are not going through different file folders of information. It serves as a great visual to look at the child from the beginning of the year through the middle to the end of the year. \nI think the SAT process tremendously impacted our school and student achievement in terms of really \nputting accountability into place and holding stakeholders, teachers, all staff members accountable to using \ndata to make decisions for our students. We\u2019ve always been able to identify areas of weakness and how \nstudents were struggling. But we didn\u2019t always have the best tools in place to know then what to do with \nthat information. I really feel this process has allowed us to quickly intervene with students versus waiting \nto get all stakeholders at the table, because we have increased our teacher knowledge in knowing these are the interventions that we have in place here at River Ridge Elementary. And if I have a student who is \nstruggling in a particular area, I now know what I can begin to do to help this child before waiting to have a \nmeeting to talk about what to do.", "start_char_idx": 0, "end_char_idx": 2327, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "54602410-a052-4242-8c08-3bf9c6420bc9": {"__data__": {"id_": "54602410-a052-4242-8c08-3bf9c6420bc9", "embedding": null, "metadata": {"page_label": "1", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "19a8957f-5f6f-416b-a8fa-d565667f1460", "node_type": "4", "metadata": {"page_label": "1", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9e4b5a30c7f649e99a7f011bc7349dd52f637a96466aeb83b1a2303e9d45874c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b33dd9de-40d2-4445-8a6e-7296b73b2655", "node_type": "1", "metadata": {"page_label": "3", "file_name": "helping-struggling-students-by-using-the-sat-process.pdf", "file_path": "openaipdf\\helping-struggling-students-by-using-the-sat-process.pdf", "file_type": "application/pdf", "file_size": 124012, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "29cedd64edce3d9aa6c9ad1dd9499d3cc8ab3c07358e49df7917952dc9f7b5bb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e02f7de0-423a-4e37-ba4f-90dcc1c73843", "node_type": "1", "metadata": {}, "hash": "e35c18f0cb85235fbbe015a8f546b59723ff849d74b7ced72eeeaf523e022aaa", "class_name": "RelatedNodeInfo"}}, "hash": "3d3045076c3d7cdd866106cef276884e93e98ba6a03440f592a8382d97a47f19", "text": "Topic: Encouraging Girls in Math and Science \nPractice: Ability is Expandable\nHighlights\n\u2022 Mistakes are not mistakes\u2014they are just necessary steps in the learning \nprocess. This attitude helps students let go of fear.\n\u2022 Learning to have a \u201cgrowth\u201d mindset about intelligence\u2014believing \nthat effort increases intelligence\u2014helps students view their mistakes \ndifferently.\n\u2022 Teachers in Green Valley Elementary School started focusing on \nteaching a growth mindset (and rewarding mistakes), and big changes \nstarted being visible in students two to four months into the school \nyear: students became more willing to volunteer answers and see \nmistakes as a learning opportunity.\nAbout the Site\nGreen Valley Elementary School\nSinking Spring, PA\nAudio\nFuLL  DETAiLS AnD TrAnScriPT  \nHelping Students Learn From Mistakes\nGreen Valley Elementary School, Pennsylvania \u2022 December 2007", "start_char_idx": 0, "end_char_idx": 875, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e02f7de0-423a-4e37-ba4f-90dcc1c73843": {"__data__": {"id_": "e02f7de0-423a-4e37-ba4f-90dcc1c73843", "embedding": null, "metadata": {"page_label": "2", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "edd24298-5956-46fe-8c7b-e84f2b999d7c", "node_type": "4", "metadata": {"page_label": "2", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9c230747243f675f1043eeb26435aa893951cda5ec3e263405cd426dfd92427b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "54602410-a052-4242-8c08-3bf9c6420bc9", "node_type": "1", "metadata": {"page_label": "1", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3d3045076c3d7cdd866106cef276884e93e98ba6a03440f592a8382d97a47f19", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3e190305-5927-4bdc-9a9a-5f1a5b7f3bd6", "node_type": "1", "metadata": {}, "hash": "103b04902580a0eb27df3dee7e47346984ca3dc61dede3ec7c2c54c4c6ec7689", "class_name": "RelatedNodeInfo"}}, "hash": "e35c18f0cb85235fbbe015a8f546b59723ff849d74b7ced72eeeaf523e022aaa", "text": "Helping Students Learn From Mistakes \u2014Green Valley Elementary School, Pennsylvania\nDemographics\nK-6\n87% white\n6% Hispanic\n4% African-American\n7% free and reduced-price lunch\n47% female students\nPredominantly low to middle socio-economic status\nLocated in Berks county, PA, Green Valley Elementary serves predominantly white students from low to \nmiddle socio-economic background.\nThis new school opened in 2006 and since then has invested in a variety of professional \u2022 \ndevelopment activities to increase teachers\u2019 awareness of the principles of effective learning.\nSince 2006 the school has been implementing a schoolwide approach that encourages teachers \u2022 \nto communicate to students that there are no math, science or reading genes, the brain can \ngrow, and the way to achieve progress and better abilities is through effort.\nFull Transcript\nMy name is Deborah Kerschner. i teach at teach at Green Valley Elementary School, which is part of the \nWilson School District in Sinking Spring, Pennsylvania. i teach the 6th grade math and language arts. in \nthe classroom we talk a lot about how mistakes are not mistakes. That they are just steps in the learning \nprocess, and that we need to be making mistakes in order to truly learn. i think that helps the kids to let \ngo of that fear that they have to be right the first time always, and I\u2019m constantly reminding them that \neffort increases intelligence, and that people become smarter. They\u2019re not born smart, and the ways that \nwe get smarter are through pushing back in lessons, and asking questions, and challenging, and asking for \nclarification when they need it. \nTo increase teacher awareness, actually, last summer our principle had purchased a copy of Mindset for \nevery teacher in our building, and we were asked to read it as a summary, and we did that. So during \nprofessional development days we will often have discussions based on using evidence from the book \nMindset to support our discussions, and to answer questions about how to help kids get smarter, and \nhow kids best learn. And also, last year when we got the copy of the article that \u201cYou can Grow Your \nintelligence,\u201d i shared it with the rest of the teachers in the school who also then shared it with their \nstudents. But as teachers we\u2019re constantly reminding each other about the growth mindset, and last year \nwe made actually\u2014well our school is Green Valley, so we made green construction paper brains, and all the \nteachers would wear them around the buildings, and then the kids would start to wear them. And we have \nposters that the kids made and teachers made talking about how effort increases intelligence, and how you", "start_char_idx": 0, "end_char_idx": 2663, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3e190305-5927-4bdc-9a9a-5f1a5b7f3bd6": {"__data__": {"id_": "3e190305-5927-4bdc-9a9a-5f1a5b7f3bd6", "embedding": null, "metadata": {"page_label": "3", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4f6187f2-6de2-4a5d-9fc1-c970f6761d29", "node_type": "4", "metadata": {"page_label": "3", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0663799a7671cf3a50d7a61b2f2da4dd8827c89b15dfee426a715c5c5cb7827b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e02f7de0-423a-4e37-ba4f-90dcc1c73843", "node_type": "1", "metadata": {"page_label": "2", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e35c18f0cb85235fbbe015a8f546b59723ff849d74b7ced72eeeaf523e022aaa", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "29a4114d-ae44-4515-bfcd-b6e6b3ae60f8", "node_type": "1", "metadata": {}, "hash": "e44675f29a7c00fe692f97914172c2092e2d231ec8525e5209967ab0aa1290f5", "class_name": "RelatedNodeInfo"}}, "hash": "103b04902580a0eb27df3dee7e47346984ca3dc61dede3ec7c2c54c4c6ec7689", "text": "Helping Students Learn From Mistakes \u2014Green Valley Elementary School, Pennsylvania\ncan get smarter through hard work and effort. it\u2019s really a daily reminder to each other that we need to \nkeep conveying this message to the kids. \nAfter learning about growth mindset the students definitely, definitely viewed making mistakes a lot \ndifferently. They are much more willing to share strategies and be wrong, and they\u2019re okay with being \nwrong, and making mistakes. i\u2019m constantly rewarding people for making mistakes, because it means \ntheir trying different strategies. And in her book, Dr. Dweck mentions that she said to a student \u201cif you\u2019re \nnot making mistakes i apologize, because then the work is just too easy, i have to make it harder for you, \nand challenging. So that you can be learning.\u201d And i share that with the kids; that unless you are making \nmistakes, you are not learning. You are just reworking what you already knew, and that\u2019s not learning. \nLearning is pushing yourself beyond. And i\u2019d say, just starting a couple of months into the year after hearing \nthis day in and day out, i have so many more kids volunteering answers and volunteering to challenge \nsomeone else\u2019s thinking. And they\u2019ll often say \u201ccan i come up to the board, and show you?\u201d which is great, \nand they know\u2014mistakes are ok, so feel free to share, and if you make a mistake that\u2019s great go get \nsomething from the prize box, because we\u2019re all learning something now. \nDepending on the mindset of the student when you get them, it definitely takes kids a different amount of \ntime to kind of integrate this way of thinking into their own thinking. i would say probably anywhere from \ntwo to four months into the school year is when i start seeing big changes. That\u2019s what happened last year, \nand i\u2019m starting to see some massive changes now. Just in the willingness of the kids to\u2014like i said before\u2014\nto challenge, to come up to the board and show strategies, to ask questions about what is happening rather \nthan just sit there and not say anything. i have two examples from last year that really stand out. \nOne is a boy who in the beginning of the year, actually, came up to me, and i could see he felt really \nuncomfortable being in math class, and he was kind of like drawn into himself. He would actually sit on \nhis hands during class, and he said to me \u201ci don\u2019t like math, i\u2019m not good at math, and i really don\u2019t like \nbeing in math class, and i really don\u2019t want you to ever call on me.\u201d  And i said, \u201cOkay, and we will work on \nthat during the year. in here\u2026\u201d and i kind of went into the whole speech about, in here it\u2019s okay to make \nmistakes, and i expect people to make mistakes. That\u2019s how we\u2019re learning. it was about two and a half \nmonths into the year, and I saw him start raising his hand, and he was definitely more active in class, and \nlistening to other peoples strategies, and coming up to the board, and challenging. constantly challenging, \nsaying to kids \u201ci don\u2019t understand how you got that, can you explain that a different way?\u201d in third quarter \nhe actually joined my math challenge club, which was held after school on a voluntary basis, and we worked \nwith concepts that they don\u2019t deal with normally in 6th grade. These were 7th, 8th and some 9th grade \nconcepts, and he was there by choice, pushing and working hard. So his whole mindset about math had \ndefinitely changed. He was much more growth mindset at the end of the year , and he did come up and say, \n\u201ci like math, i really like it,\u201d which i thought was fabulous. \nAnother case was actually a 5th grader, and the teacher knew that i was\u2014 i was constantly caring around", "start_char_idx": 0, "end_char_idx": 3655, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "29a4114d-ae44-4515-bfcd-b6e6b3ae60f8": {"__data__": {"id_": "29a4114d-ae44-4515-bfcd-b6e6b3ae60f8", "embedding": null, "metadata": {"page_label": "4", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "da8f92a1-00e2-49a1-93ec-2b935b303433", "node_type": "4", "metadata": {"page_label": "4", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d286550267c9dc2c0438a94126736fd710386e193b2be03beb41cae32e5f0761", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3e190305-5927-4bdc-9a9a-5f1a5b7f3bd6", "node_type": "1", "metadata": {"page_label": "3", "file_name": "helping-students-learn-from-mistakes.pdf", "file_path": "openaipdf\\helping-students-learn-from-mistakes.pdf", "file_type": "application/pdf", "file_size": 155505, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "103b04902580a0eb27df3dee7e47346984ca3dc61dede3ec7c2c54c4c6ec7689", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8ceb5728-c0fd-4791-a662-8930b20d2f91", "node_type": "1", "metadata": {}, "hash": "1f1c4c407fa2d289e9e5429ab152452ed8c84a4af30193a92a3c2143b229a4ae", "class_name": "RelatedNodeInfo"}}, "hash": "e44675f29a7c00fe692f97914172c2092e2d231ec8525e5209967ab0aa1290f5", "text": "Helping Students Learn From Mistakes \u2014Green Valley Elementary School, Pennsylvania\n my Mindset book, and talking to kids about it or referring to it, so she said she was really struggling with \nthis one student in her class who was just very down on herself and said, you know, she\u2019s so slow at reading, \nand so slow at writing, and she can\u2019t do this, and she can\u2019t do that. And the teacher felt just like maybe \nshe should just hear another person\u2019s input. So i shared the book with her. At the end of each day she would \ncome to me, and i would share something from the book with her, and then i would ask her how she could \nuse what i shared the next day, to help herself. And then the end of the next day she would come back, and \nshe would share with me how she had used that part of the book to help her, and i would give her another \nsection and share it with her and, by the end of the year, she had changed her thinking. She said \u201ci am \nslower, but that\u2019s okay, and i\u2019m working very hard,\u201d and what was incredible was on the PSSA\u2019s her 4th grade \nscore had her at basic, and her 5th grade score she was in the advanced category. And we couldn\u2019t really \nattribute anything to any kind of\u2014you know we did work very hard in school, but i think it takes the kids to \nchange their mindset about themselves before any true learning can occur, and i think that\u2019s what showed \nwith those two kids.", "start_char_idx": 0, "end_char_idx": 1398, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8ceb5728-c0fd-4791-a662-8930b20d2f91": {"__data__": {"id_": "8ceb5728-c0fd-4791-a662-8930b20d2f91", "embedding": null, "metadata": {"page_label": "1", "file_name": "helping-teachers-learn-new-practice.pdf", "file_path": "openaipdf\\helping-teachers-learn-new-practice.pdf", "file_type": "application/pdf", "file_size": 148245, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", 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"creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e44675f29a7c00fe692f97914172c2092e2d231ec8525e5209967ab0aa1290f5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e56f7d3d-a372-4903-9e1d-7923a695455f", "node_type": "1", "metadata": {}, "hash": "f70959df70ab4201cc6591efeec9c79cef1d99633d5559b40294b0564975a038", "class_name": "RelatedNodeInfo"}}, "hash": "1f1c4c407fa2d289e9e5429ab152452ed8c84a4af30193a92a3c2143b229a4ae", "text": "Audio\nFull Details anD transcript\n \nHelping Teachers Learn New Practice\nReady to Learn Providence, Rhode Island \u2022 June 2007\nTopic:  Preschool Language and Literacy \nPractice:  Use Interactive and Dialogic Reading\nHighlights\nPrinciples for relationship-based support of teachers\u2022 \nRole of mentor in daily support for teachers\u2022 \nFocusing professional development on student work/teacher \u2022 \nobservation/daily routine\nSetting mutual goals:  teacher, mentor, coach\u2022 \nUsing video for reflection\u2022 \nAbout the Site\nready to learn p rovidence \nprovidence, rhode island\nDemographics:\nMore than 90% qualify for free and reduced price lunch\nPreschoolers who exhibit characteristics that put them most at-risk for \nearly reading difficulty", "start_char_idx": 0, "end_char_idx": 725, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e56f7d3d-a372-4903-9e1d-7923a695455f": {"__data__": {"id_": "e56f7d3d-a372-4903-9e1d-7923a695455f", "embedding": null, "metadata": {"page_label": "2", "file_name": "helping-teachers-learn-new-practice.pdf", "file_path": "openaipdf\\helping-teachers-learn-new-practice.pdf", "file_type": "application/pdf", "file_size": 148245, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", 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"creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1f1c4c407fa2d289e9e5429ab152452ed8c84a4af30193a92a3c2143b229a4ae", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "42271a02-4b87-4f16-a12a-1049cae8dd18", "node_type": "1", "metadata": {}, "hash": "e5089da4cf020c0d9d49ebef94722fdf9834023f82fd12915b005acdfe9ffd1a", "class_name": "RelatedNodeInfo"}}, "hash": "f70959df70ab4201cc6591efeec9c79cef1d99633d5559b40294b0564975a038", "text": "Helping Teachers Learn New Practice\u2014 Ready to Learn Providence, Rhode Island\nFull Transcript\nI am Christine Chiacu-Forsythe, and I am technically the Director of Early R eading First 2. We have \ntwo Early Reading First projects. I am employed by the Providence Plan with an initiative called \nReady to Learn Providence.  \nOur overall approach to teacher support fundamentally is based on a real strong belief that we have, \nthat creating a strong, effective relationship is fundamental to any work that we do with teachers. \nWe even extend that to our work with children, to families, to other adults. Another thing we \nstrongly believe in, in that our building and maintaining these positive relationships also are collegial \nand reciprocal. We\u2019re in a learning process together, which guides our teaching and learning.\nSo one of the cornerstones of this relationship-based support has to do with honoring the past \nexperiences and the previous knowledge base that teachers bring to the learning situation. W e build \nupon the existing skills, behaviors, and attitudes of teachers as well as hopefully introduce them to \nnew approaches. So our overall approach fosters problem solving and reflection.\nGenerally, the role of the mentor is to provide daily on-site support to the teaching staff at each \nof the four partner sites. So the wisdom of the partners when the grant was written was that each \npartnering site would hire the on-site mentor as an employee of that site to ensure that teachers had \nsufficient on-the-job training with the mentor, and who would also be viewed as a staff member\u2014so Site Highlights:\nDaily use of Personal Literacy Plans by teachers, mentors, and coaches \u2022 \nto collect data, track individual student\u2019s literacy development, \ndifferentiate instruction, and guide self-reflection and professional \ndevelopment activities\nExtensive documentation of children\u2019s learning including formal \u2022 \nassessments, classroom observations, photographs and visual essays, \naudio recordings of children\u2019s conversations, and student portfolios and \nwork samples\nSystematic, explicit instruction focused on phonological awareness, \u2022 \nletter-sound relationships, vocabulary, and comprehension\nExtensive, daily on-site mentoring including videotaping instruction \u2022 \nMentors form strong, reciprocal relationships with teachers and use \u2022 \nobservational and assessment data to set goals and engage teachers in \ndeveloping action plans", "start_char_idx": 0, "end_char_idx": 2444, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "42271a02-4b87-4f16-a12a-1049cae8dd18": {"__data__": {"id_": "42271a02-4b87-4f16-a12a-1049cae8dd18", "embedding": null, "metadata": {"page_label": "3", "file_name": "helping-teachers-learn-new-practice.pdf", "file_path": "openaipdf\\helping-teachers-learn-new-practice.pdf", "file_type": "application/pdf", "file_size": 148245, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f0ca6b54-1f8e-423b-98d0-9b0fa58009b0", "node_type": "4", "metadata": {"page_label": "3", "file_name": "helping-teachers-learn-new-practice.pdf", "file_path": "openaipdf\\helping-teachers-learn-new-practice.pdf", "file_type": "application/pdf", "file_size": 148245, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4486d5225955d1645b36b583679f22768e25ae7b3d9e30d2b17b968578c9de18", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e56f7d3d-a372-4903-9e1d-7923a695455f", "node_type": "1", "metadata": {"page_label": "2", "file_name": "helping-teachers-learn-new-practice.pdf", "file_path": "openaipdf\\helping-teachers-learn-new-practice.pdf", "file_type": "application/pdf", "file_size": 148245, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f70959df70ab4201cc6591efeec9c79cef1d99633d5559b40294b0564975a038", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a6358050-b4f1-4bf6-ad28-9f3eb0997ca6", "node_type": "1", "metadata": {}, "hash": "ae8bfb325f08627ed014c7b34340280043935858107e8fd10c749e6c96452707", "class_name": "RelatedNodeInfo"}}, "hash": "e5089da4cf020c0d9d49ebef94722fdf9834023f82fd12915b005acdfe9ffd1a", "text": "Helping Teachers Learn New Practice\u2014 Ready to Learn Providence, Rhode Island\na colleague on site.\nWe focused much of our professional development upon the results that we get from either the \nchild-level data or the classroom data. We always focus the pieces of professional development \naround those units of study and teachers sharing what they have done or questions they have about \nthose particular units and, as well as our child-level data that is so wonderfully represented in\u2014well, \nwhat I think, in the personal literacy plans that help teachers really focus on the individual needs of \nchildren.\nWe\u2019re always ending the sessions with teachers developing some action plans as to how they\u2019re \ngoing to use the information. And then there\u2019s always time for reflection. And again, we call that \nour own internal cycle of inquiry. We have to prove to teachers that any new practice that has\u2014that \nwe perceive has benefits must improve children\u2019s learning, especially accomplished within the daily \nroutine, depending upon the teacher\u2019s learning style.\nFor example, there are teachers who are visual learners. So, coaches and/or mentors might \ndemonstrate in the classroom so that teachers can watch and then follow it up with conversation \nabout the outcome of the new practice. \nWe\u2019ve moved to what we call focused observation and feedback. We know that in that realm of \nfocused observation, that it is really important that we have mutually agreed-upon goals\u2014teacher \nand mentor and/or coach. Again, it goes back to our approach to teacher support in that it\u2019s \nreciprocal. We have to honor that by engaging the teacher in what is it\u2014or how is it that the teacher \nwants to achieve that goal.\nOne of the other lessons that we\u2019ve learned is the power of the video camera. Now , that\u2019s a really \ninteresting strategy. That doesn\u2019t only apply to struggling teachers; it\u2019s for all teachers. But being \nable to introduce that kind of documentation for the teacher can sometimes really help, because \nmost of the time with struggling teachers, they really don\u2019t understand or realize what they\u2019re \ndoing. So, and certainly another pair of eyes is helpful to that teacher , but when the teacher sees \nthemselves\u2014you\u2019ll see, with no editing. You know, there\u2019s no other lens besides the video camera \nlens. That\u2019s also a powerful tool to begin to address the issues and challenges of struggling teachers.\nIn our reflective phase of our work, we know that if we change our behavior\u2014mentor , coach, \ndirector\u2014that that usually elicits a behavior change from the teacher or the other adult. So it\u2019 s \nreally examining our own practice. And again, it goes back to fundamentally what we believe\u2014this is \nreciprocal and we\u2019re also learners in this process.", "start_char_idx": 0, "end_char_idx": 2750, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a6358050-b4f1-4bf6-ad28-9f3eb0997ca6": {"__data__": {"id_": "a6358050-b4f1-4bf6-ad28-9f3eb0997ca6", "embedding": null, "metadata": {"page_label": "1", "file_name": "high-school-literacy-intervention.pdf", "file_path": "openaipdf\\high-school-literacy-intervention.pdf", "file_type": "application/pdf", "file_size": 134900, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "df0f2f29-f209-4a45-a0fd-e71174fc2862", "node_type": "4", "metadata": {"page_label": "1", "file_name": "high-school-literacy-intervention.pdf", "file_path": "openaipdf\\high-school-literacy-intervention.pdf", "file_type": "application/pdf", "file_size": 134900, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9e297157da59fce2f442dd656c1645624488d709e5e477f7976d526da552f459", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "42271a02-4b87-4f16-a12a-1049cae8dd18", "node_type": "1", "metadata": {"page_label": "3", "file_name": "helping-teachers-learn-new-practice.pdf", "file_path": "openaipdf\\helping-teachers-learn-new-practice.pdf", "file_type": "application/pdf", "file_size": 148245, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e5089da4cf020c0d9d49ebef94722fdf9834023f82fd12915b005acdfe9ffd1a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a114e173-8fc0-426c-9079-3cfe7819d401", "node_type": "1", "metadata": {}, "hash": "40c3481be49ed8d81d07778a2e980cdd84721afcf2fde17dc093ede191c5d7e7", "class_name": "RelatedNodeInfo"}}, "hash": "ae8bfb325f08627ed014c7b34340280043935858107e8fd10c749e6c96452707", "text": "Topic: Adolescent Literacy \nPractice: Intensive Intervention\nHighlights\n\u2022 Judith Hamilton, Director of English, explains how Stoughton High School \nhas established a schoolwide approach to literacy intervention for struggling \nstudents, beginning with screening and diagnosis in ninth grade and \nemphasizing explicit vocabulary and comprehension instruction. \n\u2022 Staff at Stoughton High School understand the need for a data-driven \nprocess to identify student needs and interventions, ongoing involvement of \nspecial needs and reading teachers throughout the assessment process, and \nintervention options of different intensity levels to individualize instruction for \nstruggling students.\n\u2022 The reading specialist plays an integral role in working with content area \nteachers to plan and monitor reading intervention strategies in classrooms as \nwell as through supplemental reading programs.\nAbout the Site\nStoughton High School\nStoughton, MAAudio\nFULL DETAILS AND TRANSCRIPT  \nHigh School Literacy Intervention\nStoughton High School, Massachusetts \u2022 February 2009", "start_char_idx": 0, "end_char_idx": 1066, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a114e173-8fc0-426c-9079-3cfe7819d401": {"__data__": {"id_": "a114e173-8fc0-426c-9079-3cfe7819d401", "embedding": null, "metadata": {"page_label": "2", "file_name": "high-school-literacy-intervention.pdf", "file_path": "openaipdf\\high-school-literacy-intervention.pdf", "file_type": 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"metadata": {"page_label": "1", "file_name": "high-school-literacy-intervention.pdf", "file_path": "openaipdf\\high-school-literacy-intervention.pdf", "file_type": "application/pdf", "file_size": 134900, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ae8bfb325f08627ed014c7b34340280043935858107e8fd10c749e6c96452707", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1a73bb0a-c114-4d80-b6c1-97a9ba2f9c82", "node_type": "1", "metadata": {}, "hash": "54e62ea20164941864f435bc7c6df5a3d9a63091bb2db49887dd20a9df0893d5", "class_name": "RelatedNodeInfo"}}, "hash": "40c3481be49ed8d81d07778a2e980cdd84721afcf2fde17dc093ede191c5d7e7", "text": "High School Literacy Intervention \u2014Stoughton High School, Massachusetts\nDemographics\n79% White\n14% Black\n3% Hispanic\n4% Asian \n19% Free or Reduced-Price Lunch\n2% English Language Learners\n12% Special Education\n \nStoughton High School staff work collaboratively to improve students\u2019 reading skills and support reading \ninstruction across the content areas.  Features of the high school reading program include:\n\u2022  A schoolwide approach to literacy intervention;\n\u2022  Explicit vocabulary and reading comprehension instruction across content areas;\n\u2022  ELL program designed to help students improve their comprehension and vocabulary skills;\n\u2022  Comprehensive assessment program;\n\u2022  Benchmarking approach to ensure consistent improvement in classroom and district testing across \ngrade levels;\n\u2022  Screening practices, diagnostic tests, and a data-driven process for identifying student needs and \ninterventions;\n\u2022  Ongoing involvement of special needs and reading teachers throughout the assessment process; and\n\u2022  Intervention options of different intensity levels to facilitate individualized instruction for struggling \nstudents.\nFull Transcript\nI\u2019m Judith Hamilton. I\u2019m the Director of English for Stoughton High School. I\u2019m responsible for implementing \nthe English Language Arts curriculum for grades 9\u201312. \nWith struggling readers, we do a variety of interventions, starting with the incoming grade 9 students. Those \nstudents have been screened through using the SRI [Scholastic Reading Inventory] as one of the diagnostic \ntools for identifying where they are in terms of their reading levels. So, we meet with the English teachers \nand with the reading specialists and with the special education teachers to identify students who they feel \nstill need to be monitored more closely and given more explicit instruction in reading skills. \nThose students then coming into the high school, take our Foundations English class, which is a remedial \nclass. They are team-taught in that class, an English teacher and a special ed teacher. They also are \nrequired to take, with our reading teacher at the high school, a special intensive reading course. All of \nthose teachers are engaged in very specific strategies for improving their reading comprehension skills. \nWe monitor their progress to see how have they done from one grade to the next grade. And then, also, I", "start_char_idx": 0, "end_char_idx": 2365, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1a73bb0a-c114-4d80-b6c1-97a9ba2f9c82": {"__data__": {"id_": "1a73bb0a-c114-4d80-b6c1-97a9ba2f9c82", "embedding": null, "metadata": {"page_label": "3", "file_name": "high-school-literacy-intervention.pdf", "file_path": "openaipdf\\high-school-literacy-intervention.pdf", "file_type": "application/pdf", "file_size": 134900, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "537ca3c7-01de-4433-8040-6559fc1be40a", "node_type": "4", "metadata": {"page_label": "3", "file_name": "high-school-literacy-intervention.pdf", "file_path": "openaipdf\\high-school-literacy-intervention.pdf", "file_type": "application/pdf", "file_size": 134900, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "273e61ce5aa55438c3558599b177b23e9b251d109e2799141d364690da7f0217", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a114e173-8fc0-426c-9079-3cfe7819d401", "node_type": "1", "metadata": {"page_label": "2", "file_name": "high-school-literacy-intervention.pdf", "file_path": "openaipdf\\high-school-literacy-intervention.pdf", "file_type": "application/pdf", "file_size": 134900, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "40c3481be49ed8d81d07778a2e980cdd84721afcf2fde17dc093ede191c5d7e7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4a85893f-3b4f-4f0a-8cb1-9048a0e097d9", "node_type": "1", "metadata": {}, "hash": "4b4a96936465749239e8d0c3d4030d3da5cadc3760ded30205ca17ed02a3d03e", "class_name": "RelatedNodeInfo"}}, "hash": "54e62ea20164941864f435bc7c6df5a3d9a63091bb2db49887dd20a9df0893d5", "text": "High School Literacy Intervention \u2014Stoughton High School, Massachusetts\nshare with the department as one of our professional developments, we look at the data we have, and the \nteachers then can look at their specific students in the classes they have to learn what the specific skills are \nthat some of those students need assistance with. \nImplementing reading strategies across the curriculum, I think, is essential for improving reading skills. \nI find that teachers in the other content areas are resistant to the notion of in some way being, quote, a \nreading teacher. They talk about that they have frameworks and testing, and they need to be able to focus \njust on that. And yet at the same time, I don\u2019t think that they are ignoring reading strategies. Some of them \ncertainly do it and they just don\u2019t realize they are doing it. \nSocial studies teachers regularly use vocabulary instruction. They do that kind of pre-reading, which is what \nwe talk about and they don\u2019t define it as that. They don\u2019t view it is that. In their mind, this is just part of \nbeing a social studies teacher. Science teachers regularly take students through the chapter and look at the \nbold subtitles, and we explain to them that that\u2019s part of pre-reading, and that\u2019s a very important strategy \nfor students to use and to develop. For many years, we have had an interdisciplinary Grade 11 American \nStudies program. In that area then, English and social studies teachers do team-teach, and they occasionally \nwork with somebody in the arts department, somebody in the music department, and so those particular \nteachers and teams of teachers have been able to, I think, foster reading across the curriculum within those \nareas. \nWe have started, a couple of years ago, ninth grade teams where the four major subject area teachers \nare working together, and in that area the English teachers are helping the teachers in the other areas to \nunderstand some of the reading difficulties that they\u2019re having and are sharing strategies with them, and \nso I think that is getting implemented. One of the strategies that work that we have implemented across \nmany courses in the English department, and now they are certainly being used also in Social Studies, is the \nconnections and having students actually engage in identifying as they are reading text to self, text to text, \ntext to world and break down the reading for the students. \nWe have upon occasion had an opportunity for the reading teacher to work in a classroom with one of the \nscience teachers in this particular case. This particular science teacher had a very large group of students, a \nlarge class that also had several English language learners in it. So the reading teacher went to try to team-\nteach almost and found that she really needed to work with the reading strategies of those ELL students \nbefore they could understand the content at all. As a result of that, this year we have an ELL reading class \nthat\u2019s dedicated toward helping those students acquire reading skills that are necessary for them to be able \nto succeed in the content areas. \nAs a department, we also share ideas and strategies and have compiled an incredible resource within the \nEnglish office of materials that can be shared, and we also do that now of course on the computer . And \nteachers put their strategies in there, and anybody can bring those up. As one teacher models for another \nteacher, then they realize that how easily some of these can be implemented, and it encourages everybody \nto implement them.", "start_char_idx": 0, "end_char_idx": 3551, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4a85893f-3b4f-4f0a-8cb1-9048a0e097d9": {"__data__": {"id_": "4a85893f-3b4f-4f0a-8cb1-9048a0e097d9", "embedding": null, "metadata": {"page_label": "A1", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4d770169-67e1-449c-9379-c7b12e80a4dc", "node_type": "4", "metadata": {"page_label": "A1", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "82b2d2bfc14981aaac1c63d581c926f8409dd3d2dcfbe515361d193cc4a80537", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1a73bb0a-c114-4d80-b6c1-97a9ba2f9c82", "node_type": "1", "metadata": {"page_label": "3", "file_name": "high-school-literacy-intervention.pdf", "file_path": "openaipdf\\high-school-literacy-intervention.pdf", "file_type": "application/pdf", "file_size": 134900, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "54e62ea20164941864f435bc7c6df5a3d9a63091bb2db49887dd20a9df0893d5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "39e9429d-52cc-4110-ba8c-71e4ca363b1f", "node_type": "1", "metadata": {}, "hash": "b355379c826b052009d4acb168198173f5057e87c7ca0ddbc3d712fd4e2c133e", "class_name": "RelatedNodeInfo"}}, "hash": "4b4a96936465749239e8d0c3d4030d3da5cadc3760ded30205ca17ed02a3d03e", "text": "1 of 3\n  AUDIO\n3:35 min\nFull Details and TranscriptImmediate Attention\nYoung Scholars\u2019 Academy for Discovery and \nExploration (P.S. 636), New York  \nJanuary 2011\nTURNING AROUND CHRONICALLY LOW-PERFORMING \nSCHOOLS \nQUICK WINS\n \u00bbElementary school principal Danika LaCroix figured out what \nneeded immediate attention at her school.\n \u00bbFacilities as well as culture and climate were deemed to be in \nimmediate need of a facelift.\n \u00bbThe main office was transformed with new furniture and a redesign \nof the space to create a more welcoming environment for families; \nsomeone is always available to greet visitors.\nYoung Scholars\u2019 Academy for Discovery and Exploration \nBrooklyn, NY \nDemographics\n \u00bb60% Black\n \u00bb37% Hispanic\n \u00bb  2% White\n \u00bb  1% Asian\n \u00bb 98% Free or Reduced-Price Lunch\n \u00bb   7% English Language Learners\n \u00bb 13% Special EducationTopic \nPractice \nHighlights\nAbout the Site", "start_char_idx": 1, "end_char_idx": 880, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "39e9429d-52cc-4110-ba8c-71e4ca363b1f": {"__data__": {"id_": "39e9429d-52cc-4110-ba8c-71e4ca363b1f", "embedding": null, "metadata": {"page_label": "A2", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "fbd86df6-83f8-4f5e-915c-90a29e90a836", "node_type": "4", "metadata": {"page_label": "A2", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d36339b8776da6cb256ed1a7d23e5ec4f046058d92ab2aebb7f189f1999d8b8a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4a85893f-3b4f-4f0a-8cb1-9048a0e097d9", "node_type": "1", "metadata": {"page_label": "A1", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4b4a96936465749239e8d0c3d4030d3da5cadc3760ded30205ca17ed02a3d03e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "09f302ad-3984-4a0a-9b9b-afb7f3c28273", "node_type": "1", "metadata": {}, "hash": "747f44769bbfb58a9288910c8ce3e4945d79516ab78cc011694ade161fd5653f", "class_name": "RelatedNodeInfo"}}, "hash": "b355379c826b052009d4acb168198173f5057e87c7ca0ddbc3d712fd4e2c133e", "text": "2 of 3\nImmediate Attention\u2014 Young Scholars\u2019 Academy for Discovery and Exploration, New York(The New York State School Report Card, 2008-09 and The Afterschool \nCorporation Newsletter, 2010)\nNew York City\u2019s P .S. 636, Young Scholars\u2019 Academy for Discovery and \nExploration, partners with parents, youth, and community-based \norganizations to offer integrative and innovative approaches to \ndecision-making and support activities. To improve the school climate \nand institute a successful longer day, the school:\n \u00bbHas increased the length of the school day by 35%;\n \u00bbProvides more individualized and engaging instruction, enrichment \nactivities, and sports;\n \u00bbOffers Saturday instruction to students needing extra support;\n \u00bbConducts internal and eternal evaluations to track progress and \nplan for implementation improvement.\n 00:04  My name is Danika LaCroix, principal of Young Scholars\u2019 \nAcademy for Discovery and Exploration.\n 00:10 Before I started Young Scholars\u2019 Academy, I used quite a \nbit of time to figure out what some things that needed immediate \nattention, quick fixes. And so from January 2008 to July 2008, which \nwas before I entered the building, there were two key things that \nI found needed immediate attention, and those were facilities and \nculture and climate. And so for facilities, what I thought was necessary \nwas for parents to come in here and see and feel a significant \ndifference from the previous school. And so what we did was we \ndecided to actually gut out the entire main office and to have a new \noffice that celebrated children, that had student work up, that did not \ncreate a barrier between the parents, the community, and the school \nstaff. We wanted new furniture in there that would welcome and \ninvite parents and children likewise into the space.Full Transcript\nDanika LaCroix", "start_char_idx": 1, "end_char_idx": 1826, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "09f302ad-3984-4a0a-9b9b-afb7f3c28273": {"__data__": {"id_": "09f302ad-3984-4a0a-9b9b-afb7f3c28273", "embedding": null, "metadata": {"page_label": "A3", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a4e99646-5988-4327-947b-a145201f492c", "node_type": "4", "metadata": {"page_label": "A3", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4dca73ecdbd25daf0f4774750f6c53a26475850a44cbafcda3216dac7f8711c2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "39e9429d-52cc-4110-ba8c-71e4ca363b1f", "node_type": "1", "metadata": {"page_label": "A2", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b355379c826b052009d4acb168198173f5057e87c7ca0ddbc3d712fd4e2c133e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d52b3350-ca9f-47ab-a801-845334ffaf56", "node_type": "1", "metadata": {}, "hash": "1e2825e6839822ba78a03672c1db53246855fa61b1c7476d7c4d3ef6e0844694", "class_name": "RelatedNodeInfo"}}, "hash": "747f44769bbfb58a9288910c8ce3e4945d79516ab78cc011694ade161fd5653f", "text": "3 of 3\nImmediate Attention\u2014 Young Scholars\u2019 Academy for Discovery and Exploration, New York 01:12 One of the major obstacles with that was money, and so I \nhad to set priorities, what was most important to me. And in year one, \nculture and climate was really important for me and knowing that the \nfacilities played a key role in that, we had to do without some things. \nBut when parents walked in, they felt this energy in the building. W e \nhad to make some really tough choices about whether we purchase \ncomputer equipment or we purchase furniture for the main office. And \nin year one, culture and climate is extremely important, and so we \nhad to not get the computer equipment in order to get that furniture \nto create that space that we wanted parents to come into and to feel \nwelcome.\n 01:56 I think that people come in now, they feel that this is a \nvery different place from what was here in the past. We took down \nthe doors that separated parents from actually walking into the main \noffice. My door is open all the time. When parents come into the main \noffice, they can actually walk up to the parent coordinator or the \nsecretary\u2019s desk, and they can get service right away. Because we have \nquite a few people in the main office, whenever you walk up, someone \nis always there to greet you and say, \u201cGood morning,\u201d and whatever it \nis that you need to get taken care of, we can get it done immediately . \nYou don\u2019t have to sit and wait for a long time, and we are here to \nservice the parents. And when you come in, you feel that immediately.\n 02:39 I think what was really important was creating a space that \nlooked very different from what existed in the past, and so we created \na warm, welcoming space. Additionally, we have an entryway that\u2019s \nexclusive to us. When the kids come in the morning, I am there. If I am \nnot there, my assistant principal is there at the entrance greeting the \nchildren. On Wednesdays, we do High Five Wednesdays. We give them \na high five. Most of the children really want a hug in the morning. And \nso we are always there to provide them with that. Our catchphrase is \n\u201cMake it a great day.\u201d And so we say, \u201cMake it a great day. Make good \nchoices,\u201d and the children really feel warm and welcome. So that was \nsomething else that we did in year one that was a quick fix right away . \nWhen you walked in, you felt that this was a new school; it was a new \nlearning environment.", "start_char_idx": 1, "end_char_idx": 2432, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d52b3350-ca9f-47ab-a801-845334ffaf56": {"__data__": {"id_": "d52b3350-ca9f-47ab-a801-845334ffaf56", "embedding": null, "metadata": {"page_label": "1", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4f398170-1fa8-46e9-bc97-11a50d73a26a", "node_type": "4", "metadata": {"page_label": "1", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "64907497b8ba7f35c39bfb17cf88157021dd9158e7cdfda11c43da8fe2658dec", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "09f302ad-3984-4a0a-9b9b-afb7f3c28273", "node_type": "1", "metadata": {"page_label": "A3", "file_name": "immediate-attention.pdf", "file_path": "openaipdf\\immediate-attention.pdf", "file_type": "application/pdf", "file_size": 506602, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "747f44769bbfb58a9288910c8ce3e4945d79516ab78cc011694ade161fd5653f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e603aea3-0906-4e39-9b32-c4a89d80bba2", "node_type": "1", "metadata": {}, "hash": "95dea5c82ec66283bc5bfe4879418cceb00716063e103d585c03c1277fa9bbe7", "class_name": "RelatedNodeInfo"}}, "hash": "1e2825e6839822ba78a03672c1db53246855fa61b1c7476d7c4d3ef6e0844694", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Districtwide Data System\nHighlights\n\u2022 Aldine Independent School District uses a districtwide data system that integrates \nassessment data with lesson planning and curriculum.\n\u2022 The Student Information System is tied into the assessment system. The system \nprovides almost immediate feedback on the district\u2019s assessment system.\n\u2022 Classroom teachers can utilize this information to make good, quality instructional \ndecisions based on these data.  \nAbout the Sites\nMacArthur Ninth Grade School\nHouston, TX\nDemographics\n83% Hispanic\n12% Black\n 4% White\n79% Free or Reduced-Price LunchAudio\nFULL DETAILS AND TRANSCRIPT  \nImmediate Feedback\nAldine Independent School District, Texas \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 790, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e603aea3-0906-4e39-9b32-c4a89d80bba2": {"__data__": {"id_": "e603aea3-0906-4e39-9b32-c4a89d80bba2", "embedding": null, "metadata": {"page_label": "2", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "305dcde0-38f6-4242-858b-de7392f0a046", "node_type": "4", "metadata": {"page_label": "2", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5f3a76218eab29ec37226658779085347b0c643a9bb2f505997a8010257f1010", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d52b3350-ca9f-47ab-a801-845334ffaf56", "node_type": "1", "metadata": {"page_label": "1", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1e2825e6839822ba78a03672c1db53246855fa61b1c7476d7c4d3ef6e0844694", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0b48214c-6ceb-479d-b22b-c953749485a2", "node_type": "1", "metadata": {}, "hash": "da237094cb696bcaaa1ad17a15dd0e794110a01f2afcf821a8d5123739a693ee", "class_name": "RelatedNodeInfo"}}, "hash": "95dea5c82ec66283bc5bfe4879418cceb00716063e103d585c03c1277fa9bbe7", "text": "Immediate Feedback \u2014Aldine Independent School District, Texas\nMacArthur Ninth Grade School uses student achievement data to support instructional decision making \nthrough such activities as:\n\u2022 Engaging in three-week and six-week assessment cycles\n\u2022 Embedding data use into the school\u2019s mission and vision\n\u2022 Using data to develop curriculum and key areas of focus for instruction\n\u2022 Implementing tools for students that provide clear expectations and grading criteria for all core \nclasses\n\u2022 Accessing and analyzing data from the districtwide data warehouse system\nShotwell Middle School\nHouston, TX\nDemographics\n91% White\n61% Hispanic\n32% Black \n 4% Asian \n 2% White \n78% Free or Reduced-Price Lunch\nAt Shotwell Middle School, the entire school staff uses data regularly for collaboration and instruction. \nAdditionally, students learn to monitor their progress and set learning goals accordingly. A coordinated set of \nactions guides the use of data:\n\u2022 Establishing a clear vision for using data to support instructional decision making\n\u2022 Providing support through skills specialists, professional development, and a testing coordinator\n\u2022 Using common planning time to analyze data\n\u2022 Assessing the progress of each subgroup through the subgroup master system\nThompson Elementary School\nHouston, TX\nDemographics\n89% Hispanic\n 9% Black\n 2% White\n88% Free or Reduced-Price Lunch", "start_char_idx": 0, "end_char_idx": 1375, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0b48214c-6ceb-479d-b22b-c953749485a2": {"__data__": {"id_": "0b48214c-6ceb-479d-b22b-c953749485a2", "embedding": null, "metadata": {"page_label": "3", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f010457e-f61b-4e2e-a551-4db7881f21aa", "node_type": "4", "metadata": {"page_label": "3", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cd5b40eda217ee5e908539d07180053d6d06f4b2923842d774e0b17df9d2f89a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e603aea3-0906-4e39-9b32-c4a89d80bba2", "node_type": "1", "metadata": {"page_label": "2", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "95dea5c82ec66283bc5bfe4879418cceb00716063e103d585c03c1277fa9bbe7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "90b55d67-9c1b-429b-9545-fc2bac571eaa", "node_type": "1", "metadata": {}, "hash": "52999781f86fc28a6b096a3086bdf7f2486104eadb4c810cff1511b633fc7714", "class_name": "RelatedNodeInfo"}}, "hash": "da237094cb696bcaaa1ad17a15dd0e794110a01f2afcf821a8d5123739a693ee", "text": "Immediate Feedback \u2014Aldine Independent School District, Texas\nThompson Elementary School integrates student achievement data into the instructional decision-making \nprocess by implementing the following practices:\n\u2022 Incorporating the results of multiple assessments into a cycle of instructional improvement\n\u2022 Maintaining and fostering a culture of trust, solidarity, and support among staff members\n\u2022 Using school-level data to determine appropriate professional development and support for teachers\n\u2022 Accessing and analyzing data from the districtwide data warehouse system\nFull Transcript\nHi, I am Richard Blair. I am the executive director for research and evaluation in Aldine Independent School \nDistrict, in Houston, Texas.\nAldine Independent School District began the implementation of our data management system in the 2001\u2013\n2002 school year. The selection process for this data system was initiated by the superintendent of schools, \nand she felt like we really needed a team approach to any type of decision making within the district. And \nso she brought in people in the curriculum department, people in the research department, and people in \ntechnology to come in and look at and work together to see how these pieces could fit together and how \nthey could affect student performance in our district. \nAldine\u2019s data management system is an integrated system, and it ties into our student information system \nand brings student information system into the data system so that we can actually look at different parts \nof our assessments. Aldine\u2019s data management system has evolved over time based on our staff\u2019s use of the \nsystem; based on the input from our staff, we have looked at the types of data that we have in the system \nand what we are looking for out of the system. We started with the state assessments and we moved into \nthe curriculum piece, then local assessments, and then finally lesson planning to make sure that all of those \npieces are brought together in one unified package.\nThe data management system provides us with a number of different pieces of information that we can use. \nWhen we look at our assessments, we can look at an actual individual student and see performance over \ntime. We can see how this child has done historically and how he is doing right now. In addition, because it \ngives us almost immediate feedback on our local assessments when we scan those tests into the system, we \nare able to actually look at and disaggregate data by classroom, by subgroup, by campus, or by district and \nlook at the trends and things so when the classroom teachers are meeting in planning periods, they are able \nto utilize that information to make good, quality instructional decisions at a much earlier time than they \nwould have been able to without this system.\nWhen a district begins to plan for a data system, whether it\u2019s one they are going to buy or build, there are \ncertain things that they probably should look for. The first thing that we found was that getting stakeholders \ninvolved was very important, getting buy-in from various members of the organization to know that this is \nsomething that we want to do and get that support built early in the process of it. In addition, you need to", "start_char_idx": 0, "end_char_idx": 3245, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "90b55d67-9c1b-429b-9545-fc2bac571eaa": {"__data__": {"id_": "90b55d67-9c1b-429b-9545-fc2bac571eaa", "embedding": null, "metadata": {"page_label": "4", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cc5cae20-7e8e-4915-899e-2f543c043285", "node_type": "4", "metadata": {"page_label": "4", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fd0b09374891f04245261d1b76a6abda60238cc401186561dcc9b9e3a8d21f03", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0b48214c-6ceb-479d-b22b-c953749485a2", "node_type": "1", "metadata": {"page_label": "3", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "da237094cb696bcaaa1ad17a15dd0e794110a01f2afcf821a8d5123739a693ee", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5e494a1f-f13d-4a7a-b4d5-9c7d698c386a", "node_type": "1", "metadata": {}, "hash": "bdd642f68bae75a99d6e42ed937b2f599a63d3c704b94f5f602bf58ca1b04160", "class_name": "RelatedNodeInfo"}}, "hash": "52999781f86fc28a6b096a3086bdf7f2486104eadb4c810cff1511b633fc7714", "text": "Immediate Feedback \u2014Aldine Independent School District, Texas\nspend the time up front developing and knowing exactly what it is you want before you actually go ahead \nand either purchase or develop the system that you want; know what it is you are trying to get before you \njust jump in and do something haphazardly. \nOne of the things we found that having a strong technology person who could lead the project \nimplementation and actually phasing it in in different pieces and not trying to do it all at one time, because \nthen we have people who understand the technology aspect of the system but can also troubleshoot when \nthings come up because they will come up when you\u2019re developing a new system. But also we were very \nfortunate having a partnership and I think that\u2019s something that districts should look at in terms of what \nthey are trying to do. Oftentimes, you buy a product, and you need to be able to get a product that you \nhave some kind of input, or build the system yourself, so it does what you want it to do, because if it\u2019 s not \ndata that you are going to use, if it\u2019s not going to be something that you are going to get what you want, \nthen there is no use in having it because it\u2019s just going to sit there.", "start_char_idx": 0, "end_char_idx": 1232, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5e494a1f-f13d-4a7a-b4d5-9c7d698c386a": {"__data__": {"id_": "5e494a1f-f13d-4a7a-b4d5-9c7d698c386a", "embedding": null, "metadata": {"page_label": "1", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "1f82d8ce-ab71-4ce8-9a0e-3fe238b63d80", "node_type": "4", "metadata": {"page_label": "1", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "97dff75ed9c6c16d44f17d79fc7555593d1e4e7687d24369f91080d7a6a86e75", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "90b55d67-9c1b-429b-9545-fc2bac571eaa", "node_type": "1", "metadata": {"page_label": "4", "file_name": "immediate-feedback.pdf", "file_path": "openaipdf\\immediate-feedback.pdf", "file_type": "application/pdf", "file_size": 143359, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "52999781f86fc28a6b096a3086bdf7f2486104eadb4c810cff1511b633fc7714", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ee79283e-c68f-4de0-98c2-1c5455ee17ff", "node_type": "1", "metadata": {}, "hash": "e3bec6489c0f8923d8a78c3cca7d542c15c7810f830f67522810d0f28fb85f28", "class_name": "RelatedNodeInfo"}}, "hash": "bdd642f68bae75a99d6e42ed937b2f599a63d3c704b94f5f602bf58ca1b04160", "text": "Topic: Adolescent Literacy \nPractice: Engaging Text Discussion\nHighlights\n\u2022 Dr. Michael Kamil, chair of the Improving Adolescent Literacy practice guide, \nreviews the findings of a meta-analysis of empirical research on how text \ndiscussion impacts reading comprehension.\n\u2022 \u201cEfferent\u201d (text-focused) discussions have more impact on student talk and \nreading comprehension than expressive (\u201cafferent\u201d) or critical/analytic \napproaches. \n\u2022 Simply putting students into groups to talk is not enough to enhance \ncomprehension and learning. \n\u2022 The greatest effects of the efferent approach were for below-average and \naverage ability students.\nAbout the Interviewee\nMichael L. Kamil is Professor of Education at Stanford University. He is a member \nof the Psychological Studies in Education Committee and is on the faculty of \nthe Learning, Design, and Technology Program. He received his B. A. from \nTulane University and his M.A. and Ph. D. from the University of Wisconsin. Audio\nFULL DETAILS AND TRANSCRIPT  \nImproving Comprehension Through Text \nDiscussion: What Does the Research Say?\nMichael L. Kamil, Ph.D. \u2022 August 2009", "start_char_idx": 0, "end_char_idx": 1123, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ee79283e-c68f-4de0-98c2-1c5455ee17ff": {"__data__": {"id_": "ee79283e-c68f-4de0-98c2-1c5455ee17ff", "embedding": null, "metadata": {"page_label": "2", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cc901cd3-4a2d-47cd-a5fe-37093097acad", "node_type": "4", "metadata": {"page_label": "2", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "169ca7333e365f0984445ebf06761c23acd5b2cb3bb6b612c0545253031d990f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5e494a1f-f13d-4a7a-b4d5-9c7d698c386a", "node_type": "1", "metadata": {"page_label": "1", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bdd642f68bae75a99d6e42ed937b2f599a63d3c704b94f5f602bf58ca1b04160", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "02895cdc-e4d7-495a-a7e2-7acf420d72d2", "node_type": "1", "metadata": {}, "hash": "72fc5f42f8d4eedc08b49eaf688e638b95b86ff73625939ff5163747fed6ed31", "class_name": "RelatedNodeInfo"}}, "hash": "e3bec6489c0f8923d8a78c3cca7d542c15c7810f830f67522810d0f28fb85f28", "text": "Improving Comprehension Through Text Discussion: What Does the Research Say?\nMichael L. Kamil, Ph.D.\nCurrently he serves as an advisor to the Early Childhood Educator Professional Development Program for \nthe Department of Education. He also serves as chair of the research panel for the New York State English \nLanguage Arts Standards Revision. He is a member of the United States Steering Committee for the United \nStates involvement in the 2009 administration of the Program in International Student Assessment (PISA). In \naddition he is a member of the Adolescent Literacy Advisory Board for the Alliance for Excellent Education.\nHe was a member of the National Reading Panel, chairing the subgroups on comprehension, technology, \nand teacher education and was a member of the RAND Corporation Reading Study Group, which produced \nthe report Reading for Understanding: Toward an R&D Program in Reading Comprehension . He was also a \nmember of the National Literacy Panel, synthesizing reading research on language minority students. He \nwas Chair of the Planning Committee for the 2009 National Assessment of Educational Progress Reading \nFramework. In addition, he was a member of the Carnegie Corporation Advisory Council on Advancing \nAdolescent Literacy. He currently is a member of the Technical Advisory Committee for the Partnership for \nAccessible Reading Assessments. He also is Chair of the PREL Reading Advisory Panel.  \nHe has recently served as the Chair of the group that produced Improving Adolescent Literacy: Effective \nClassroom and Intervention Practices , a practice guide from the Institute of Education Sciences. Other \npublications have included the Handbooks of Reading Research , Volumes I-III. Currently he is the lead editor \nfor the forthcoming Volume IV.  A volume on vocabulary instruction and one on early childhood professional \ndevelopment are in preparation.\nFull Transcript\nI\u2019m Michael Kamil. I\u2019m a Professor of Education at Stanford University, and I was chair of the committee that \nproduced the Practice Guide Improving Adolescent Literacy. \nOne of the interesting features of the Practice Guide is that we have a recommendation that discussion \naround text ought to be a part of improving adolescent literacy. Most of the evidence for this comes from \na meta-analysis that was performed by Karen Murphy, Ian Wilkinson, and their colleagues at Ohio State \nUniversity. They looked at all of the research that they could find on text discussion and analyzed it to see \nwhat kinds of effects there were. \nThere were three separate approaches that were used in studying the effects of discussion on text. The \nfirst of these is called \u201cefferent\u201d discussion, and this is a term for Louise R osenblatt, and it simply means \nthat the text is the focus of the discussion, what is it that the text actually says. In that case, students are \ntalking about and discussing what the specific meanings of the words and the phrases and the sentences and \nthe images and so on in the text. Not necessarily what they feel about it, not necessarily what it means, but \nwhat does the text actually say.", "start_char_idx": 0, "end_char_idx": 3125, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "02895cdc-e4d7-495a-a7e2-7acf420d72d2": {"__data__": {"id_": "02895cdc-e4d7-495a-a7e2-7acf420d72d2", "embedding": null, "metadata": {"page_label": "3", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8557be3d-2853-43c9-aee6-de488917e7f6", "node_type": "4", "metadata": {"page_label": "3", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "eefd7fd8075b37408331a929ae4924d4e3595e7e99cae58128042b5c65d22855", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ee79283e-c68f-4de0-98c2-1c5455ee17ff", "node_type": "1", "metadata": {"page_label": "2", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e3bec6489c0f8923d8a78c3cca7d542c15c7810f830f67522810d0f28fb85f28", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6e832821-c541-461c-8d00-5ca38309a23a", "node_type": "1", "metadata": {}, "hash": "f87d4cd955e6ddce0618c9f7b58444813f485adbce65b5f79d67115612ea37ee", "class_name": "RelatedNodeInfo"}}, "hash": "72fc5f42f8d4eedc08b49eaf688e638b95b86ff73625939ff5163747fed6ed31", "text": "Improving Comprehension Through Text Discussion: What Does the Research Say\nMichael L. Kamil, Ph.D.\nThe second, for literature folks, might presumably be afferent, which is Louise R osenblatt\u2019s term. That\u2019s the \nopposite of efferent. But in fact because of the very different approaches that they found in the research, \nthe people who wrote the meta-analysis decided to use the term \u2018expressive,\u2019  and expressive is much of the \nsame. It\u2019s affective response. What did you think about the text? And it\u2019s the kind of thing that very often \nhappens in classrooms. What\u2019s your reaction to this passage or to this novel or to this story? \nThe final one was a method that they termed critical analytic, and this is an approach to discussion where \nthe intent of the discussion is to debate ideas. You interrogate the text. You ask about the author. You ask \nabout the issues. The researchers found several interesting conclusions that were consistent across the \nresearch studies, the 42 studies that qualified for the meta-analysis. In these studies, there were very \nfew approaches that increased literal or inferrential comprehension or that improved critical thinking \nand reasoning. So, this is important because this isn\u2019t a guarantee that discussing text is going to improve \ncomprehension or critical thinking. \nThe most surprising of the findings that the researchers found in their meta-analysis was that the most \nsuccessful method was the efferent discussion that is the discussion about what the text actually says. This \nis where the students debate or talk about what the text actually said, not what it meant, not how they \ncould use it, but what the text actually said. What was in the text. This is almost universally the opposite \nof what teachers are inclined to do. They tend to ask students how they like the text, how they felt about \nthe text, or what they thought the text might do in terms of their daily lives and so on. But that\u2019s not useful \nunless students understand what\u2019s in the text, and I think that\u2019s the success of the efferent method is that \nit guarantees that students gets access to the meaning of the text before they talk about the uses to which \nthey could put the text or whether they liked it or not. \nGood readers don\u2019t need to do this, but in fact poor readers very often can\u2019t read the text any other way. \nIf they discuss it, it clears up all sorts of things for them. In addition, they found that just simply putting \nstudents into groups was not sufficient to improve comprehension, that the type of discussion was very \nimportant, and that this isn\u2019t just simply a matter of getting students to sit with each other and do the \nkinds of things that they might be required to do in these various programs that are intended to stimulate \ndiscussion. \nThe biggest effect of discussion around text was actually for average and below-average students. This is \none of the few methods that we come across in the educational research literature that doesn\u2019t give high-\nachieving students an extra advantage\u2014the so called Matthew Effect, where high achieving students benefit \neven more than low achieving students. So, this has the potential to close the achievement gap at least with \nregard to comprehension around text. \nFinally, the idea that this helps students who are average or below average, doesn\u2019t mean that you should \nuse it only with those students. You need to have heterogeneous discussion groups in which students of all \nabilities are involved. This means that high-achieving students might actually organize their thoughts when", "start_char_idx": 0, "end_char_idx": 3587, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6e832821-c541-461c-8d00-5ca38309a23a": {"__data__": {"id_": "6e832821-c541-461c-8d00-5ca38309a23a", "embedding": null, "metadata": {"page_label": "4", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "bc803333-1458-43cb-9a14-4235d92ca856", "node_type": "4", "metadata": {"page_label": "4", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "871b35ce4856b6a9b89e9ad47d81a1f55dbc61ca76d34d487d5b218e277d5d43", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "02895cdc-e4d7-495a-a7e2-7acf420d72d2", "node_type": "1", "metadata": {"page_label": "3", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "72fc5f42f8d4eedc08b49eaf688e638b95b86ff73625939ff5163747fed6ed31", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e54b5ed4-d6c4-4e90-920a-760fbb45f954", "node_type": "1", "metadata": {}, "hash": "9cfa80439e12639f2e8ecc07a340e933ca580740eac37c6f32e82ce81850c891", "class_name": "RelatedNodeInfo"}}, "hash": "f87d4cd955e6ddce0618c9f7b58444813f485adbce65b5f79d67115612ea37ee", "text": "Improving Comprehension Through Text Discussion: What Does the Research Say\nMichael L. Kamil, Ph.D.\nsomebody asks them to explain something, but it also means that the average and below-average students \nare going to benefit from seeing what it is that people discuss when they understand the text without much \ndifficulty.", "start_char_idx": 0, "end_char_idx": 323, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e54b5ed4-d6c4-4e90-920a-760fbb45f954": {"__data__": {"id_": "e54b5ed4-d6c4-4e90-920a-760fbb45f954", "embedding": null, "metadata": {"page_label": "A1", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "43568cc7-938e-4759-bd71-66b0cdb951b3", "node_type": "4", "metadata": {"page_label": "A1", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4557acf89bcbe79d7466ffe824dc45f9dc54d958efa1409144a0029217c53e2d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6e832821-c541-461c-8d00-5ca38309a23a", "node_type": "1", "metadata": {"page_label": "4", "file_name": "improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_path": "openaipdf\\improving-comprehension-through-text-discussion-what-does-the-research-say.pdf", "file_type": "application/pdf", "file_size": 143739, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f87d4cd955e6ddce0618c9f7b58444813f485adbce65b5f79d67115612ea37ee", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0d4e0c60-5a66-4cab-8619-d2229a92a145", "node_type": "1", "metadata": {}, "hash": "dcd889e0ddfc8edc96a05ef54913d22b302b90305064fcffe046dbb6f74d90e0", "class_name": "RelatedNodeInfo"}}, "hash": "9cfa80439e12639f2e8ecc07a340e933ca580740eac37c6f32e82ce81850c891", "text": "1 of 3\n  AUDIO\n3:17 min \nFull Details and TranscriptIncreasing Rigor for Special \nEducation Students\nDel Valle High School, Texas  \nApril 2011\nDROPOUT PREVENTION \nRIGOROUS/RELEVANT INSTRUCTION\n \u00bbDel Valle High School uses a scaffolded approach to inclusion to \nincrease the academic rigor in its special education classes.\n \u00bbSpecial education teachers team and co-teach with content \nteachers to strengthen their content knowledge.\n \u00bbIncreasing levels of academic support are provided to meet \nthe needs of all special education students. These range from \nmonitoring with case management, to placing a special education \nteacher and a content teacher together in the classroom, to a \nresource class with modifications for students with more significant \ndelays.\nDel Valle High School  \nDel Valle, TX \nDemographics:\n \u00bb73% Hispanic\n \u00bb17% Black\n \u00bb  9% White\n \u00bb  1% Asian\n \u00bb  7% English Language LearnersTopic \nPractice \nHighlights\nAbout the Site", "start_char_idx": 0, "end_char_idx": 943, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0d4e0c60-5a66-4cab-8619-d2229a92a145": {"__data__": {"id_": "0d4e0c60-5a66-4cab-8619-d2229a92a145", "embedding": null, "metadata": {"page_label": "A2", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3ca0bf0f-e419-48ea-b8c3-88bb9407cfac", "node_type": "4", "metadata": {"page_label": "A2", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8ad80a6605dc9625b29be7029f0a4090eb2f6f027eb901cb2c33456f600be6da", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e54b5ed4-d6c4-4e90-920a-760fbb45f954", "node_type": "1", "metadata": {"page_label": "A1", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9cfa80439e12639f2e8ecc07a340e933ca580740eac37c6f32e82ce81850c891", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "478af9f6-7ff6-448b-8276-ef64e56c568d", "node_type": "1", "metadata": {}, "hash": "91fdcd53dbedf687008095b532b8d679594b49c507ab041d0172e47cbe37c9a9", "class_name": "RelatedNodeInfo"}}, "hash": "dcd889e0ddfc8edc96a05ef54913d22b302b90305064fcffe046dbb6f74d90e0", "text": "2 of 3\nIncreasing Rigor for Special Education Students \u2014Del Valle High School, Texas(Texas Education Agency Campus Profile, 2009-10)\nDel Valle High School has developed a comprehensive set of policies \nand supports to prevent students from dropping out of school:\n \u00bbA Freshman Academy helps ninth graders transition to high school \nin an environment that meets their academic and developmental \nneeds\n \u00bbStaff use middle school data on incoming students to identify those \nat risk of dropping out and to guide course placement\n \u00bbRegular review of student data allows teachers to track student \nprogress and provide additional supports as needed\n \u00bbStandardized course performance expectations encourage \nacademic rigor in every classroom and support teachers through \nsuch structures as teaming, professional learning communities, and \nco-teaching\n 00:04  I am Derek Eberly, associate principal for special education \nat Del Valle High School in Austin, Texas.\n 00:13  Our special education teachers are teamed with content \nteachers. So that\u2019s really where they get their content strength and \nare able to increase the rigor. So our math teacher, or my algebra \nteacher specifically, works all day long in the algebra classroom, from \nplanning to delivering instruction.\n 00:35  How do we include special education students from the very \nlow cognitive developed students to those with maybe just moderate \nlearning disabilities? We take a scaffolded approach to inclusion. So \nthe least restrictive and least amount of support are our mainstream \nstudents that are assigned to case managers. When we get into the \nnext level, we have support facilitation. Support facilitation puts \ntwo teachers in the classroom, one content specialist and one special \neducation teacher who is very strong in the content, in the classroom \nmaybe every other day or two to three days a week.Full Transcript", "start_char_idx": 1, "end_char_idx": 1891, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "478af9f6-7ff6-448b-8276-ef64e56c568d": {"__data__": {"id_": "478af9f6-7ff6-448b-8276-ef64e56c568d", "embedding": null, "metadata": {"page_label": "A3", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "51ae077e-c50b-4dd7-a56f-499fcc0e728f", "node_type": "4", "metadata": {"page_label": "A3", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7417f7beff2f830e3aa26bb5d4502e37f3c69245ade0b5cd3d4059c88ef93cad", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0d4e0c60-5a66-4cab-8619-d2229a92a145", "node_type": "1", "metadata": {"page_label": "A2", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dcd889e0ddfc8edc96a05ef54913d22b302b90305064fcffe046dbb6f74d90e0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d6ce19dc-f1f8-4af8-9842-2977cecc5c62", "node_type": "1", "metadata": {}, "hash": "ed30cc27387c57c8d0135e685b76dfcda5850771e3802644dc0a881b2e6872df", "class_name": "RelatedNodeInfo"}}, "hash": "91fdcd53dbedf687008095b532b8d679594b49c507ab041d0172e47cbe37c9a9", "text": "3 of 3\nIncreasing Rigor for Special Education Students \u2014Del Valle High School, Texas 01:18  Co-teaching is the next level. Those students have two \nteachers in the classroom every day. From co-teaching, we move into \nour resource section, our resource classes. One of the things that we \nhave done recently has dramatically increased the rigor in our resource \nclasses; so those are our students with moderate or more significant \nlearning delays. Those classes are being taught by the inclusion \nteachers. So what we do is my Algebra I teacher, for example, will \nteach three sections of co-teaching throughout the day and then two \nsections of the resource class. So they get that exposure to the content \nand to the instruction, and they really and truly are just taking what \nthey did in the regular Algebra I classroom that day and modifying and \nadapting it for those kids.\n 02:08  Our professional learning communities are really the crux \nof what makes us a successful campus. Without the PLCs, the special \neducation teachers really would be unable to support the general \neducation teachers in those classrooms, whether it\u2019s co-teach or \nsupport facilitation, going back to being able to increase the rigor in \na resource class, where in the past you would have a math teacher \nthat was essentially isolated from the math department, and they \ntaught math all day long. It makes a lot of sense, and has helped \ntremendously on having those teachers [as] part of the PLCs.\n 02:41  Looking at our students who want to go to a four-year college \nstraight from high school, we are really looking at ways to figure out \nhow to accommodate them to keep them on the most rigorous path. \nOne of the courses that we are going to offer next year is an inclusion \nor a co-teach pre-AP course in chemistry. So giving that second teacher \nis really going to help expose those students to college preparatory \ncourses.", "start_char_idx": 1, "end_char_idx": 1915, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d6ce19dc-f1f8-4af8-9842-2977cecc5c62": {"__data__": {"id_": "d6ce19dc-f1f8-4af8-9842-2977cecc5c62", "embedding": null, "metadata": {"page_label": "1", "file_name": "intervening-early-using-data-from-multiple-assessments.pdf", "file_path": "openaipdf\\intervening-early-using-data-from-multiple-assessments.pdf", "file_type": "application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9f6adf39-30cf-4d6c-a0a6-90a76d854418", "node_type": "4", "metadata": {"page_label": "1", "file_name": "intervening-early-using-data-from-multiple-assessments.pdf", "file_path": "openaipdf\\intervening-early-using-data-from-multiple-assessments.pdf", "file_type": "application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bbf3c4d706dc0dc4459a3a8bb6f8285a51c91c53052ea7044adf9df4c2d640f6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "478af9f6-7ff6-448b-8276-ef64e56c568d", "node_type": "1", "metadata": {"page_label": "A3", "file_name": "increasing-rigor-for-special-education-students.pdf", "file_path": "openaipdf\\increasing-rigor-for-special-education-students.pdf", "file_type": "application/pdf", "file_size": 558711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "91fdcd53dbedf687008095b532b8d679594b49c507ab041d0172e47cbe37c9a9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "47268937-18f6-4a63-822b-f2e9a5009139", "node_type": "1", "metadata": {}, "hash": "f3ca07f57a22661569a55988491637f64bcdb883bfdbd390836a9b2d8a05118f", "class_name": "RelatedNodeInfo"}}, "hash": "ed30cc27387c57c8d0135e685b76dfcda5850771e3802644dc0a881b2e6872df", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Cycle of Improvement\nHighlights\n\u2022 Teachers at Thompson Elementary School analyze data from multiple assessments \nto determine weaknesses and strengths in their students.\n\u2022 By screening all students, teachers can quickly plan for interventions.\n\u2022 The teachers create action plans by grade level and for individual students to ensure that achievement gaps are addressed.\nAbout the Site\nThompson Elementary SchoolHouston, TX\nDemographics\n89% Hispanic 9% Black\n 2% White\n88% Free or Reduced-Price LunchAudio\nFULL DETAILS  AnD TRAnSCRIPT  \nIntervening Early Using Data From Multiple \nAssessments\nThompson Elementary School, Texas \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 736, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "47268937-18f6-4a63-822b-f2e9a5009139": {"__data__": {"id_": "47268937-18f6-4a63-822b-f2e9a5009139", "embedding": null, "metadata": {"page_label": "2", "file_name": "intervening-early-using-data-from-multiple-assessments.pdf", "file_path": "openaipdf\\intervening-early-using-data-from-multiple-assessments.pdf", "file_type": "application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "21f86db1-b165-4fec-a79c-842962bd7fa9", "node_type": "4", "metadata": {"page_label": "2", "file_name": "intervening-early-using-data-from-multiple-assessments.pdf", "file_path": "openaipdf\\intervening-early-using-data-from-multiple-assessments.pdf", "file_type": "application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e62fdd2b31b983c59bddb65af754d5b10a7dbfd6016032004006747e68229fd6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d6ce19dc-f1f8-4af8-9842-2977cecc5c62", "node_type": "1", "metadata": {"page_label": "1", "file_name": "intervening-early-using-data-from-multiple-assessments.pdf", "file_path": "openaipdf\\intervening-early-using-data-from-multiple-assessments.pdf", "file_type": "application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ed30cc27387c57c8d0135e685b76dfcda5850771e3802644dc0a881b2e6872df", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "34ef7fe2-f92a-4e44-b775-75969fcfae0f", "node_type": "1", "metadata": {}, "hash": "1d41209b33158bf518a186666aa9cf6cb279ad4858ed8abb9d602211e77255dd", "class_name": "RelatedNodeInfo"}}, "hash": "f3ca07f57a22661569a55988491637f64bcdb883bfdbd390836a9b2d8a05118f", "text": "Intervening Early Using Data From Multiple Assessments\nThompson Elementary School, Texas\nThompson Elementary School integrates student achievement data into the instructional decision-making process by implementing the following practices:\n\u2022 Incorporating the results of multiple assessments into a cycle of instructional improvement\u2022 Maintaining and fostering a culture of trust, solidarity, and support among staff members\u2022 Using school-level data to determine appropriate professional development and support for teachers\n\u2022 Accessing and analyzing data from the districtwide data warehouse system\nFull Transcript\nMy name is Pamela Riggans. I am the curriculum skills specialist at Thompson Elementary School in Aldine \nIndependent School District, in Houston, Texas. \nWe use a variety and multiple data simply because no one particular assessment assesses all skills. There is \nnot one particular skill that is assessed with any one assessment, and so we look at a multiple or a variety of \ndata in order to help us determine the weaknesses and the strengths in our students, and it also gives us an \nidea as to which areas need early intervention. \nWe use assessments to determine the reading fluency and also the reading comprehension of our students \nthrough reading inventories. We also use assessment to determine the proficiency in language skill of our \nbilingual students in the areas of writing, speaking, reading, and listening. We use assessments to determine math competency, such as problem solving and math computations for all grade levels, K\u20134, in our building. \nWe also use a universal screening type of assessment, which assesses all students in their basic math \nconcepts and letter recognition, letter sound, and also in reading fluency . And we take those scores and we \ndisaggregate them to give us a key idea on students that may need intervention. \nThe use of universal screening gives us a common ground for all students, and it is kind of like a jumping \npoint to other assessments. For example, if we determine that a student has a specific weakness or deficit \narea, using the universal screening test we look at other assessments in order to determine if that is a true deficit area or if it was a problem maybe with that particular assessment. And so the multiple assessments \nhelp us to validate our findings from the universal screening. \nRtI stands for Response to Intervention*, and this is how we target students that may not be performing \non grade level or have gaps in learning, and we intervene early and consistently in order to place them on grade level. The early intervention team is a team comprised of the administrators\u2014mainly the principal, \nassistant principal, the RtI coordinator, and the RtI teacher. And what happens with this team is they look \nat the progress of all students K\u20134 every three weeks. They go through their progress reports, their report cards, any information that the teachers may send to the team that may be concerns that they have with \nthe student. If the student is involved in interventions, early interventions during the day, they look at \nthe assessment data from early interventions. And what the team does is determine if the student is being", "start_char_idx": 0, "end_char_idx": 3226, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "34ef7fe2-f92a-4e44-b775-75969fcfae0f": {"__data__": {"id_": "34ef7fe2-f92a-4e44-b775-75969fcfae0f", "embedding": null, "metadata": {"page_label": "3", "file_name": "intervening-early-using-data-from-multiple-assessments.pdf", "file_path": "openaipdf\\intervening-early-using-data-from-multiple-assessments.pdf", "file_type": "application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4925bd73-26a3-4d52-9d29-01406afd8156", "node_type": "4", "metadata": {"page_label": "3", "file_name": "intervening-early-using-data-from-multiple-assessments.pdf", "file_path": "openaipdf\\intervening-early-using-data-from-multiple-assessments.pdf", "file_type": "application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b2f3e2e493381c37d0150c0dc67829b0945c774413796f1a47187eadbeda8bae", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "47268937-18f6-4a63-822b-f2e9a5009139", "node_type": "1", "metadata": {"page_label": "2", "file_name": "intervening-early-using-data-from-multiple-assessments.pdf", "file_path": "openaipdf\\intervening-early-using-data-from-multiple-assessments.pdf", "file_type": "application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f3ca07f57a22661569a55988491637f64bcdb883bfdbd390836a9b2d8a05118f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4dbe9e98-f60f-4633-b08e-829d34cc8f18", "node_type": "1", "metadata": {}, "hash": "a1e0b545c3667139e299667ace134a79185b6e8c580d7cbd7cd6009d85f38840", "class_name": "RelatedNodeInfo"}}, "hash": "1d41209b33158bf518a186666aa9cf6cb279ad4858ed8abb9d602211e77255dd", "text": "Intervening Early Using Data From Multiple Assessments\nThompson Elementary School, Texas\nsuccessful according to the data that is presented or if more intervention needs to take place or different intervention needs to take place. \nThe impact for student achievement is that students\u2019 achievement improves and it is sustained over time. \nWe always want our students not to just learn here but know that learning is a learning process. Through \nconsistent and timely disaggregation of data, teachers have been able to identify students in need of intervention earlier. This allows us to identify students, implement intervention before the gaps in the \nstudent learning become even larger, and also has helped us to get students on grade level quicker because \nof the early identification and intervention. So, overall, the impact has been success for both the teacher \nand the student.\n* Response to Intervetion (RtI) is a comprehensive early detection and prevention strategy that identifies struggling \nstudents and assists them before they fall behind. RtI systems combine universal screening and high-quality instruction for all students with interventions targeted at struggling students. RtI strategies are used in both reading and math instruction. To learn more about RtI, you can access two practices guides, Assisting Students Struggling With Reading: \nResponse to Intervention and Multi-Tier Intervention for Reading in the Primary Grades  and Assisting Student with \nMathematics: Response to Intervention for Elementary and Middle Schools.\nhttp://ies.ed.gov/ncee/wwc/publications/practiceguides/?pgid=3", "start_char_idx": 0, "end_char_idx": 1614, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4dbe9e98-f60f-4633-b08e-829d34cc8f18": {"__data__": {"id_": "4dbe9e98-f60f-4633-b08e-829d34cc8f18", "embedding": null, "metadata": {"page_label": "1", "file_name": "invisible-mentors.pdf", "file_path": "openaipdf\\invisible-mentors.pdf", "file_type": "application/pdf", "file_size": 138862, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": 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"application/pdf", "file_size": 142857, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1d41209b33158bf518a186666aa9cf6cb279ad4858ed8abb9d602211e77255dd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6c728de0-07f2-43d6-b16c-cd323e45f21e", "node_type": "1", "metadata": {}, "hash": "6cc8d076e25f3acd0669e2767430b2d4fbc162a34554d6c151ebfc48b2f23de8", "class_name": "RelatedNodeInfo"}}, "hash": "a1e0b545c3667139e299667ace134a79185b6e8c580d7cbd7cd6009d85f38840", "text": "Topic: Dropout Prevention \nPractice: Adult Advocates\nHighlights\n\u2022 The Invisible Mentoring Program allows a teacher to establish a connection \nwith a student and learn more about the student in an informal and discreet \nmanner.\n\u2022 Invisible mentors work together to help one another determine ways to \nconnect with particular students.\n\u2022 Teachers participating in the Invisible Mentoring Program try various strategies \nand approaches during class time to reach out to students.\nAbout the Site\nFoxfire Center for Student Success\nZanesville, OH\nDemographics\n75% White \n17% Other\n9% BlackAudio\nFULL DETAILS AND TRANSCRIPT  \nInvisible Mentors\nFoxfire Center for Student Success, Ohio \u2022 January 2009", "start_char_idx": 0, "end_char_idx": 693, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6c728de0-07f2-43d6-b16c-cd323e45f21e": {"__data__": {"id_": "6c728de0-07f2-43d6-b16c-cd323e45f21e", "embedding": null, "metadata": {"page_label": "2", "file_name": "invisible-mentors.pdf", "file_path": "openaipdf\\invisible-mentors.pdf", "file_type": "application/pdf", "file_size": 138862, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d21778b5-66a6-45bb-b1b1-23ef5be052d2", "node_type": "4", "metadata": {"page_label": "2", "file_name": "invisible-mentors.pdf", "file_path": "openaipdf\\invisible-mentors.pdf", "file_type": "application/pdf", "file_size": 138862, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "be78440f9099312fa05852b7253c236b3c9374ff483e1a6bf67452470e9fe706", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4dbe9e98-f60f-4633-b08e-829d34cc8f18", "node_type": "1", "metadata": {"page_label": "1", "file_name": "invisible-mentors.pdf", "file_path": "openaipdf\\invisible-mentors.pdf", "file_type": "application/pdf", "file_size": 138862, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a1e0b545c3667139e299667ace134a79185b6e8c580d7cbd7cd6009d85f38840", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d9069165-5516-4e01-868f-5ad00cfc4bfc", "node_type": "1", "metadata": {}, "hash": "e8effce03ec58ad490ad1a98a0e6e714b89af64855a5692b3d8fe3f95e5f4683", "class_name": "RelatedNodeInfo"}}, "hash": "6cc8d076e25f3acd0669e2767430b2d4fbc162a34554d6c151ebfc48b2f23de8", "text": "Invisible Mentors \u2014Foxfire Center for Student Success, Ohio\n47% Free or Reduced-Price Lunch\n20% Special Education\nFoxfire Center for Student Success is an alternative high school in Zanesville, Ohio. It serves as a dropout \nrecovery school for students from the local and surrounding districts.\nThe school provides:  \n\u2022  Ongoing monitoring of student interventions and immediate adjustments in these interventions if \nneeded\n\u2022  Invisible mentoring for all students\n\u2022  Extensive academic supports for credit recovery through project-based learning\n\u2022  Wrap-around services with an on-site community health nurse\n\u2022  Small, personalized classes\n\u2022  Instruction that is relevant and provides opportunities for students to work in the community \nFull Transcript\nMy name is Katie Shawger, I teach Social Studies here at Foxfire. One of the programs that we have just \nstarted this year and are now utilizing is called the Invisible Mentoring P rogram. We were told at the \nbeginning of the year to kind of monitor the students, like some of their behaviors, kind of get some \nreactions out of them, and then pick two students. And we were asked to pick one that we didn\u2019t really \nhave a connection with and then one student that we did have a pretty good connection with. And then \nwhat we were asked to do with it after that is to just continue to monitor that student and journal on them, \nbasically, write down maybe anything interesting that they talked about in class, something out of maybe \nthe ordinary that they did, any specific behaviors, and things like that. \nThe goal of the program is just, at least for the students that we do not have connections with, is to \nlearn more about that student. For the students that we did have connections with, it\u2019 s just to kind of \ncommunicate with the other staff members that maybe necessarily don\u2019t have a connection with them \ndifferent strategies that you try with them that would maybe work for some of those teachers. The students \nhave no idea that we are actually being their invisible mentor. They have no idea that they are maybe the \nstudent that we have chosen. As far as the impact that it\u2019s had on students is, at least for me, the student \nthat I chose that I didn\u2019t have a connection with, I\u2019m starting to create that connection with this person. \nAnd for him, he has been kind of a different person in my classroom, I think because I have changed some \nof the environment around to meet his needs. He is getting more work done. He is asking more questions. \nHe is cooperating so much better in the classroom. The students that I know better and have a relationship \nwith, I think that the way that it\u2019s impacted them is they\u2018ve gotten a chance now to maybe know me a little \nbit better, and they\u2019re kind of on a level with me where I think that they feel more comfortable. They know", "start_char_idx": 0, "end_char_idx": 2843, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d9069165-5516-4e01-868f-5ad00cfc4bfc": {"__data__": {"id_": "d9069165-5516-4e01-868f-5ad00cfc4bfc", "embedding": null, "metadata": {"page_label": "3", "file_name": "invisible-mentors.pdf", "file_path": "openaipdf\\invisible-mentors.pdf", "file_type": "application/pdf", "file_size": 138862, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "41d735d2-ef69-4ea7-ab5a-d872de83d24e", "node_type": "4", "metadata": {"page_label": "3", "file_name": "invisible-mentors.pdf", "file_path": "openaipdf\\invisible-mentors.pdf", "file_type": "application/pdf", "file_size": 138862, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "18776b84a91ca084fc0501860b98b197ec341ddecf6936a5756694a9f0a85bde", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6c728de0-07f2-43d6-b16c-cd323e45f21e", "node_type": "1", "metadata": {"page_label": "2", "file_name": "invisible-mentors.pdf", "file_path": "openaipdf\\invisible-mentors.pdf", "file_type": "application/pdf", "file_size": 138862, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6cc8d076e25f3acd0669e2767430b2d4fbc162a34554d6c151ebfc48b2f23de8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "709ffca0-3363-44d2-bc41-081f2ebbdfff", "node_type": "1", "metadata": {}, "hash": "25cdbac30cdb5b59adde06b51da2a69b0efc93b2e0d3744fb124e26301a4ce7b", "class_name": "RelatedNodeInfo"}}, "hash": "e8effce03ec58ad490ad1a98a0e6e714b89af64855a5692b3d8fe3f95e5f4683", "text": "Invisible Mentors \u2014Foxfire Center for Student Success, Ohio\nnow what kind of a person I am. I know what kind of a person that they are, and they feel little bit more \ncomfortable, maybe if they have a problem, coming to me or any one of the other teachers and discussing \nthat problem maybe seeking help. \nWhen we are in our professional learning time, we discuss the students that we\u2019re mentoring. W e tell the \nother teachers what we have seen in class, and they talk about things and reactions that they\u2019ve seen out of \nthose students in class. So, I think what\u2019s really great about that communication piece is, with the kids that \nyou don\u2019t have a connection with, you learn more about them from their behaviors and reactions in other \nclassrooms because they have different connections with those other teachers, and the students that you \ndo have a connection with, they may not. So, you are able to tell them how they are towards you, how they \nact in your class, any behaviors and problems or incidents that they have in your class, you are able to tell \nthem. I think it\u2019s just a matter of being aware. \nThe different strategies that I have learned that I would say would make me a better mentor is just \ncontinuously trying different methods in the classrooms with not only the students that I\u2019ve mentored but \nthe students that I haven\u2019t. Something worked for one student, well I\u2019m kind of seeing reactions out of \nanother one, I\u2019ll try that with him. So I think it\u2019s just a matter of trying different methods of my reactions to \ntheirs in class.", "start_char_idx": 0, "end_char_idx": 1557, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "709ffca0-3363-44d2-bc41-081f2ebbdfff": {"__data__": {"id_": "709ffca0-3363-44d2-bc41-081f2ebbdfff", "embedding": null, "metadata": {"page_label": "1", "file_name": "it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_path": "openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b773c879-134c-4351-843e-7d6f4421b11a", "node_type": "4", "metadata": {"page_label": "1", "file_name": "it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_path": "openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "67efc90c6eb822106e6de7c4e49b6b60c1def387bf352731579aaec8893fa757", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d9069165-5516-4e01-868f-5ad00cfc4bfc", "node_type": "1", "metadata": {"page_label": "3", "file_name": "invisible-mentors.pdf", "file_path": "openaipdf\\invisible-mentors.pdf", "file_type": "application/pdf", "file_size": 138862, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e8effce03ec58ad490ad1a98a0e6e714b89af64855a5692b3d8fe3f95e5f4683", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "006d725b-e92e-4b85-8b49-8e1d5cdd63c0", "node_type": "1", "metadata": {}, "hash": "3e43944a2f488d2a8a1875c79ebf1e93af45a0c3bef4546ffe965adf7e1ac957", "class_name": "RelatedNodeInfo"}}, "hash": "25cdbac30cdb5b59adde06b51da2a69b0efc93b2e0d3744fb124e26301a4ce7b", "text": "Topic: Reducing Behavior Problems \nPractice: Schoolwide Approach\nHighlights\n\u2022 The principal at Pinnacle School No. 35 discusses the various programs in place \nat the school that work together to help reduce behavior problems.  \n\u2022 The principal explains that there is not one single program or person that can \nreduce behavior problems. It takes many staff at all levels using different \nstrategies to make a difference in students\u2019 lives.\n\u2022 An intervention team at the school helps teachers resolve problems in \nthe classroom. Teachers have a team of people they can go to to discuss \nintervention strategies.\nAbout the Site\nPinnacle School No. 35 \nRochester, NY\nDemographics\n45% Hispanic\n42% BlackAudio\nFull DeTAIlS AND TRANScRIPT  \nIt Takes a Village to Raise a Socially and \nEmotionally Competent Child\nPinnacle School No. 35, New York \u2022 April 2009", "start_char_idx": 0, "end_char_idx": 851, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "006d725b-e92e-4b85-8b49-8e1d5cdd63c0": {"__data__": {"id_": "006d725b-e92e-4b85-8b49-8e1d5cdd63c0", "embedding": null, "metadata": {"page_label": "2", "file_name": "it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_path": "openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b4b8c23a-8322-4c42-a0de-7ae7bae82504", "node_type": "4", "metadata": {"page_label": "2", "file_name": "it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_path": "openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "464bbf3dd6e4a005247793b9f78814e2c686417ba832ad5f4c332ec0665d61c5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "709ffca0-3363-44d2-bc41-081f2ebbdfff", "node_type": "1", "metadata": {"page_label": "1", "file_name": "it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_path": "openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "25cdbac30cdb5b59adde06b51da2a69b0efc93b2e0d3744fb124e26301a4ce7b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ea0af5e9-328b-4ff0-84ea-603eb35be94d", "node_type": "1", "metadata": {}, "hash": "be1978d612c6feb3092dc9c9865b15b0d636713571d9f297e35d841e1a0d4128", "class_name": "RelatedNodeInfo"}}, "hash": "3e43944a2f488d2a8a1875c79ebf1e93af45a0c3bef4546ffe965adf7e1ac957", "text": "It Takes a Village to Raise a Socially and Emotionally Competent Child\nPinnacle School No. 35, New York\n11% White\n1% Asian\n1% Native American\n92% Free or Reduced-Price Lunch\n32% english language learners\n9% Special Education\nSchool 35 implements a coordinated set of programs to reduce behavior problems. Key features include:\n\u2022 An intervention team,\n\u2022 Schoolwide social-emotional learning curriculum, and\n\u2022 community assistance.\nFull Transcript\nHello, my name is Robert Kuter, and I\u2019m the Principal at Pinnacle School No. 35 in Rochester, New York. In \nthe past, we had many children that had difficulties in behavior in our building. W e had a suspension rate \nof over 100 children a year, and it was getting to the point where it was just out of control. What we did \nis to put in the social-emotional intelligence training, and we were able to see children move from getting \ninto conflicts and not knowing how to talk about them to children who were able to begin to articulate their \nfeelings. \nWe have many different programs at Pinnacle School 35 that help us promote the social-emotional learning \nof our students and to attempt to try to reduce our behavior problems. Not one program is effective in and \nof itself; it takes a number of different approaches dealing with a number of different issues in order to be \nsuccessful. One program is a curriculum on social-emotional learning, and all teachers teach this program in \nlessons from the curriculum a minimum of two times a week. \nWe have teachers that help each other, that team up, that provide timeouts for other students occasionally \nif they need them, or to just be a friend to some students in another classroom. I will, for example, have a \nlibrarian that will pick up a couple of students from a class that might be having some emotional difficulties. \nShe does this on a regular basis. She becomes a buddy to them, a connection with the school. Or, I\u2019ll have \na music teacher who might have a child who is having difficulty in a class and say to a fourth grade teacher \nwho is her buddy teacher, \u201cCan he just sit there for 15 minutes or so to calm down, cool down before he \ncomes back to the classroom?\u201d \nAt School 35 we have an intervention team, and the intervention team is an opportunity for teachers to \ncome and talk to teachers about strategies. For example, a teacher will come to the intervention team \nand say, \u201cOkay, here\u2019s my problem.\u201d  She\u2019s already identified that problem. She\u2019s filled out a form that \ndescribes what the problem is and how she\u2019s tried to deal with the problem. The problem could be an", "start_char_idx": 0, "end_char_idx": 2593, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ea0af5e9-328b-4ff0-84ea-603eb35be94d": {"__data__": {"id_": "ea0af5e9-328b-4ff0-84ea-603eb35be94d", "embedding": null, "metadata": {"page_label": "3", "file_name": "it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_path": "openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "31473269-18d1-4a93-84e5-d7f643e0b3d1", "node_type": "4", "metadata": {"page_label": "3", "file_name": "it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_path": "openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6e59bf5e559c64ebb84e764bf44f5c854d7529104a9d1a3af545e75b5ade531f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "006d725b-e92e-4b85-8b49-8e1d5cdd63c0", "node_type": "1", "metadata": {"page_label": "2", "file_name": "it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_path": "openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3e43944a2f488d2a8a1875c79ebf1e93af45a0c3bef4546ffe965adf7e1ac957", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "96b9a235-f00c-466d-8b23-333537698a65", "node_type": "1", "metadata": {}, "hash": "f8dbf11fdc0d1018aa34387ab7841bc6c72e59fc8f9fd5f2d8e0067f163a85fc", "class_name": "RelatedNodeInfo"}}, "hash": "be1978d612c6feb3092dc9c9865b15b0d636713571d9f297e35d841e1a0d4128", "text": "It Takes a Village to Raise a Socially and Emotionally Competent Child\nPinnacle School No. 35, New York\nacademic problem or it could be a social and emotional problem. In any event, the team will work with this \nteacher. Now, this team is made up of other classroom teachers, it\u2019s made up of specialists, and it\u2019s made \nup of the assistant principal. And the intervention team will meet with the teacher and discuss the problem \nand try to get more understanding other than what\u2019s written on the form. And they will come up with \ndifferent strategies that will help that teacher to help address the problem. The teacher then implements \nthe strategy for a period of time. usually, it\u2019s six to eight weeks, at which time they reconvene and the \nintervention team will ask how the strategies worked, what\u2019s happening with the problem, are things getting \nbetter. \nThe intervention team has been very successful in helping children come up with different strategies. We\u2019ve \nbeen able to also give time for these teachers to sit down and talk to a colleague, and I think that process \nin itself is probably one of the most successful so that the teachers don\u2019t feel that they\u2019re in isolation or \nthat they\u2019re all by themselves dealing with these problems. It takes a village, and the intervention team \nis truly a place where there are a group of people who are helping to solve a problem with maybe one \nchild. I certainly want folks to know that this is not me; this is everybody in our building. It\u2019s the classroom \nteachers. It\u2019s our intervention team. It\u2019s our after-school team that works with children. It\u2019s our play \ntherapy group. It\u2019s the buddy teachers. It\u2019s the peers working with each other. There are a number of people \ninvolved in making sure that we\u2019re dealing with or teaching children to be more socially and emotionally \ncompetent, and also it takes a whole group of us to be able to reduce the behavior problems in a building.", "start_char_idx": 0, "end_char_idx": 1943, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "96b9a235-f00c-466d-8b23-333537698a65": {"__data__": {"id_": "96b9a235-f00c-466d-8b23-333537698a65", "embedding": null, "metadata": {"page_label": "1", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", 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"openaipdf\\it-takes-a-village-to-raise-a-socially-and-emotionally-competent-child.pdf", "file_type": "application/pdf", "file_size": 168221, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "be1978d612c6feb3092dc9c9865b15b0d636713571d9f297e35d841e1a0d4128", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6ab620f3-ef2f-4075-adb9-d53d64bd1dd0", "node_type": "1", "metadata": {}, "hash": "0b77ff841825acd6e60c2785a664d8461e6310e8cc905d1831d889de1135df9c", "class_name": "RelatedNodeInfo"}}, "hash": "f8dbf11fdc0d1018aa34387ab7841bc6c72e59fc8f9fd5f2d8e0067f163a85fc", "text": "Audio\nFull Details anD transcript\n \nKeeping Track of Student Progress With \nPortfolios  \nReady to Learn Providence, Rhode Island \u2022 June 2007\nTopic:  Preschool Language and Literacy \nPractice: Teach Phonological Awareness\nHighlights\nPurposes of using Personal Learning Plans (PLP)\u2022 \nDifferent forms of documentation\u2022 \nDocumenting and analyzing oral language through audio recording\u2014\u2022 \nlanguage samples\nContents of a child\u2019s portfolio\u2022 \nUsing photo archives to document activities and learning\u2022 \nUsing PLPs in staff development\u2022 \nAbout the Site\nReady to Learn ProvidenceProvidence, Rhode Island\nDemographics:\nMore than 90% qualify for free and reduced price lunch\n\u2022 \nPreschoolers who exhibit characteristics that put them most at-risk for \u2022 \nearly reading difficulty", "start_char_idx": 0, "end_char_idx": 764, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6ab620f3-ef2f-4075-adb9-d53d64bd1dd0": {"__data__": {"id_": "6ab620f3-ef2f-4075-adb9-d53d64bd1dd0", "embedding": null, "metadata": {"page_label": "2", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", 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"96b9a235-f00c-466d-8b23-333537698a65", "node_type": "1", "metadata": {"page_label": "1", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f8dbf11fdc0d1018aa34387ab7841bc6c72e59fc8f9fd5f2d8e0067f163a85fc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e408da5b-b390-43f7-b40d-e1a488279849", "node_type": "1", "metadata": {}, "hash": "3f2848db08d2c8e73b5e0bb010d5ba0b5eecd26c416ebc2a7a3a6ac2a6f2b9b4", "class_name": "RelatedNodeInfo"}}, "hash": "0b77ff841825acd6e60c2785a664d8461e6310e8cc905d1831d889de1135df9c", "text": "Keeping Track of Student Progress With Portfolios\u2014\nReady to Learn Providence, Rhode Island\nFull Transcript  \nI\u2019m Susan Zoll. Currently, I am the director of an Early Reading First 2 program that we have \nhere at Ready to Learn, Providence, and I am the early literacy coach for Early Reading First 1. \nPersonal Literacy Plans, or PLPs, were developed to satisfy two purposes. The first purpose was \nto assist teachers in their understanding of data created from formal assessments. When scores from PALS Pre-K and PPVT were initially shared with teachers, the results were not readily understood. So we developed a plan to separate each child\u2019s score as it pertains to sections of these formal assessments. Now teachers could identify individual literacy-related trends in their classrooms and plan for them.\nThe second purpose was to guide teachers in monitoring students\u2019  progress. Using the PLP , \nteachers could now track not only how many letters a child recognized, but also which \nletters. \nThe lesson planning became more specific and, therefore, more useful to the child\u2019 s \nlearning. PLPs aren\u2019t an assessment tool. They are a monitoring progress tool, and for planning instruction, they help to streamline teachers\u2019 efforts when planning for literacy instruction. And they also help with differentiation of activities for classrooms. Site Highlights:\nDaily use of Personal Literacy Plans by teachers, mentors, and coaches \n\u2022 \nto collect data, track individual student\u2019s literacy development, differentiate instruction, and guide self-reflection and professional development activitiesExtensive documentation of children\u2019s learning including formal \n\u2022 \nassessments, classroom observations, photographs and visual essays, audio recordings of children\u2019s conversations, and student portfolios and work samplesSystematic, explicit instruction focused on phonological awareness, \n\u2022 \nletter-sound relationships, vocabulary, and comprehensionExtensive, daily on-site mentoring including videotaping instruction \n\u2022 \nMentors form strong, reciprocal relationships with teachers and use \u2022 \nobservational and assessment data to set goals and engage teachers in developing action plans", "start_char_idx": 0, "end_char_idx": 2183, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e408da5b-b390-43f7-b40d-e1a488279849": {"__data__": {"id_": "e408da5b-b390-43f7-b40d-e1a488279849", "embedding": null, "metadata": {"page_label": "3", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "833865b2-9ef0-49d6-aa1a-5db721fad008", "node_type": "4", "metadata": {"page_label": "3", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "49411f2af35a3d854695921579a3ff3c77e3a5ccfcbc48bdc721843b2127fcb1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6ab620f3-ef2f-4075-adb9-d53d64bd1dd0", "node_type": "1", "metadata": {"page_label": "2", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0b77ff841825acd6e60c2785a664d8461e6310e8cc905d1831d889de1135df9c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0d482aea-1133-4f80-942b-4461174d6265", "node_type": "1", "metadata": {}, "hash": "f042cd4f20eeb822441d699d3178aa0b8212fee03b45a3c3173f120a84aa0475", "class_name": "RelatedNodeInfo"}}, "hash": "3f2848db08d2c8e73b5e0bb010d5ba0b5eecd26c416ebc2a7a3a6ac2a6f2b9b4", "text": "Keeping Track of Student Progress With Portfolios\u2014\nReady to Learn Providence, Rhode Island\nSo we keep many forms of documentation\u2014audio recordings, portfolios, photo archives, \nchildren\u2019s print work. When we focus on oral language development, we\u2019ve requested \nthat teachers document conversations with audio recordings. Transcripts are then made of conversations and additional analysis is used to inform our instruction. For some teachers, transcribing an entire conversation was a daunting task so we individualized the task by suggesting that they transcribe excerpts of the conversations so they could analyze the language sample. This put teachers in a learning curve about valuing language samples, which was a goal.\nSome guiding questions in our analysis could be: \u201cCould the child retell a story?\u201d  \u201cDid \nthe child use newly learned vocabulary correctly?\u201d \u201cDid the teacher engage in dialogue or conversation with the child or was it merely functional, such as, \u2018Go and line up at the door\u2019?\u201d  \nFor children\u2019s portfolios, these are an ongoing, integral part of PLPs. Children\u2019s work samples, \ninformal assessments, photographs, etc., are the necessary elements of informing teachers where the child is on the literacy continuum. The PLP is the placeholder of these materials. By filling in activities accomplished and children\u2019s success in each of the subtopics such as letter recognition, letter sounds, rhymes\u2014we now have at a glance information about each child\u2019s literacy development.\nPhoto archives may be used to document children\u2019s learning as well as teachers\u2019 learning. As \ncoaches and mentors we try to capture key elements that represent growth. Often with these photographs we will include a summary of what was learned. The most important element is that we then share this document with the child or teacher. Teachers, coaches, mentors, we all use them on an ongoing basis to record literacy activities and children\u2019 s learning. Using \nthis at a glance, ease of knowing where any individual child is in their literacy development, a teacher can see something of their own practice even when reflecting on the PLPs. To \nmany teachers as they fill out these forms, they see how they rely pretty much on upper and lowercase alphabet letter recognition activities. But now it shows them that they need to provide other opportunities for children, certainly like in the areas of letter sounds and rhyming.\nThey\u2019re useful for student reflection also because we review PLPs with children, and certainly \nthe ones who have an interest. It appears when children are invited to reflect on their own learning, it further engages the child to continue with similar activities. So when children are using these learning opportunities to provide reinforcement, mastery of skills, and", "start_char_idx": 0, "end_char_idx": 2791, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0d482aea-1133-4f80-942b-4461174d6265": {"__data__": {"id_": "0d482aea-1133-4f80-942b-4461174d6265", "embedding": null, "metadata": {"page_label": "4", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ec30a5d6-7683-4e4c-a0fb-5b31c7522137", "node_type": "4", "metadata": {"page_label": "4", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c88267fcbff1f86c52f13a78608541602fd330fcd4135cd38aa2105ee0c781bd", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e408da5b-b390-43f7-b40d-e1a488279849", "node_type": "1", "metadata": {"page_label": "3", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3f2848db08d2c8e73b5e0bb010d5ba0b5eecd26c416ebc2a7a3a6ac2a6f2b9b4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "44a53d7c-baa5-49f9-855a-522cd400b2f0", "node_type": "1", "metadata": {}, "hash": "028dd4f14ea30db8d7349d3037f325b9a1977605614182abb7a538fe16dc294e", "class_name": "RelatedNodeInfo"}}, "hash": "f042cd4f20eeb822441d699d3178aa0b8212fee03b45a3c3173f120a84aa0475", "text": "Keeping Track of Student Progress With Portfolios\u2014\nReady to Learn Providence, Rhode Island\nconfidence, we have incorporated into our monthly professional development trainings\u2014we \nask teachers to bring three at a time, we don\u2019t want to overwhelm them\u2014so we ask teachers \nto bring three PLPs every month at our formal professional development trainings. And then \nwe review them and we try to make sure that they have three different PLPs all of the time, so, three different children that we\u2019re reflecting on.\nAnd it\u2019s really been a very step-by-step basis that we look at them and try to help teachers to \nwork with them.", "start_char_idx": 0, "end_char_idx": 622, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "44a53d7c-baa5-49f9-855a-522cd400b2f0": {"__data__": {"id_": "44a53d7c-baa5-49f9-855a-522cd400b2f0", "embedding": null, "metadata": {"page_label": "1", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c3cf2066-8360-4f87-a47b-3cbbf69dffca", "node_type": "4", "metadata": {"page_label": "1", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f7d2deda6ed63cae0dbae74a7006e4daa3564a8ee98b84e06c621f67b5baad74", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0d482aea-1133-4f80-942b-4461174d6265", "node_type": "1", "metadata": {"page_label": "4", "file_name": "keeping-track-of-student-progress-with-portfolios.pdf", "file_path": "openaipdf\\keeping-track-of-student-progress-with-portfolios.pdf", "file_type": "application/pdf", "file_size": 189040, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f042cd4f20eeb822441d699d3178aa0b8212fee03b45a3c3173f120a84aa0475", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9a9d6c9e-628f-4832-af5d-979a7f8f6162", "node_type": "1", "metadata": {}, "hash": "716286044c0683504f04a7b3fb50a42f90ea7251f109ab81a79afa5abec831eb", "class_name": "RelatedNodeInfo"}}, "hash": "028dd4f14ea30db8d7349d3037f325b9a1977605614182abb7a538fe16dc294e", "text": "1 of 3TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \n \u00bbKentucky Senate Bill 1 led to the implementation of several \neducation initiatives, including a comprehensive program review of \nwriting instruction. \n \u00bbThis schoolwide review examines instructional practice, \ncurriculum, students\u2019 work products, use of assessment data, \nprofessional development practices, and administrative support \nand monitoring. \n \u00bbSchools participate in a yearlong process that starts with a needs \nassessment and culminates with the program review that assesses \nthe progress made.\nCindy Parker is the Literacy Coordinator for the Kentucky Department \nof Education (KDE) and 2011\u20132012 president of the Kentucky Reading \nAssociation. In her role for KDE, she leads the Kentucky Literacy \nTeam work, which includes development and implementation of a \ncomprehensive birth-through-graduation literacy plan and professional \ndevelopment support to districts in designing and implementing \nliteracy plans. She oversees federal, state, and foundation-funded \nliteracy initiatives, such as the Literacy Design Collaborative, to \ncreate and implement literacy tools aligned to the Common Core State Topic \nAbout the Interviewee\n  AUDIO\n3:20 min \nFull Details and TranscriptKentucky\u2019s Schoolwide \nWriting Program Review\nCindy Parker  \nMarch 2012\nHighlights", "start_char_idx": 1, "end_char_idx": 1343, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9a9d6c9e-628f-4832-af5d-979a7f8f6162": {"__data__": {"id_": "9a9d6c9e-628f-4832-af5d-979a7f8f6162", "embedding": null, "metadata": {"page_label": "2", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4f18fa8e-0993-4916-a4af-8257ecc4ab45", "node_type": "4", "metadata": {"page_label": "2", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cd77e5175cfc0e8837351af9968b081919a6ea3987d6cd973458bfdee31466db", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "44a53d7c-baa5-49f9-855a-522cd400b2f0", "node_type": "1", "metadata": {"page_label": "1", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "028dd4f14ea30db8d7349d3037f325b9a1977605614182abb7a538fe16dc294e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "55892cf3-ed07-4b43-8ca1-eba0bc4adbca", "node_type": "1", "metadata": {}, "hash": "83723318fdc2817dbb480b843bdfb237c544b370c4927ae03d43443ee75dba58", "class_name": "RelatedNodeInfo"}}, "hash": "716286044c0683504f04a7b3fb50a42f90ea7251f109ab81a79afa5abec831eb", "text": "2 of 3\nKentucky\u2019s Schoolwide Writing Program Review\u2014 Cindy ParkerStandards for English Language Arts and Literacy in History/Social \nStudies, Science and Technical Areas. Ms. Parker also serves as the \nproject manager for Kentucky\u2019s work on aligning the implementation \nof the English language arts, content area literacy, and mathematics \nstandards with a teacher effectiveness system, part of an Integrated \nStrategy grant funded by the Bill and Melinda Gates Foundation.\n 00:04  I\u2019m Cindy Parker, and I\u2019m the literacy coordinator for the \nKentucky Department of Education. \n 00:11  For approximately 20 years, Kentucky, until 2009, had a \nstatewide student-level writing portfolio assessment as a part of \nour state testing and accountability system. In 2009, our General \nAssembly passed Senate Bill 1, and Senate Bill 1 required the Kentucky \nDepartment of Education to revise its testing and accountability \nsystem. In its place, Senate Bill 1 requires program reviews at the \nschool level for all schools in Kentucky.\n 00:40  So a program review, as it was envisioned, is a systematic \nmethod of analyzing the components of an instructional program that \nincludes things like instructional practices, curriculum, student work \nsamples, formative and summative assessments that schools have \nin place, professional development and support services to teachers \naround effective writing instruction, and then a key component \nis administrative support and monitoring so that support from the \nbuilding-level administrators, school literacy teams, coaches, all of \nthose to help improve writing instruction in the state.\n 01:15  You would ideally have an administrator, teachers from \ndifferent subject areas, and other stakeholders, like a site-based \ndecision-making council member or a school board member or \nparents, library media specialists, anyone who is a stakeholder in the \neducation process. And they would conduct an initial review near the \nbeginning of the school year that would evaluate the current status Full Transcript", "start_char_idx": 1, "end_char_idx": 2043, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "55892cf3-ed07-4b43-8ca1-eba0bc4adbca": {"__data__": {"id_": "55892cf3-ed07-4b43-8ca1-eba0bc4adbca", "embedding": null, "metadata": {"page_label": "3", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a829560b-107e-430f-9d0c-2d7846295042", "node_type": "4", "metadata": {"page_label": "3", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0e03bd86fd10308287d53a5da801f9380aea16607895c4b324861b1690c844ed", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9a9d6c9e-628f-4832-af5d-979a7f8f6162", "node_type": "1", "metadata": {"page_label": "2", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "716286044c0683504f04a7b3fb50a42f90ea7251f109ab81a79afa5abec831eb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "96e3151e-2ae0-477a-bdf6-0e63c96862b2", "node_type": "1", "metadata": {}, "hash": "a768584748a766b04b5bc5be2bdd3bb4d962dbf00d2b572d6a0b1bb2f85427e0", "class_name": "RelatedNodeInfo"}}, "hash": "83723318fdc2817dbb480b843bdfb237c544b370c4927ae03d43443ee75dba58", "text": "3 of 3\nKentucky\u2019s Schoolwide Writing Program Review\u2014 Cindy Parkerof their program, and then from that develop their needs assessment \nand a plan for how they\u2019re going to monitor and track progress towards \nmeeting the goals of the program review. And then they have all \nyear to collect evidences of that, which is not meant to be a physical \npaper folder, but it might be housed online, it might be links to the \nschool website or examples of video presentations or events that have \nhappened at the school to showcase what the school is doing in terms \nof writing instruction. And then there would be a final evaluation at \nthe end of the year on the program and the progress it\u2019s made.\n 02:16  In providing supports to all of our schools, especially our \nlow-performing schools, I think the writing program review process \nhas great value especially if schools are looking at it as part of their \ncomprehensive school improvement planning process that they\u2019ve \nalready been engaged in. Because the idea is not to just impact writing \ninstruction but to impact all instruction schoolwide so that students \nare given more opportunities for designing real-world projects and \ncarrying those through and then publishing them with real audiences. \nSo the skills and concepts that they learn through the instructional \nactivities that are designed to go with the program review process \nreally allow for cross-curricular connections and community \nengagement and real ownership of student learning. And I think that \nthat is a really positive way that the program review is going to have \nan impact on improving school instruction and assessment.\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 1, "end_char_idx": 2023, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "96e3151e-2ae0-477a-bdf6-0e63c96862b2": {"__data__": {"id_": "96e3151e-2ae0-477a-bdf6-0e63c96862b2", "embedding": null, "metadata": {"page_label": "1", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "e53139f6-8f4d-478b-9021-c518ae69d2d2", "node_type": "4", "metadata": {"page_label": "1", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7acb1e867ecfaf3935a91ded33363131bf1a5842106a093117393321d0c6b3c5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "55892cf3-ed07-4b43-8ca1-eba0bc4adbca", "node_type": "1", "metadata": {"page_label": "3", "file_name": "kentuckys-schoolwide-writing-program-review.pdf", "file_path": "openaipdf\\kentuckys-schoolwide-writing-program-review.pdf", "file_type": "application/pdf", "file_size": 528691, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "83723318fdc2817dbb480b843bdfb237c544b370c4927ae03d43443ee75dba58", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fe3611cf-e603-45d6-945e-d2a85314145a", "node_type": "1", "metadata": {}, "hash": "a6adb92770d6a01073708ea04ce68f373e92cc8a1ad06d049bd68f0c5aceed52", "class_name": "RelatedNodeInfo"}}, "hash": "a768584748a766b04b5bc5be2bdd3bb4d962dbf00d2b572d6a0b1bb2f85427e0", "text": "1 of 4TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \nFOUNDATIONAL SKILLS\n \u00bbA fifth/sixth-grade teacher talks about the importance of teaching \nstudents how to construct effective sentences.\n \u00bbShe and her teaching partners select sentence patterns that are \nimportant to teach students.\n \u00bbThe teachers then select mentor texts that exemplify those \npatterns to provide well-written examples for students.\n \u00bbStudents first examine the sentences and determine the patterns so \nthey can recognize the features of well-written sentences.\n \u00bbStudents practice using the patterns in the try-it section of their \nwriter\u2019s notebook. \n \u00bbThey then practice writing sentences that are increasingly more \ncomplex.\nNewport Elementary School  \nNewport Beach, California\nDemographics\n \u00bb81% White\n \u00bb10% HispanicTopic \nPractice \nHighlights\nAbout the Site\n  AUDIO\n3:33 min \nFull Details and TranscriptLearning to Construct \nEffective Sentences\nNewport Elementary School, California  \nMay 2012", "start_char_idx": 0, "end_char_idx": 987, "text_template": "{metadata_str}\n\n{content}", "metadata_template": 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"openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f34cadcef6d8cf0c11983916bc49f62b7e6bc864ebe641d365b3be8c0ae43e43", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "96e3151e-2ae0-477a-bdf6-0e63c96862b2", "node_type": "1", "metadata": {"page_label": "1", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a768584748a766b04b5bc5be2bdd3bb4d962dbf00d2b572d6a0b1bb2f85427e0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ed31f7a7-43d7-4536-91b7-4d5f2bb4f606", "node_type": "1", "metadata": {}, "hash": "bd17b53f0106fc285273bebb9c438109304f782fc6abf145824a7cb4822a860f", "class_name": "RelatedNodeInfo"}}, "hash": "a6adb92770d6a01073708ea04ce68f373e92cc8a1ad06d049bd68f0c5aceed52", "text": "2 of 4\nLearning to Construct Effective Sentences\u2014 Newport Elementary School, California \u00bb 4% Asian \n \u00bb 3% Black\n \u00bb 1% Native American\n \u00bb17% Free or Reduced-Price Lunch\n \u00bb  6% English Language Learners\n \u00bb17% Special Education\nNewport Elementary School helps students become effective writers \nthrough a whole-school approach to writing instruction in which the \nprincipal is actively engaged. Teachers at Newport:\n \u00bbHold Writer\u2019s Workshop at the same time across the school;\n \u00bbTeach spelling using patterns and individualized word lists based on \nstudent writing;\n \u00bbUse mentor texts to illustrate the features of effective writing, \nincluding well-constructed sentences; and\n \u00bbCelebrate student writing in hallway displays and monthly \nassemblies.\n 00:05  My name is Carol Lang. I\u2019m a fifth/sixth-grade teacher at \nNewport Elementary in Newport Beach, California.\n 00:10  In my sixth-grade class, we always work from the premise \nthat good writers make deliberate choices when they write. And that \nincludes sentence construction, which is actually key because if you \ndon\u2019t have well-written sentences, the rest of it really doesn\u2019t matter . \nAnd what I do is I sit down with my sixth-grade teaching partners \nand my fifth-grade teaching partners, and we select patterns and \nconcepts that we want our students to know by the time they leave \nour classroom.\n 00:35  And then what we do is we look through mentor texts, \nwhich are just well-written sentences, sentences that are written \neffectively. And every day in my class, I\u2019ll put one of these sentences Full Transcript", "start_char_idx": 0, "end_char_idx": 1574, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ed31f7a7-43d7-4536-91b7-4d5f2bb4f606": {"__data__": {"id_": "ed31f7a7-43d7-4536-91b7-4d5f2bb4f606", "embedding": null, "metadata": {"page_label": "3", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "759f6f0b-4791-4a36-b4f3-c7164e3c3344", "node_type": "4", "metadata": {"page_label": "3", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "53506ea74da8864d3cb43d0ae766eb1286c28f15d235e63271283e968e2ba88a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fe3611cf-e603-45d6-945e-d2a85314145a", "node_type": "1", "metadata": {"page_label": "2", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a6adb92770d6a01073708ea04ce68f373e92cc8a1ad06d049bd68f0c5aceed52", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cb35138a-d47b-4806-8cf1-c81d9402df0a", "node_type": "1", "metadata": {}, "hash": "0e66440a0d98126253cf359eb992c1437953b6b5d60e065d8b0540dbea6da4a1", "class_name": "RelatedNodeInfo"}}, "hash": "bd17b53f0106fc285273bebb9c438109304f782fc6abf145824a7cb4822a860f", "text": "3 of 4\nLearning to Construct Effective Sentences\u2014 Newport Elementary School, Californiaup on the board and I\u2019ll ask my students, \u201cWhat do you notice about \nthis sentence? Look at it as a writer.\u201d And then they talk to the \npartners and they share out what they notice. And I\u2019ll say, \u201cWhat do \nyou like about it? Anything about that sentence stick with you?\u201d And \nwe talk about that and, \u201cWell, hmm, was it the way that that sentence \nwas written? Did the author do something?\u201d Oh, then they slowly \nstart getting it. Then I\u2019ll be like, \u201cWhat will happen if I took out this \ncomma? Would that change it? What if I took these quote marks out, \nor what if I just shoved this comma here? How would that change it?\u201d \nAnd over time, it really gets kids looking at the function of sentences, \nthe meaning of sentences, and the marks that are required to make a \nwell-written sentence.\n 01:25  When they start feeling more comfortable, then I\u2019ll say, \n\u201cOkay, get out your writer\u2019s notebook.\u201d We have, in the back of our \nbook we have a craft try-it section, so they\u2019ll turn to that section. \nI\u2019ll say, \u201cTry to write a good sentence like this good model sentence. \nSee if you can write a sentence like that.\u201d And then they do, and they \nshare with each other. And as they\u2019re writing I walk around, and then \nthat helps me see, are they getting it or are they not getting it, and \nI\u2019ll make a little note in my little notebook that I wander around with. \nAnd that\u2019ll tell me, \u201cHmm, that might be something that I need to \naddress later,\u201d or they get it\u2014I can go on. \n 01:55  Then over time, once they get more comfortable with it and \nthe different kinds, I tell them we\u2019re adding, like, tools to our tool \nchest or our toolbox because we\u2019re constructing sentences. And once \nthey have five or six different types of sentences that they can write, \nthen when they\u2019re writing I\u2019ll say, \u201cIn your daily journals today, I want \nyou to use at least one of these sentence types, or you must use this \nparticular sentence type.\u201d And then I will check it, and that\u2019s part of \nhow we assess them and can grade them. And it really does help them \nstart varying their sentences.\n 02:25  Also, when working on a particular unit, like one big unit that \nwe do every year is student memoirs. And I know in student memoirs \nthere\u2019s going to be feelings, so we\u2019ll do mini lessons on different kinds", "start_char_idx": 0, "end_char_idx": 2372, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cb35138a-d47b-4806-8cf1-c81d9402df0a": {"__data__": {"id_": "cb35138a-d47b-4806-8cf1-c81d9402df0a", "embedding": null, "metadata": {"page_label": "4", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2839841a-84b8-4f93-98af-666b6d43d675", "node_type": "4", "metadata": {"page_label": "4", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b8d0c491e298740e477dcd00a1884ea5f6443b1a711e8c29efb3866be707eb6f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ed31f7a7-43d7-4536-91b7-4d5f2bb4f606", "node_type": "1", "metadata": {"page_label": "3", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bd17b53f0106fc285273bebb9c438109304f782fc6abf145824a7cb4822a860f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c1d8f3ab-c5f8-43a8-b20e-350e55d96739", "node_type": "1", "metadata": {}, "hash": "60ab7d8fc045df71c90b164622569120424eac131e843c7bab3efad6b6482f7f", "class_name": "RelatedNodeInfo"}}, "hash": "0e66440a0d98126253cf359eb992c1437953b6b5d60e065d8b0540dbea6da4a1", "text": "4 of 4\nLearning to Construct Effective Sentences\u2014 Newport Elementary School, Californiaof sentence constructions that were pertinent to memoirs. And one of \nthe things we do is, well, you can do it level one, which is just tell, \nthen give a reason, which would be, \u201cI was sad because he hurt my \nfeelings.\u201d Or you can go up to a level two, and you could use so and \nthat: \u201cI was so sad that I hit him because he hurt my feelings.\u201d Or we \ngo all the way to the top level, which was showing : \u201cYou were so sad, \nmy heart sank and tears ran down my face.\u201d We work our way up that \nladder, and through the mini lessons and through all the daily looking \nat sentences, the kids really start to internalize that, and it does \ntransfer.\n 03:14  At the beginning of the year, they think I\u2019m a nut when I \nsay, \u201cWhat do you think about this sentence?\u201d By the end of the year, \nthey\u2019re bringing sentences to me from their books and saying, \u201cLook at \nthis sentence. This is just like\u2026. Can I share it?\u201d \u201cYes, you can.\u201d So it\u2019s \nreal exciting. They become writers.\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 0, "end_char_idx": 1432, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c1d8f3ab-c5f8-43a8-b20e-350e55d96739": {"__data__": {"id_": "c1d8f3ab-c5f8-43a8-b20e-350e55d96739", "embedding": null, "metadata": {"page_label": "1", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "5c4d206c-d96f-45aa-b4ef-524778cc0351", "node_type": "4", "metadata": {"page_label": "1", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3421377e13726dbc58d8bc5b9a101e2f3c46398aeb5a31675684b9792789c0be", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cb35138a-d47b-4806-8cf1-c81d9402df0a", "node_type": "1", "metadata": {"page_label": "4", "file_name": "learning-to-construct-effective-sentences.pdf", "file_path": "openaipdf\\learning-to-construct-effective-sentences.pdf", "file_type": "application/pdf", "file_size": 650690, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0e66440a0d98126253cf359eb992c1437953b6b5d60e065d8b0540dbea6da4a1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c13bc63b-e637-4df8-ac68-c4dd5a771eaf", "node_type": "1", "metadata": {}, "hash": "0f88b9c1b9989bba9274cb7e85f98303ba283249a229c96c290e845a4bffec39", "class_name": "RelatedNodeInfo"}}, "hash": "60ab7d8fc045df71c90b164622569120424eac131e843c7bab3efad6b6482f7f", "text": "Topic: Response to Intervention in Elementary-Middle Math\nPractice: RtI Implementation  \nHighlights\n\u2022 Approach to RtI as a way of helping general education teachers meet the \nneeds of all students\n\u2022 Rollout approach based on voluntary innovation by school districts \nwith support from intermediate units; creation of best practice sharing \nopportunities to spread grassroots efforts\n\u2022 The Instructional Decision Making process site visit and implications from data \nreview\n\u2022 Changing roles of special education personnel to provide consultative \nassistance to general education teachers\n\u2022 Importance of treating RtI as a general education innovation\n\u2022 Current challenge is fidelity of implementation to ensure that concepts of RtI \nhaven\u2019t drifted from core components\nAbout the Interviewees\nLana K. MichelsonAudio\nFULL DETAILS AND TRANSCRIPT  \nLessons From Iowa About RtI\nLana K. Michelson and Eric Neessen \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 923, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c13bc63b-e637-4df8-ac68-c4dd5a771eaf": {"__data__": {"id_": "c13bc63b-e637-4df8-ac68-c4dd5a771eaf", "embedding": null, "metadata": {"page_label": "2", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a62bbe3a-140a-431d-8265-6eba83d62f3a", "node_type": "4", "metadata": {"page_label": "2", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "76b902da686c79948955bd8ccca20de40f462f034badbc603998b877b1b81fa6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c1d8f3ab-c5f8-43a8-b20e-350e55d96739", "node_type": "1", "metadata": {"page_label": "1", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "60ab7d8fc045df71c90b164622569120424eac131e843c7bab3efad6b6482f7f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0c5a375c-895a-4d2c-bf74-5e1b015c3f6e", "node_type": "1", "metadata": {}, "hash": "6daf4963c24b0b43c2bf926b19d5f4fe4d9d51aec7df33262c20af9ebaadf158", "class_name": "RelatedNodeInfo"}}, "hash": "0f88b9c1b9989bba9274cb7e85f98303ba283249a229c96c290e845a4bffec39", "text": "Lessons From Iowa About RtI \u2014Lana K. Michelson and Eric Neessen\nLana K. Michelson has served as the chief of the Bureau of Student and Family Support Services with Iowa \nDepartment of Education for the past eight years. She is responsible for leadership in the areas of special \neducation, learning supports, alternative education, service learning, and safe and drug-free schools. \nEric Neesen\nEric Neessen is a consultant for School Psychological Services with the Iowa Department of Education. He \nhas helped lead efforts in the Instructional Decision Making process since it began in 2003. He has been with \nthe Iowa Department of Education for eight years. \nFull Transcript\nLana K. Michelson: My name is Lana Michelson. I am the chief of the Bureau of Student and Family Support \nServices for the Iowa Department of Education.\nEric Neessen: My name is Eric Neessen. I am a consultant for School Psychological Services here at the Iowa \nDepartment of Education.\nMichelson: Response to Intervention in Iowa started out as a special education initiative in which we were \nreally looking at a better way to engage in the identification process for students with disabilities. But after \ndoing that for a few years, we soon learned that in order to do it really effectively , we really needed to be \nfully engaged with our general education partners. We began to look at it together with general education \nin this partnership about how can we support general education teachers meeting the needs of all students, \nand making sure that all students met the essential skills and the concepts of the Iowa Core Curriculum, and \nusing the intervention concept to help general ed teachers deal with the differences within the classroom. \nAs we began to roll out Response to Intervention, we looked at really making this a part of innovation and \nsupporting schools to engage in innovation. So school districts began to look at the practices that we thought \nwere important, such as coteaching and collaboration and looking at building assistance teams and how a \nteam of people can come together and support students within general education being successful. And we \nasked them to experiment, to play, to engage in the practice with support from our intermediate units. So \ndistricts began to engage in those practices, and they were very successful. And when districts were very \nsuccessful, we provided opportunities to showcase their success so that other districts could see how they \nwere able to implement them within their school districts. And so it really began to grow from a grassroots \neffort.\nNeessen: The Instructional Decision Making process, which we call IDM in Iowa, is really a process by which \nwe use the data regarding students\u2019 responses to instruction to determine the instructional needs of \nthose students so that we can best support those students. When we look at screening data and universal \nscreening data in Iowa, one of the biggest challenges we have encountered is helping general education \nteachers understand\u2014what do the data mean and then what do we do with that data? If the majority of our", "start_char_idx": 0, "end_char_idx": 3125, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0c5a375c-895a-4d2c-bf74-5e1b015c3f6e": {"__data__": {"id_": "0c5a375c-895a-4d2c-bf74-5e1b015c3f6e", "embedding": null, "metadata": {"page_label": "3", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3d3f60d4-9cf8-4969-91eb-f38211425a9d", "node_type": "4", "metadata": {"page_label": "3", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f11f27a7d96a6239cf5c35bc499165ca67fe6b7d02b9b6085fb681281ac4f5d5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c13bc63b-e637-4df8-ac68-c4dd5a771eaf", "node_type": "1", "metadata": {"page_label": "2", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0f88b9c1b9989bba9274cb7e85f98303ba283249a229c96c290e845a4bffec39", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b7946faa-3104-4433-8f1d-2a673346e5a7", "node_type": "1", "metadata": {}, "hash": "7ff134a10a7a3d1e309ca4ce268cf27f98ba2bcc99b4b74bbf0b1205576ce3c8", "class_name": "RelatedNodeInfo"}}, "hash": "6daf4963c24b0b43c2bf926b19d5f4fe4d9d51aec7df33262c20af9ebaadf158", "text": "Lessons From Iowa About RtI \u2014Lana K. Michelson and Eric Neessen\nkids are struggling, what is that saying about our core curriculum and our core instruction? W e need to be \ndoing something systemically to address those issues. At the same time, we also say that there are going to \nbe some kids who may not be achieving because the instruction that they are receiving just isn\u2019t clicking \nwith them for whatever reason. So we are looking at providing instruction for those kids through Universal \nDesign for Learning, through coteaching type of supports. But then also with Instructional Decision Making \nwe are implementing what we are calling supplemental and intensive type of supports and services for kids. \nThe other piece that is often overlooked are those kids that are accelerated, those kids that are gifted, \nthose kids that are ready to just take off if we would let them. And that\u2019s one of the benefits of the \nInstructional Decision Making process, is that the data help us see which kids are ready to go and what can \nwe do to provide supports for those kids as well. \nThere are so many nuances involved here that really the roles, the traditional roles, have changed and this \nhas also caused some people to reevaluate what is it that they are being asked to do and to understand that \nthey possibly might need some more professional development in areas that they previously may not have \nthought of. When there was more emphasis on eligibility determination, we were asking staff to really use \nthe assessment data to determine, does this child really need special education, are they eligible for special \neducation? So much of our time was spent essentially sorting kids. \nOne of the things in Iowa that we have learned is that when something is rolled out and is seen as somewhat \nof a special education initiative, a lot of times the general educators, if you will, aren\u2019t necessarily \ninterested because they don\u2019t feel that that may or may not apply to their particular students. When we \nstarted Instructional Decision Making, we had about 40 educational professionals present. And 75\u201380% of \nthose people were general educators, and those people provided a perspective that was necessary in order \nto move this Instructional Decision Making process forward in Iowa so that when we were talking about \nstudents, we were talking about all students. When we were talking about what educators needed to do to \nhelp provide supports and how to look at the data, again, we were talking about all educators.\nMichelson: So one of our biggest priorities at this point in time is really to begin to look at implementation \nintegrity and to make sure that we have a process that\u2019s being implemented statewide that we really can \ncall Response to Intervention and provide support through coaching and other means to help new staff \nand mentor new staff who come into our state so that they will really understand what the R esponse to \nIntervention process is. \nIowa is really in that change process of refocus. We needed to take a step back and really look at what our \npractices look like and learn from other states so we have the best implementation possible.\nNeessen: The exciting thing is that we are not just focusing in on a certain group of kids as we move \nforward, but we are really trying to look at all kids. As educators, we are taking responsibility to help them \nnow as opposed to blaming something in the past or hoping that something changes for them in the future.", "start_char_idx": 0, "end_char_idx": 3497, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b7946faa-3104-4433-8f1d-2a673346e5a7": {"__data__": {"id_": "b7946faa-3104-4433-8f1d-2a673346e5a7", "embedding": null, "metadata": {"page_label": "1", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "98831124-4185-4adc-b819-c7fa76d18730", "node_type": "4", "metadata": {"page_label": "1", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c677b11c4ee9b4c9776af2e8fa3bde82edc9771ad455440c3720ce9edf8a3d7f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0c5a375c-895a-4d2c-bf74-5e1b015c3f6e", "node_type": "1", "metadata": {"page_label": "3", "file_name": "lessons-from-iowa-about-rti.pdf", "file_path": "openaipdf\\lessons-from-iowa-about-rti.pdf", "file_type": "application/pdf", "file_size": 131630, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6daf4963c24b0b43c2bf926b19d5f4fe4d9d51aec7df33262c20af9ebaadf158", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "582d5431-4ea8-4430-af6a-24bd6a4770dc", "node_type": "1", "metadata": {}, "hash": "9c6614124098fddd341093523b279636bcb5380fbd5d3507d0f7c93d80c580c3", "class_name": "RelatedNodeInfo"}}, "hash": "7ff134a10a7a3d1e309ca4ce268cf27f98ba2bcc99b4b74bbf0b1205576ce3c8", "text": "Topic: Helping Students Navigate the Path to College\nPractice: Assess and Intervene\nHighlights\n\u2022 Students often believe they are ready for college-level work because they have \nsuccessfully completed a college-prep curriculum in high school, but many find \nthemselves placed into remedial courses in college.\n\u2022 Dr. Beverly Young, Vice Chancellor for the California State University (CSU) \nSystem, describes how CSU teamed up with the K-12 system to integrate college-\nreadiness assessment items into the eleventh-grade standardized test, giving \nstudents early signal information about college readiness.\n\u2022 Students that are deemed college-ready can go directly into college-level courses \nat CSU, while others are given options for interventions to accelerate their \nreadiness.\n\u2022 CSU also provides professional development for teachers to help align high school \nand college expectations.\nAbout the Interviewee\nDr. Beverly L. Young is assistant vice chancellor for teacher education and public \nschool programs for the California State University (CSU) System. She works with Audio\nFULL DETAILS AND TRANSCRIPT  \nLinking High School and College \nAssessments\nBeverly Young, Ph.D. \u2022 March 2010", "start_char_idx": 0, "end_char_idx": 1191, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "582d5431-4ea8-4430-af6a-24bd6a4770dc": {"__data__": {"id_": "582d5431-4ea8-4430-af6a-24bd6a4770dc", "embedding": null, "metadata": {"page_label": "2", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "7e8ce459-7841-4090-9db4-ec9ca7fb8d8f", "node_type": "4", "metadata": {"page_label": "2", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3f1dec67ac45bfe7df11b9e4e4d7b39230d81c79174ebca63723a0f048526cf7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b7946faa-3104-4433-8f1d-2a673346e5a7", "node_type": "1", "metadata": {"page_label": "1", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7ff134a10a7a3d1e309ca4ce268cf27f98ba2bcc99b4b74bbf0b1205576ce3c8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fab89ba6-90d2-449c-8c71-cac5b6e9026e", "node_type": "1", "metadata": {}, "hash": "ef6c0908e03e369bf4c61bb5c1b4e131e1d0c40d8450760af72f421a3bfc7f1c", "class_name": "RelatedNodeInfo"}}, "hash": "9c6614124098fddd341093523b279636bcb5380fbd5d3507d0f7c93d80c580c3", "text": "Linking High School and College Assessments \u2014Beverly Young, Ph.D.\nthe campus presidents, vice presidents, and deans of education to facilitate changes in teacher preparation \nwithin the 23-campus system. Prior to her work at the Chancellor\u2019s Office of CSU, Dr. Young was a faculty \nmember in teacher education at California State University, Fullerton.\nFull Transcript\nHello, this is Beverly Young. I am the assistant vice chancellor for academic affairs at the California State \nUniversity (CSU) System.\nAssessing for college readiness is of critical importance. The CSU recognized it several years ago as we \ncontinued to have increasing numbers of our incoming freshmen not demonstrating proficiency on our \nplacement test in English and in mathematics. One of the solutions that that we have developed over the \npast several years is to try to give our incoming freshmen a signal about their level of college readiness \nbefore they come to us as freshmen, in fact, as early as their junior year of high school. \nWe think that a lot of students then, and their families, and their teachers believe that they are on track to \nbe successful in college. These are students who are taking all the right college-prep courses and they are \ngetting good grades, Bs or better, and they think they are doing just fine. And then they come to the CSU \nor anywhere in higher education and they find themselves in a remedial track. And we think that it\u2019s really \nimportant if we can give them an early signal, sort of an early information intervention that they are not \nyet on track, that they still have a year of high school, their senior year , that they can do something about \ntheir level of proficiency so that they can enter directly into college-level work when they come to us as \nfreshmen.\nThe EAP , the Early Assessment Program, addresses the problem of incoming freshmen. We have built a \nsystem of assessment. The last thing anyone wanted in California was an additional test for high school \nkids. And so we were able to build an assessment system that is based upon the existing standardized \nachievement test that all California high school juniors take in the spring of their eleventh grade. W e added \n15 items in English plus a writing sample and 15 items in mathematics, and built those onto the existing \nassessment structure. Based on that, our faculty are able to determine equivalency level for our placement \nexams so that students, before they begin their senior year of high school, get information that either they \nare ready for college-level work, in which case they are waived from having to take our placement exam, or \nthey are not ready. And then we give them some options and direction and advisement about how they can \nuse their senior year to get ready, so that when they enter the CSU, they go directly into college-level work.\nThe conditional-ready category says that a student at that point in the spring of their eleventh grade is \ndemonstrating good math proficiency skills, but that if they want to maintain a waiver from the math \nplacement exam, they need to do something in their senior year to maintain their math skills, that if they \ndo nothing at all and take no math courses, math skills tend to go stale without any use. And so we give the", "start_char_idx": 0, "end_char_idx": 3283, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fab89ba6-90d2-449c-8c71-cac5b6e9026e": {"__data__": {"id_": "fab89ba6-90d2-449c-8c71-cac5b6e9026e", "embedding": null, "metadata": {"page_label": "3", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "7e92c0d9-8a65-4ecb-8258-fbd185c7c64c", "node_type": "4", "metadata": {"page_label": "3", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1370573250ec57fbfe42b805a3bea1ee00ddb68b467ef7625c1ccf35d929b544", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "582d5431-4ea8-4430-af6a-24bd6a4770dc", "node_type": "1", "metadata": {"page_label": "2", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9c6614124098fddd341093523b279636bcb5380fbd5d3507d0f7c93d80c580c3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5a14801f-45c8-4e81-bc47-3985c6298014", "node_type": "1", "metadata": {}, "hash": "eafc8571c036e25dce37e4722f776ff379d01bc3ad55a8c7b4975799265dd76f", "class_name": "RelatedNodeInfo"}}, "hash": "ef6c0908e03e369bf4c61bb5c1b4e131e1d0c40d8450760af72f421a3bfc7f1c", "text": "Linking High School and College Assessments \u2014Beverly Young, Ph.D.\nstudents a list of things that they can do during their senior year to keep their math skills up to par . And if \nthey do that, then they keep their exemption and they don\u2019t have to take our entry-level math exam upon \nadmission.\nOne of our most successful interventions has been the development of what we call the ER WC, the \nExpository Reading and Writing Course. This is a full-year twelfth-grade English course that was designed \nby our faculty and high school faculty, and it was specifically designed to address the skills of expository \nreading and writing, the kind of reading and writing that students need to be able to do proficiently to learn \nfrom academic text. This full twelfth-grade course has been really successful. \nThe other piece of all of this work in that twelfth-grade intervention is professional development for \nteachers. The CSU, at our own expense, has offered professional development to thousands of high school \nEnglish and math teachers to better prepare them to deal with issues of college readiness with their \nstudents. What we found the big disconnect has been, it\u2019s not that our standards for college readiness are \ndifferent than the adopted academic content standards for K\u201312, it\u2019 s that high school teachers did not \npreviously have a clear understanding of what levels of proficiency looked like for entering freshmen and \nwhich of the K\u201312 standards were really emphasized at the college level. So what we found were that some \nstandards that existed in the K\u201312 curriculum might have been undertaught compared to the emphasis that \ncollege faculty put on certain skills and knowledge. \nThe teachers and their knowledge about college readiness are really critical to making changes. And so, if \nyou want change to happen in your high schools and even before high school, you have to make sure that \nteachers really understand what your expectations are for college and how to get students to those levels of \nproficiency.", "start_char_idx": 0, "end_char_idx": 2033, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5a14801f-45c8-4e81-bc47-3985c6298014": {"__data__": {"id_": "5a14801f-45c8-4e81-bc47-3985c6298014", "embedding": null, "metadata": {"page_label": "1", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a45a4509-6a4f-4d8f-b86b-84076aeaadcf", "node_type": "4", "metadata": {"page_label": "1", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1be49b1caab293e24acb3a11a660fe77b4e521119f1c1e04e20669a382ceab30", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fab89ba6-90d2-449c-8c71-cac5b6e9026e", "node_type": "1", "metadata": {"page_label": "3", "file_name": "linking-high-school-and-college-assessments.pdf", "file_path": "openaipdf\\linking-high-school-and-college-assessments.pdf", "file_type": "application/pdf", "file_size": 141140, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ef6c0908e03e369bf4c61bb5c1b4e131e1d0c40d8450760af72f421a3bfc7f1c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fbab721d-5399-4122-88e3-4f07ff88e4e9", "node_type": "1", "metadata": {}, "hash": "eacb684b34e73de3f06c2a01b3262a7752aa4d7fe7e77f5a0d7caa37589996ba", "class_name": "RelatedNodeInfo"}}, "hash": "eafc8571c036e25dce37e4722f776ff379d01bc3ad55a8c7b4975799265dd76f", "text": "Topic: Reducing Behavior Problems \nPractice: Schoolwide Approach\nHighlights\n\u2022 Bedford County in south central Pennsyvania conducted a risk and resource \nassessment and discovered that the county needed a common program across \nall its districts\u2019 elementary schools.  \n\u2022 Through grant funding, the county was able to implement three programs \naimed to teach students social-emotional skills and provide consistent \nclassroom management and instructional strategies across all K-6 classrooms.\n\u2022 The county considers this to be a long-term strategic planning process that engages all stakeholders.  \n\u2022 The executive director of the Bedford County Unifi  ed Family Services Systems \nnoted that allocating suffi  cient resources and establishing and maintaining \nstrong communication is key to success.\nAbout the Interviewee\nAs executive director of Unifi  ed Family Services Systems, Lyn Skillington has \nworked to bring comprehensive youth development and prevention programming \nto all children and their families in Bedford County, Pennsylvania. These include Audio\nFULL DETAILS AND TRANSCRIPT  \nLong Term Strategic Planning in Bedford \nCounty\nLyn Skillington \u2022 June 2009", "start_char_idx": 0, "end_char_idx": 1170, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fbab721d-5399-4122-88e3-4f07ff88e4e9": {"__data__": {"id_": "fbab721d-5399-4122-88e3-4f07ff88e4e9", "embedding": null, "metadata": {"page_label": "2", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c3209eb9-07ee-4a10-84da-5cafe127c786", "node_type": "4", "metadata": {"page_label": "2", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a157b02f06ef815a138504b94e8a963618f36ff1077972016ccfa0bd76a91ad8", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5a14801f-45c8-4e81-bc47-3985c6298014", "node_type": "1", "metadata": {"page_label": "1", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "eafc8571c036e25dce37e4722f776ff379d01bc3ad55a8c7b4975799265dd76f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "14888148-c8a9-4399-b18f-78f737116d56", "node_type": "1", "metadata": {}, "hash": "0d178a5642ce7ece9365f6d4dc3103fa4b6c3cf2a755c531529fa9ddfdfe5eba", "class_name": "RelatedNodeInfo"}}, "hash": "eacb684b34e73de3f06c2a01b3262a7752aa4d7fe7e77f5a0d7caa37589996ba", "text": "Long Term Strategic Planning in Bedford County \u2014Lyn Skillington\nthree universal, evidence-based prevention programs that are being integrated into the curriculum of \nthe county\u2019s five independent school districts, impacting more than 5,000 children pre-K to grade 8 and \nproviding ongoing training for more than 350 teachers.\nAs a poor, rural county, Bedford County has a compelling need to support the healthy development of its \nchildren and families, Skillington believes. Through a systematic needs assessment process, the collaborative \nboard identified issues, service gaps and appropriate evidence-based programs that could fill those gaps \nand address issues and worked to build the capacity to bring those programs to children, families and the \neducational community. Her background as a nationally award-winning community journalist and program \ndevelopment specialist for educational and non-profit human service agencies has helped her lead this \nprocess.\nFull Transcript\nI am Lyn Skillington. I\u2019m the Executive Director of Unified Family Services Systems in Bedford County, \nPennsylvania. \nThrough our countywide Communities That Care Prevention Board, we undertook a formal risk and resource \nassessment about five years ago. We looked at both our risk and resource protective factors and the risky \nbehaviors of our youth and data about our community and adult population. W e also sought out and listened \nto teachers, parents, administrators, business leaders, clergy. And they were all telling us that increasingly \nthey were seeing children that, socially and emotionally, just weren\u2019t ready to learn and that there was a \nneed to provide both teachers and parents and grandparents the tools that they needed to support children \nto be strong socially and emotionally. \nAfter we undertook our initial needs assessment and talked to lots of folks in the educational, human \nservice, and the community, we decided as a collaborative board that we needed to undertake a countywide \neffort, that we needed consistent strategies and teaching practices and support from district to district \nand school to school. When we decided as a county to look at implementing countywide programs, we had \nto set aside some local biases or local control and let the county do what was best for children and for the \ncommunity as a whole. That mindset was important because it meant giving up local control of things like \nstaff development time, how teachers would interact with each other , and was a key to allocating sufficient \nresources for implementing these programs. In order to do these programs, we decided as a county to \napply for grants from the Pennsylvania Commission on Crime and Delinquency Research-Based Violence and \nDelinquency Prevention Program, and we\u2019ve been successful to secure three separate funding sources that \nallow us now to provide training for more than 350 teachers and to provide programming that impacts more \nthan 5000 students K\u20138 within the county.", "start_char_idx": 0, "end_char_idx": 2992, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "14888148-c8a9-4399-b18f-78f737116d56": {"__data__": {"id_": "14888148-c8a9-4399-b18f-78f737116d56", "embedding": null, "metadata": {"page_label": "3", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b5dcba56-7d71-4cab-b001-f66fc4633db1", "node_type": "4", "metadata": {"page_label": "3", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "532fda9216cea30d1482f9731343e2381e3c9d8597419086a8c1d7aa57b15e3c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fbab721d-5399-4122-88e3-4f07ff88e4e9", "node_type": "1", "metadata": {"page_label": "2", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "eacb684b34e73de3f06c2a01b3262a7752aa4d7fe7e77f5a0d7caa37589996ba", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "638504bb-b67d-4735-8eec-983c923576c3", "node_type": "1", "metadata": {}, "hash": "f82fd3c6d5e07513c641394fdbbe60a1ece564dc3079323292aab117702d24bf", "class_name": "RelatedNodeInfo"}}, "hash": "0d178a5642ce7ece9365f6d4dc3103fa4b6c3cf2a755c531529fa9ddfdfe5eba", "text": "We worked from the beginning to instill in the entire educational community that we weren\u2019t looking at a \nshort-term fix, that we didn\u2019t have all the immediate answers. The three programs that we\u2019ve implemented \ncountywide through all of our elementary schools need to be seen as part of a long-term strategic planning \nprocess. It\u2019s a long-term effort. It\u2019s part of a set of strategies that address the development of the whole \nchild on a consistent and countywide basis. We need to be proactive to ensure that the various pieces of \nthe programs are occurring in the schools and in the community. Our assessment process is a combination of \nfidelity monitoring, to making sure that the quality of the implementation is there, and then also impact. \nWe\u2019re trying to assess the outcomes; we want to know what change we\u2019re seeing students, in teachers, and \nin parents. Communication is key. We have a steering committee that meets countywide every month made \nup of principals. It helps them focus monthly on these programs. W e provide updates. We get their input. \nWe meet with superintendents monthly to bring them along on the progress of the programs and also to \nget their input. We have regular training of coaches and teachers; we get their input. So communication, \neverybody talking to each other and keeping the focus of the programs at the forefront has been a key part, \none of the challenges and also, I think, one of the successes of these programs.Long Term Strategic Planning in Bedford County \u2014Lyn Skillington", "start_char_idx": 0, "end_char_idx": 1528, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "638504bb-b67d-4735-8eec-983c923576c3": {"__data__": {"id_": "638504bb-b67d-4735-8eec-983c923576c3", "embedding": null, "metadata": {"page_label": "A1", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3d1b2849-0870-4d16-983b-dc9a72eff936", "node_type": "4", "metadata": {"page_label": "A1", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2589bb69ea79f5ccbd51c265730d2221798fd664188b5ca7d73522884f5e3e92", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "14888148-c8a9-4399-b18f-78f737116d56", "node_type": "1", "metadata": {"page_label": "3", "file_name": "long-term-strategic-planning-in-bedford-county.pdf", "file_path": "openaipdf\\long-term-strategic-planning-in-bedford-county.pdf", "file_type": "application/pdf", "file_size": 128945, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0d178a5642ce7ece9365f6d4dc3103fa4b6c3cf2a755c531529fa9ddfdfe5eba", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e1f5cca2-d992-44f7-8bca-7f9c2300b001", "node_type": "1", "metadata": {}, "hash": "dbaa7cbb574f6245a0bda7b0d7faf68064cfd5c19cbe88490a3756cd71bada72", "class_name": "RelatedNodeInfo"}}, "hash": "f82fd3c6d5e07513c641394fdbbe60a1ece564dc3079323292aab117702d24bf", "text": "1 of 5\n \n AUDIO\n6:11 min \nFull Details and TranscriptMaking Each Dollar Go \nFurther\nJennifer Davis and Lucy N. Friedman  \nJanuary 2011\nINCREASED LEARNING TIME \n \u00bbJennifer Davis, president of the Center on Time and Learning and \nco-founder of Massachusetts 2020, and Lucy Friedman, president \nof The After-School Corporation (TASC), provide an overview of \ncurrent issues and challenges in designing a longer school day or \nschool year.\n \u00bbThe two leaders describe the benefits of expanding the school day \nor school year and share successes and challenges. \n \u00bbThere are different ways in which districts and schools can \neffectively use resources to provide additional academic support \nand enrichment opportunities.\nJennifer Davis is the co-founder of Massachusetts 2020 (Mass 2020) \nand president of the National Center on Time & Learning (NCTL). Mass \n2020 was formed in 2000 with a mission to expand educational and \neconomic opportunities for children and families across Massachusetts. \nIn 2005, in partnership with state leaders, Mass 2020 launched the \nExpanded Learning Time Initiative, which is focused on redesigning \npublic schools by adding at least 300 additional hours of core academic \nand enrichment programming for students and time for teachers to \nmeet, plan, and participate in professional development. In 2007, \nMass 2020 launched NCTL, which, through research, public policy, and \ntechnical assistance, supports national, state, and local initiatives Topic \nHighlights\nAbout the Interviewees", "start_char_idx": 1, "end_char_idx": 1515, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e1f5cca2-d992-44f7-8bca-7f9c2300b001": {"__data__": {"id_": "e1f5cca2-d992-44f7-8bca-7f9c2300b001", "embedding": null, "metadata": {"page_label": "A2", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "85e15aa9-0b17-4bf4-9bf3-af0682f91303", "node_type": "4", "metadata": {"page_label": "A2", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8b7d0a31db185d124660b31ee7590dcdaf63ddbbc1baba6a91908bd65c3e7ede", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "638504bb-b67d-4735-8eec-983c923576c3", "node_type": "1", "metadata": {"page_label": "A1", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f82fd3c6d5e07513c641394fdbbe60a1ece564dc3079323292aab117702d24bf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5b442eea-76fb-48d2-98e9-61cf0af48f3e", "node_type": "1", "metadata": {}, "hash": "a5982919fa20bb2f6d7d5b59d240a4ac264e3646c9eb6f369351e948935d1c40", "class_name": "RelatedNodeInfo"}}, "hash": "dbaa7cbb574f6245a0bda7b0d7faf68064cfd5c19cbe88490a3756cd71bada72", "text": "2 of 5\nMaking Each Dollar Go Further\u2014 Jennifer Davis and Lucy N. Friedmanthat add significantly more school time to help high-poverty students \nprepare for success in high school, college, and careers.\nPreviously, Ms. Davis served as a presidential appointee in the U.S. \nDepartment of Education, on the staff of the National Governors \nAssociation, and as a senior official in the administration of Boston \nMayor Tom Menino. \n \nLucy N. Friedman is founding president of The After-School Corporation \n(TASC), a nonprofit organization dedicated to giving all kids \nopportunities to grow through after-school and summer programs that \nsupport, educate, and inspire them. Under her leadership, TASC has \npartnered with New York City schools and community organizations to \nhelp more than 325,000 kids through daily after-school and expanded-\nlearning-time programs. A Bryn Mawr College trustee and signatory \nof the Education Equality Project, she holds leadership positions in \nvarious organizations, including the Afterschool Alliance, the Coalition \nfor Science After School, and the Collaborative for Building After-\nSchool Systems.\n 00:05  This is Jennifer Davis, and I am the president of the National \nCenter on Time & Learning and also the cofounder of Massachusetts \n2020.\n 00:14  : Hi, I am Lucy Friedman, and I am president of The After-\nSchool Corporation, known as TASC, and TASC works in New York City. \nAnd currently we are leading a network of 17 schools implementing \nexpanded learning time, or ELT .\n 00:28  It\u2019s important to understand the difference between our \nmodels. There are a lot of similarities, but there are some key \ndifferences. One is that our model includes all students in a school \nand a redesigned school schedule, and a part of that redesigned school \nschedule means an integrated approach to staffing. And I know this \nis true in some of the TASC schools, but in our schools, where there Full Transcript\nJennifer Davis\nLucy N. Friedman\nDavis", "start_char_idx": 1, "end_char_idx": 1978, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5b442eea-76fb-48d2-98e9-61cf0af48f3e": {"__data__": {"id_": "5b442eea-76fb-48d2-98e9-61cf0af48f3e", "embedding": null, "metadata": {"page_label": "A3", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "09d4d709-8c8a-45cd-bf44-1db36bea9860", "node_type": "4", "metadata": {"page_label": "A3", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5505f4b5c6a647df44168bad3cdde24dce230d55b800386638f5e367a8644ab8", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e1f5cca2-d992-44f7-8bca-7f9c2300b001", "node_type": "1", "metadata": {"page_label": "A2", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dbaa7cbb574f6245a0bda7b0d7faf68064cfd5c19cbe88490a3756cd71bada72", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "198d0f45-bd70-4d5b-ac24-ccfb46a3ef8f", "node_type": "1", "metadata": {}, "hash": "402141389de2ff1461b5da85b2e9f68391d58e69a7e492a29b3e92e001c87887", "class_name": "RelatedNodeInfo"}}, "hash": "a5982919fa20bb2f6d7d5b59d240a4ac264e3646c9eb6f369351e948935d1c40", "text": "3 of 5\nMaking Each Dollar Go Further\u2014 Jennifer Davis and Lucy N. Friedmanare community partners, they are often working in the morning, not \nnecessarily the afternoon. There is a very diverse array of staffing \nmodels that are in place, and it\u2019s a very integrated model. But it is \nschool, and what that means is every child is expected to participate \nin that school schedule. One of the other key differences is that, and \nI know this is something Lucy is eager to see, which is we are publicly \nfunded in Massachusetts. In other words, the legislature provides \n$1,300 per child for the expanded schedule to be implemented in \nthese redesigned schools.\n 01:31  Our goal, too, is that every child in a school should have that \nopportunity. And, in fact, until the whole school participates, some of \nthe benefits cannot be realized because it really liberates a principal \nto do things very differently, for instance, to take a field trip every \nother Wednesday integrated or connected to what\u2019s going on in the \nschool but a very different experience for kids. And one of the things \nwe hear from kids, particularly middle school kids all the time, is they \nwant more opportunities. I mean, they want the same opportunities \nthat middle-class kids have and to learn their world, and so getting \nkids out of the school is critical to really get more exposure. But that \ndoes require a whole school, so we are not waiting until every school \ncan serve every student before implementing it. But that certainly \nis our goal. And we also [are] different [in] that at the moment our \nmodel is $1,600 a year per kid, and it is a mixture of public and private \nfunds. But it is responsive to families because schools goes till 6 [pm], \nand so it helps families meet their childcare needs, plus giving those \nextra hours both for the core academics but also for the enrichments, \nthe arts, and sports.\n 02:42  Mass 2020 encourages community partnerships. For the TASC \nmodel their community partnerships are front and center in the model \nbecause it really builds on what we have learned from our experience \nin supporting after-school programs and really examining those \nprograms which were most effective, not only in achieving academic \ngains and closing the achievement gap and closing the opportunity \ngap, but most successful in making good use of resources was when the \nschools combined\u2014whether it was Title I supplementary educational Friedman", "start_char_idx": 1, "end_char_idx": 2448, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "198d0f45-bd70-4d5b-ac24-ccfb46a3ef8f": {"__data__": {"id_": "198d0f45-bd70-4d5b-ac24-ccfb46a3ef8f", "embedding": null, "metadata": {"page_label": "A4", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "75455f47-4eb8-4154-b26f-2201e98215de", "node_type": "4", "metadata": {"page_label": "A4", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ebbb70e5e1526aabd58f5db2ef4365e2aea0f0437f7b4a54e4d970528093b343", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5b442eea-76fb-48d2-98e9-61cf0af48f3e", "node_type": "1", "metadata": {"page_label": "A3", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a5982919fa20bb2f6d7d5b59d240a4ac264e3646c9eb6f369351e948935d1c40", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aa2a4cf8-4c85-44df-9450-c0267c626a93", "node_type": "1", "metadata": {}, "hash": "bb4e1cc48d3cd05feb7efc24bfee993189b05a384ff2cd3f3a406cd14e752d8e", "class_name": "RelatedNodeInfo"}}, "hash": "402141389de2ff1461b5da85b2e9f68391d58e69a7e492a29b3e92e001c87887", "text": "4 of 5\nMaking Each Dollar Go Further\u2014 Jennifer Davis and Lucy N. Friedmanservices, 21st century\u2014when they really thought creatively about using \nresources that were available to the school, or private sources from \nthe community organization, or in New York City we have this major \nprogram called Out-of-School Time. When they really said, \u201cLet\u2019s think \ntogether as one structure, not as two separate efforts,\u201d and when they \ncame together, we see cost efficiencies, which, of course, will always \nbe important but particularly important at this juncture.\n 03:45  There has been a major effort in the last year or so because \nof the economic downturn to look at creative strategies to add \nlearning time, and those include different staffing models, staggered \nscheduling so all students may be participating but not necessarily all \nadults or all teachers. \n 04:04  The use of technology to increase learning time can be very \ncost-effective; of course, it needs to be used in a way that\u2019s very \nintegrated with the learning models, but that\u2019s another example. \nIn many of the charter schools across America that have increased \nlearning time, they make very different staffing decisions; they often \nhave fewer administrators and more teachers in order to be able to \nadd time. Some charters make decisions around class size that are \ndifferent, so they may have slightly higher class sizes in order to be \nable to use resources to expand time instead of hiring additional staff. \nSo there are all kinds of very creative things going on across America \nto increase learning time, being prompted with this administration\u2019s \nstrong support for this agenda. And over the next few years, we are \ngoing to really learn a lot about the most effective and also cost-\neffective strategies to add time for children.\n 05:01  I just think it\u2019s critical that policymakers and educators \nwatch and contribute and participate in this movement to provide our \nhighest-poverty children the time they need to succeed. There are four \nreally key reasons why that\u2019s so critical: the persistent achievement \ngap; the fact that over the last few years it\u2019s been a significant \nnarrowing of the curriculum, which has meant that too many students \naren\u2019t having access to arts and physical education and a whole variety \nof other things; this issue of international competitiveness and the fact Davis", "start_char_idx": 1, "end_char_idx": 2381, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aa2a4cf8-4c85-44df-9450-c0267c626a93": {"__data__": {"id_": "aa2a4cf8-4c85-44df-9450-c0267c626a93", "embedding": null, "metadata": {"page_label": "A5", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3face6a8-d3c7-4d7f-bb56-134948190a8f", "node_type": "4", "metadata": {"page_label": "A5", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "792077471c9ad7f8d2d28be2ba32a3b71b43f6d188f444b90bc455ca90d4ddf7", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "198d0f45-bd70-4d5b-ac24-ccfb46a3ef8f", "node_type": "1", "metadata": {"page_label": "A4", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "402141389de2ff1461b5da85b2e9f68391d58e69a7e492a29b3e92e001c87887", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5ad9deda-0c1f-4818-9f5f-b9c314bcabfa", "node_type": "1", "metadata": {}, "hash": "a8429b54483f6f29fab07aa463b754a3400de5c75d5fd26496cbf60c69e27d7d", "class_name": "RelatedNodeInfo"}}, "hash": "bb4e1cc48d3cd05feb7efc24bfee993189b05a384ff2cd3f3a406cd14e752d8e", "text": "5 of 5\nMaking Each Dollar Go Further\u2014 Jennifer Davis and Lucy N. Friedmanthat, if you look at our competitive nations, they are outperforming \nus and they are providing more and better time for students and \nstudent learning, and we can\u2019t succeed as a nation without addressing \nthat deficiency; and of course, lastly, we are putting all kinds of new \npressure on teachers and we are not giving them the time they need \nto cover the curriculum to meet the needs of students, to plan and \nreview data, and all of the demands that are being put on them.", "start_char_idx": 1, "end_char_idx": 552, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5ad9deda-0c1f-4818-9f5f-b9c314bcabfa": {"__data__": {"id_": "5ad9deda-0c1f-4818-9f5f-b9c314bcabfa", "embedding": null, "metadata": {"page_label": "1", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": 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"1", "metadata": {"page_label": "A5", "file_name": "making-each-dollar-go-further.pdf", "file_path": "openaipdf\\making-each-dollar-go-further.pdf", "file_type": "application/pdf", "file_size": 174014, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bb4e1cc48d3cd05feb7efc24bfee993189b05a384ff2cd3f3a406cd14e752d8e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b73d2f33-9375-4e89-9d2d-d582e56d9f5c", "node_type": "1", "metadata": {}, "hash": "7734883b018720aa9bd84a546078f186862dcbf4ef7a7ebbff4c21882853bb48", "class_name": "RelatedNodeInfo"}}, "hash": "a8429b54483f6f29fab07aa463b754a3400de5c75d5fd26496cbf60c69e27d7d", "text": "1 of 4IMPROVING MATHEMATICAL PROBLEM SOLVING IN \nGRADES 4 THROUGH 8 \n \u00bbThe goal is to have students think more deeply about mathematics \nand their own thinking during problem solving.\n \u00bbDr. Beckmann describes the use of lists of questions and prompts to \nengage and be reflective in the problem-solving process.\n \u00bbThe first component in lists of prompts is understanding the \nproblem, making sense of the wording of the problem, and \nrestating the problem in students\u2019 own words.\n \u00bbAnother component is prompting students to ask why questions \nand think about the applicability of the steps to what they\u2019ve done \nbefore.\n \u00bbFinally, prompts include reflection on the process, checking on \nanswers in different ways, and thinking about how what students \nhave done might connect to other problems.\n \u00bbTeachers should prompt students to explain their thinking so that \nthey know they are accountable for explaining why they have used \nparticular steps.\n \u00bbThe role of problem solving in mathematics is application.Topic\nHighlights\n  AUDIO\n4:35 min \nFull Details and TranscriptMonitoring the Problem-\nSolving Process\nSybilla Beckmann, Ph.D., September 2011", "start_char_idx": 1, "end_char_idx": 1151, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b73d2f33-9375-4e89-9d2d-d582e56d9f5c": {"__data__": {"id_": "b73d2f33-9375-4e89-9d2d-d582e56d9f5c", "embedding": null, "metadata": {"page_label": "2", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "92826770-3044-4baf-bcae-3172f07e06d1", "node_type": "4", "metadata": {"page_label": "2", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b4ef8452186bcb1a9d0e6b2149008f1eed8035ffcc946733deb3798dcd59d54f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5ad9deda-0c1f-4818-9f5f-b9c314bcabfa", "node_type": "1", "metadata": {"page_label": "1", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a8429b54483f6f29fab07aa463b754a3400de5c75d5fd26496cbf60c69e27d7d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8cc3858a-79fb-4817-bc3b-0ae55f5a8e69", "node_type": "1", "metadata": {}, "hash": "3110e34554db2f4f1413bf8c0c978d01072fea1f72a3dbc7070e9a4c2792b1de", "class_name": "RelatedNodeInfo"}}, "hash": "7734883b018720aa9bd84a546078f186862dcbf4ef7a7ebbff4c21882853bb48", "text": "2 of 4\nMonitoring the Problem-Solving Process\u2014 Sybilla Beckmann, Ph.D. Sybilla Beckmann is Josiah Meigs Distinguished Teaching Professor \nof Mathematics at the University of Georgia. She has a Ph.D. in \nmathematics from the University of Pennsylvania and taught at Yale \nUniversity as a J. W. Gibbs Instructor of Mathematics. Beckmann has \ndone research in arithmetic geometry, but her current main interests \nare the mathematical education of teachers and mathematics \ncontent for students at all levels, but especially for pre-K through \nthe middle grades. Dr. Beckmann developed several mathematics \ncontent courses for prospective elementary school teachers at the \nUniversity of Georgia and wrote a book for such courses, Mathematics \nfor Elementary Teachers , published by Addison-Wesley, now in a third \nedition. She is interested in helping college faculty learn to teach \nmathematics content courses for elementary and middle grades \nteachers, and she works with graduate students and postdoctoral \nfellows toward that end. As part of this effort, Dr. Beckmann directs \nthe Mathematicians Educating Future Teachers (MEFT) component of \nthe University of Georgia Mathematics Department\u2019s VIGRE II grant. \nDr. Beckmann was a member of the writing team of the National \nCouncil of Teachers of Mathematics\u2019 Curriculum Focal Points for \nPrekindergarten Through Grade 8 Mathematics;  was a member of the \nCommittee on Early Childhood Mathematics of the National Research \nCouncil and co-author of its report, Mathematics Learning in Early \nChildhood: Paths Toward Excellence and Equity;  has worked on the \ndevelopment of several state mathematics standards; and was a \nmember of the mathematics writing team for the Common Core State \nStandards Initiative. Several years ago Dr. Beckmann taught an average \n6th-grade mathematics class every day at a local public school in order \nto better understand school mathematics teaching.\n 00:04  I am Sybilla Beckmann, Josiah Meigs Distinguished Teaching \nProfessor at the University of Georgia. I was a member of the panel for \nthe Problem Solving Guide as well as a member of the panel for the \nResponse to Intervention Guide.About the Interviewee\nFull Transcript", "start_char_idx": 0, "end_char_idx": 2211, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8cc3858a-79fb-4817-bc3b-0ae55f5a8e69": {"__data__": {"id_": "8cc3858a-79fb-4817-bc3b-0ae55f5a8e69", "embedding": null, "metadata": {"page_label": "3", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b5e642fc-d0fa-4622-8581-c2d4675a9c8c", "node_type": "4", "metadata": {"page_label": "3", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0db3fad9691d824d65996c59b1f67f7af6d20c48d2632a0d05ad3ca8f04fd24c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b73d2f33-9375-4e89-9d2d-d582e56d9f5c", "node_type": "1", "metadata": {"page_label": "2", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7734883b018720aa9bd84a546078f186862dcbf4ef7a7ebbff4c21882853bb48", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2e92f18e-8da1-429c-bdd2-b56f71c58b03", "node_type": "1", "metadata": {}, "hash": "257848b2d5d2795d556b2131c669e0d7db9d5f55c1334f979739c79cfe972ebd", "class_name": "RelatedNodeInfo"}}, "hash": "3110e34554db2f4f1413bf8c0c978d01072fea1f72a3dbc7070e9a4c2792b1de", "text": "3 of 4\nMonitoring the Problem-Solving Process\u2014 Sybilla Beckmann, Ph.D.  00:19  In the mathematics classroom, we really want students to \nbe more reflective in their problem solving and to think more deeply \nabout what they are doing mathematically than has been often \ncustomary for many students.\n 00:34  We want students to be thinking about their thinking and \nthinking about problem solving. It\u2019s very easy for students to simply \nlaunch into doing something, to take whatever numbers they see in \na problem and just plug them into something, and turn the crank, \nand out comes an answer. What we want instead is a more thoughtful \nprocess\u2014something that is more focused on making sense of problems \nand of solution methods and something that is more reflective and \ngoes deeper into the problem-solving process.\n 01:10  To help students reflect on problem solving and monitor \ntheir progress as they solve problems, many teachers are now using \neither lists of questions or lists of prompts to help the students \nengage more deeply in the problem-solving process. There are various \ndifferent kinds of lists that teachers work with, but I think they all \nhave several things in common. \n 01:36  First of all, they all have a component that involves \nunderstanding the problem. You simply can\u2019t solve a problem unless \nyou understand what it\u2019s asking. Something that asks students to \nunderstand the problem, make sense of the wording of the problem, \nand perhaps even asks the students to restate it in their own words.\n 02:00  Another component that\u2019s important is something that \nhelps students ask a lot of why questions. Why does this work? Why \nam I adding here instead of multiplying? Why am I subtracting instead \nof dividing? They also frequently ask students to think about things \nthat they have done before and think about whether those might be \napplicable to this new problem-solving situation.\n 02:29  Another component that I think is in all of these helpful \nlists of prompts or questions is something that asks students to reflect \nupon what they have done. So this will ask students to look back, to", "start_char_idx": 0, "end_char_idx": 2122, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2e92f18e-8da1-429c-bdd2-b56f71c58b03": {"__data__": {"id_": "2e92f18e-8da1-429c-bdd2-b56f71c58b03", "embedding": null, "metadata": {"page_label": "4", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "7ac4a61f-07a3-4e1e-9b95-f16f35024a19", "node_type": "4", "metadata": {"page_label": "4", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7e1b3a76264285384f0ba17471a3eb5da3e4c350e25c2fbbaa675b2e9cbb955b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8cc3858a-79fb-4817-bc3b-0ae55f5a8e69", "node_type": "1", "metadata": {"page_label": "3", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3110e34554db2f4f1413bf8c0c978d01072fea1f72a3dbc7070e9a4c2792b1de", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "52def749-17a9-45ab-afb0-98206add6d33", "node_type": "1", "metadata": {}, "hash": "b8f0591646b4bf77e403fee862a7b950badcc1624562beb696df28b5e1847f96", "class_name": "RelatedNodeInfo"}}, "hash": "257848b2d5d2795d556b2131c669e0d7db9d5f55c1334f979739c79cfe972ebd", "text": "4 of 4\nMonitoring the Problem-Solving Process\u2014 Sybilla Beckmann, Ph.D. check their work, to check their answer in a different way than the \nway they have found their answer, to reflect on what they learned, to \nthink about how they might use what they have done in this problem \nin other situations or how what they have done here might connect to \nother situations.\n 03:03  It is important for teachers to prompt students to explain \ntheir thinking\u2014if not in every single problem every single time, at \nleast overall students need to know that they are responsible for \nmaking sense of what they are doing and that they will be called on to \nexplain why they have taken the steps they have and to reflect on why \nthey are working a problem the way they are working it. These are \ncomponents that we find in all of these lists of prompts or questions \nthat can help students go more deeply into the problem-solving \nprocess and to engage more with the mathematical ideas.\n 03:46  The role of problem solving in mathematics: it\u2019s a vehicle \nfor learning mathematics and applying mathematics in many different \nsituations. Usually the problems that we are solving in math class \nare not burning issues of the day. They aren\u2019t problems that are of \nreal-life practical importance. They are instead vehicles for thinking \nabout mathematics, learning new mathematics, and building on what \nstudents already know and extending it into new territory that will \nhelp them solve even more, deeper and powerful problems. That\u2019s, \nafter all, what we are after in education.\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 0, "end_char_idx": 1941, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "52def749-17a9-45ab-afb0-98206add6d33": {"__data__": {"id_": "52def749-17a9-45ab-afb0-98206add6d33", "embedding": null, "metadata": {"page_label": "1", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c043f53e-05ad-4973-a0c3-a25b3cacd385", "node_type": "4", "metadata": {"page_label": "1", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6179c4dfd5fc5e01ed70904d395edf5a2e80e33c1611df607e50cdfd480e0476", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2e92f18e-8da1-429c-bdd2-b56f71c58b03", "node_type": "1", "metadata": {"page_label": "4", "file_name": "monitoring-the-problem-solving-process.pdf", "file_path": "openaipdf\\monitoring-the-problem-solving-process.pdf", "file_type": "application/pdf", "file_size": 774530, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "257848b2d5d2795d556b2131c669e0d7db9d5f55c1334f979739c79cfe972ebd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7970b068-21b6-42d3-ad5e-ae7fab213c15", "node_type": "1", "metadata": {}, "hash": "27a533690624fcb301e75ff7b0b84eab515ef558ee4a856d570f362ed992c05d", "class_name": "RelatedNodeInfo"}}, "hash": "b8f0591646b4bf77e403fee862a7b950badcc1624562beb696df28b5e1847f96", "text": "Topic: Turning Around Chronically Low-Performing Schools \nPractice: Improved Leadership\nHighlights\n\u2022 Principal Brad Huebert used assessments at the class, grade, and school level, \nto guide decisions about instruction.\n\u2022 Huebert identified key staff members who would support his decisions and \nhelp move the school in the right direction.\n\u2022 Principal Melissa Bazanos expanded her school\u2019s individualized reading \nprogram, which set reading goals for students, and rewarded achievement by \ncongratulating students during morning announcements.\n\u2022 Bazanos used assessment portfolios that followed students from grade to \ngrade, which allowed the school to alter assessments as students improved or \ncurriculum changed.\nAbout the Sites\nEdgemont Elementary School\nMoreno Valley, CAAudio\nFULL DETAILS AND TRANSCRIPT  \nMoving Turnaround Efforts Forward\nEdgemont Elementary School, California \u2022 June 2008\nJackson Elementary School, California \u2022 June 2008", "start_char_idx": 0, "end_char_idx": 947, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7970b068-21b6-42d3-ad5e-ae7fab213c15": {"__data__": {"id_": "7970b068-21b6-42d3-ad5e-ae7fab213c15", "embedding": null, 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"0a13d2c3d6526d328b2816af9b08e73efdce209c16b85eb784646c6fb587e49d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "52def749-17a9-45ab-afb0-98206add6d33", "node_type": "1", "metadata": {"page_label": "1", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b8f0591646b4bf77e403fee862a7b950badcc1624562beb696df28b5e1847f96", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8fd33730-d76f-4871-8bec-1357b7b93176", "node_type": "1", "metadata": {}, "hash": "613e39c52dbdad1a046d1f77340866f532c2fbfa8bef28f45cc53d55fc69fb78", "class_name": "RelatedNodeInfo"}}, "hash": "27a533690624fcb301e75ff7b0b84eab515ef558ee4a856d570f362ed992c05d", "text": "Moving Turnaround Efforts Forward\nEdgemont Elementary School, California and Jackson Elementary School, California\nDemographics\n84% Hispanic\n10% Black\n4% White\n1% Asian \n95% Free or Reduced-Price Lunch\n68% English Language Learners \n3% Special Education \nThe current principal started in this role in 2005 and began to extend the strategies for school turnaround \nthat the previous principal put in place. She developed a strong core of teacher-leaders who supported the \nimprovement efforts. Key actions taken were:\n\u2022 Embed teacher training into the school day\n\u2022 Work closely with the school leadership team\n\u2022 Present parents with data on their child\u2019s progress\n\u2022 Put a full-time counselor in place\n\u2022 Train teachers with a set of model lessons\n\u2022 Establish professional learning communities\nJackson Elementary School\nSanger, CA\nDemographics\n81% Hispanic\n13% White\n4% Asian\n1% Black\n77% Free or Reduced-Price Lunch\n19% English Language Learners\n13% Special Education\nThe current principal came during the turnaround process and built on earlier successes to continue to \nimprove student achievement. He made several significant changes:\n\u2022  Helped teachers understand all students can learn\n\u2022  Developed a three-tier intervention program for the school", "start_char_idx": 0, "end_char_idx": 1250, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8fd33730-d76f-4871-8bec-1357b7b93176": {"__data__": {"id_": "8fd33730-d76f-4871-8bec-1357b7b93176", "embedding": null, "metadata": {"page_label": "3", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "04ca4bd5-3e32-428b-9124-c2e487d57b5d", "node_type": "4", "metadata": {"page_label": "3", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c8567046e94b763cf46d66e3e40e78fce4650fea56867d977184d0d9ae4a11c8", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7970b068-21b6-42d3-ad5e-ae7fab213c15", "node_type": "1", "metadata": {"page_label": "2", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "27a533690624fcb301e75ff7b0b84eab515ef558ee4a856d570f362ed992c05d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "491f4a7e-9e96-4d1c-94f0-8dba804e885c", "node_type": "1", "metadata": {}, "hash": "ec94f66bae23be5e3ac3921d76786419100899573e500daf33062e269a9df061", "class_name": "RelatedNodeInfo"}}, "hash": "613e39c52dbdad1a046d1f77340866f532c2fbfa8bef28f45cc53d55fc69fb78", "text": "Moving Turnaround Efforts Forward\nEdgemont Elementary School, California and Jackson Elementary School, California\n\u2022  Established a leadership team\n\u2022  Focused on strong staff communications\n\u2022  Implemented strategies to provide explicit instruction with an ongoing assessment plan\n\u2022  Increased opportunities for teacher learning\n\u2022  Redeployed, reassigned, and terminated teachers\nFull Transcript\nHeuber: My name is Brad Huebert. I am the Principal at Jackson Elementary in Sanger, California.\nBazanos: Hi, my name is Melissa Bazanos. I am the Principal of Edgemont Elementary School in Moreno Valley \nUnified School District.\nHuebert: I did step in a year after the turnaround process began, and my role was to continue the things \nthat were set in place, to garnish the support that I needed from both the District Office and from the \nschool community to make those changes stick, and then to improve upon those changes. When I became \nprincipal at the school, there were a couple of things that had been set in place that I needed to go ahead \nand make sure continued and improved, and a couple of things that were set in place was going back to the \nfocus on instruction in terms of a standards-based system of instruction and delivery.\nBazanos: I became principal three years into the turnaround process. The most important part of this was \nfor me to use the plans that had been implemented at the onset of the turnaround process, such as the \naction plan that was created when this high priority grant began. There was also the academic program \nsurvey was completed, and that was something that I was able to use the corrective actions in order to \nmake sure the school continued to move forward.\nHuebert: When I became principal at Jackson Elementary, we also focused on assessments, both in the \nclassroom and as a grade level and as a school, because assessments really needed to drive the curriculum \nand at that point they were not. They were used to report progress to parents. So our focal point changed; \nwe needed to go ahead and focus on the data we received from the assessments to drive our instruction and \nto determine our next course for our instruction.\nBazanos: Scheduling was one of the big things that had started prior to my becoming principal, and then we \ncontinued to move forward with that. There were also quite a few programs that had been implemented. \nOne of them was the Accelerated Reader program. That program assigned students a reading level based \non their abilities, and then students were then able to choose books at their own reading level. And then \nthey worked with a team of teachers to do goal setting. They were rewarded for their performance on their \nreading; they had their name announced during morning announcements. It became a big incentive program", "start_char_idx": 0, "end_char_idx": 2805, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "491f4a7e-9e96-4d1c-94f0-8dba804e885c": {"__data__": {"id_": "491f4a7e-9e96-4d1c-94f0-8dba804e885c", "embedding": null, "metadata": {"page_label": "4", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ccbfb6c3-1dd8-403e-ab3e-a5f7e915ca91", "node_type": "4", "metadata": {"page_label": "4", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7d49cde2df5171de16651aebafdad8dc215693e1ded327da2cfde2b732316671", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8fd33730-d76f-4871-8bec-1357b7b93176", "node_type": "1", "metadata": {"page_label": "3", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "613e39c52dbdad1a046d1f77340866f532c2fbfa8bef28f45cc53d55fc69fb78", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "96db0329-b175-430a-910b-76f9931f86e9", "node_type": "1", "metadata": {}, "hash": "db8960af1febd2c6a56f6fa43971a01a3b81a9659607250ebbc3368c844ba027", "class_name": "RelatedNodeInfo"}}, "hash": "ec94f66bae23be5e3ac3921d76786419100899573e500daf33062e269a9df061", "text": "Moving Turnaround Efforts Forward\nEdgemont Elementary School, California and Jackson Elementary School, California\nfor them. So that was a program that we continued, and when I became principal, we expanded it in that \nwe converted our entire school library into an accelerated reader library.\nHuebert: For people to buy into the vision that I had for the school and for the school community, they had \nto know where we were going. It wasn\u2019t enough just to tell them to go. W e had to know where we were \nheaded. So, my communication started with laying out my vision. Folks needed to know how we were going \nto get there and where we were going.\nBazanos: Something else that had started prior to my becoming principal was schoolwide assessment \nportfolios. This was all contained in a folder that followed the student from grade level to grade level as \nthey progressed, and it enabled the teachers to see the growth of any particular student. When I became \nprincipal, this process continued and has evolved so that as curriculum changes or as students improve, we \nalter the types of assessments they are given, and the assessments keep growing along with the students.\nHuebert: In my first year as principal there, one of the things I think was most critical to my success and \nto the school\u2019s success was understanding who our key players on staff were\u2014who were the tipping points, \nso to speak, in each of the grade levels. By understanding which staff members would help to maintain \nthe momentum of ideas and visionary focal points that we were moving in the direction of, it was really \nimportant to identify those key people that would support me and help the school move in that direction.", "start_char_idx": 0, "end_char_idx": 1700, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "96db0329-b175-430a-910b-76f9931f86e9": {"__data__": {"id_": "96db0329-b175-430a-910b-76f9931f86e9", "embedding": null, "metadata": {"page_label": "1", "file_name": "not-grammar-for-grammars-sake.pdf", "file_path": "openaipdf\\not-grammar-for-grammars-sake.pdf", "file_type": "application/pdf", "file_size": 681957, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8115d461-ba83-462f-bca5-9787ef7bee01", "node_type": "4", "metadata": {"page_label": "1", "file_name": "not-grammar-for-grammars-sake.pdf", "file_path": "openaipdf\\not-grammar-for-grammars-sake.pdf", "file_type": "application/pdf", "file_size": 681957, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c5cb284da381f598837b1ab321ea047d0bac68a41d7998f75ba7b327ea1f8caf", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "491f4a7e-9e96-4d1c-94f0-8dba804e885c", "node_type": "1", "metadata": {"page_label": "4", "file_name": "moving-turnaround-efforts-forward.pdf", "file_path": "openaipdf\\moving-turnaround-efforts-forward.pdf", "file_type": "application/pdf", "file_size": 141169, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ec94f66bae23be5e3ac3921d76786419100899573e500daf33062e269a9df061", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c6fa1a4d-f0ff-444d-b0fb-7e55586b00f8", "node_type": "1", "metadata": {}, "hash": "69e87770e82c4425197b3cb644c0b0063e1a7a2f8f1953d6600738cd07ecc7ad", "class_name": "RelatedNodeInfo"}}, "hash": "db8960af1febd2c6a56f6fa43971a01a3b81a9659607250ebbc3368c844ba027", "text": "1 of 3TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \nFOUNDATIONAL SKILLS\n \u00bbStudents need to be able to spell words correctly and write legibly \nso others can read their writing.\n \u00bbStudents need to be able to use a variety of sentence constructions \nto convey their ideas.\n \u00bbIt is important to teach these basic skills embedded within the \nwriting process.\n \u00bbIt is more effective for students to learn basic grammar through \nworking on their own sentences rather than circling nouns and \nverbs in isolated sentences.\n \u00bbTeachers should not teach grammar for grammar\u2019s sake; rather, \nthey should teach students that grammar is important to help them \nlearn how to write and convey increasingly complex ideas.\n \u00bbBasic skills should be effortless to allow students to convey ideas. \nInstruction in these skills should be embedded within real writing \nexperiences and not taught as separate stand-alone skills.Topic \nPractice \nHighlights\n  AUDIO\n3:42 min \nFull Details and TranscriptNot Grammar for \nGrammar\u2019s Sake\nDeborah McCutchen, Ph.D.  \nMarch 2012", "start_char_idx": 0, "end_char_idx": 1061, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c6fa1a4d-f0ff-444d-b0fb-7e55586b00f8": {"__data__": {"id_": "c6fa1a4d-f0ff-444d-b0fb-7e55586b00f8", "embedding": null, "metadata": {"page_label": "2", "file_name": "not-grammar-for-grammars-sake.pdf", "file_path": "openaipdf\\not-grammar-for-grammars-sake.pdf", "file_type": "application/pdf", "file_size": 681957, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "05cc98e8-c743-4d2c-8771-084666445159", "node_type": "4", "metadata": {"page_label": "2", "file_name": "not-grammar-for-grammars-sake.pdf", "file_path": "openaipdf\\not-grammar-for-grammars-sake.pdf", "file_type": "application/pdf", "file_size": 681957, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "496ac5daf4ac1792cbb2129985d704095e4b48c4246284da8f1483cad8c59a4c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "96db0329-b175-430a-910b-76f9931f86e9", "node_type": "1", "metadata": {"page_label": "1", "file_name": "not-grammar-for-grammars-sake.pdf", "file_path": "openaipdf\\not-grammar-for-grammars-sake.pdf", "file_type": "application/pdf", "file_size": 681957, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "db8960af1febd2c6a56f6fa43971a01a3b81a9659607250ebbc3368c844ba027", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b0a2d01f-a6a4-4466-b346-2cb9a5f85774", "node_type": "1", "metadata": {}, "hash": "868e321de477ee78e729290f6a4d5a5bf55d982f8e384a692146c39ef4839ce9", "class_name": "RelatedNodeInfo"}}, "hash": "69e87770e82c4425197b3cb644c0b0063e1a7a2f8f1953d6600738cd07ecc7ad", "text": "2 of 3\nNot Grammar for Grammar\u2019s Sake\u2014 Deborah McCutchen, Ph.D.Deborah McCutchen, Ph.D., is a professor of education at the \nUniversity of Washington. Dr. McCutchen\u2019s teaching and research \ninterests include the psychology of reading and writing, teacher \nknowledge, and classroom learning. Her work, supported by the \nNational Institutes of Health and more recently by the Institute \nof Education Sciences, examines the linguistic bases of reading \nand writing skills. Her research has ranged from basic research on \ncognitive processes supporting literacy to studies of the subject-\nmatter knowledge needed by teachers of reading. She is a former \ncoeditor of Cognition and Instruction  and contributor to volumes such \nas the Handbook of Writing Research , the Handbook of Research on \nLearning and Instruction , and the Handbook of Research on Writing .\n 00:05  I\u2019m Deborah McCutchen, and I\u2019m a professor at the \nUniversity of Washington. I served as a member of the panel that \ndeveloped the Practice Guide entitled Teaching Elementary School \nStudents to Be Effective Writers . \n 00:17  Students need to understand that they need to spell words \ncorrectly and write legibly so that those who read their writing can \nrecognize their words. Students need to understand that different \nsentence forms convey ideas differently, highlighting some ideas while \ndownplaying others. When these basic skills are embedded in the \nentire writing process from the start, students are much more likely to \nincorporate them into their writing.\n 00:46  In the case of handwriting instruction, the goal is for \nhandwriting to become fluent, economical, and legible. For all \nstudents, learning to keyboard on a computer is a useful skill as digital \ntechnologies become more and more prevalent. Many standardized \ntests are moving to computerized administration.\n 01:09  Grammar instruction can sometimes rely on worksheets \nrequiring students to circle nouns and verbs and underline adjectives \nand the like. Perhaps more effective would be having students work on About the Interviewee\nFull Transcript", "start_char_idx": 0, "end_char_idx": 2093, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b0a2d01f-a6a4-4466-b346-2cb9a5f85774": {"__data__": {"id_": "b0a2d01f-a6a4-4466-b346-2cb9a5f85774", "embedding": null, "metadata": {"page_label": "3", "file_name": "not-grammar-for-grammars-sake.pdf", "file_path": "openaipdf\\not-grammar-for-grammars-sake.pdf", "file_type": "application/pdf", "file_size": 681957, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a1ac7323-4213-4f37-bfa8-b082a9216bd9", "node_type": "4", "metadata": {"page_label": "3", "file_name": "not-grammar-for-grammars-sake.pdf", "file_path": "openaipdf\\not-grammar-for-grammars-sake.pdf", "file_type": "application/pdf", "file_size": 681957, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d83e3e439ff46387cc80143b2b7c5fe63edc33712a4be1c802eed8d0c674048e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c6fa1a4d-f0ff-444d-b0fb-7e55586b00f8", "node_type": "1", "metadata": {"page_label": "2", "file_name": "not-grammar-for-grammars-sake.pdf", "file_path": "openaipdf\\not-grammar-for-grammars-sake.pdf", "file_type": "application/pdf", "file_size": 681957, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "69e87770e82c4425197b3cb644c0b0063e1a7a2f8f1953d6600738cd07ecc7ad", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b7107d85-b313-4220-adbd-ee3e0b1ed0a7", "node_type": "1", "metadata": {}, "hash": "ef2a2884989b624316df8b5a21961cd82a7978e572006098385e3c134ff69892", "class_name": "RelatedNodeInfo"}}, "hash": "868e321de477ee78e729290f6a4d5a5bf55d982f8e384a692146c39ef4839ce9", "text": "3 of 3\nNot Grammar for Grammar\u2019s Sake\u2014 Deborah McCutchen, Ph.D.their own sentences, identifying the verbs in their sentences, thinking \nabout other verbs that might replace those to make the language more \nvivid, thinking about where and how they could include additional \nadjectives to make their descriptions come alive. The idea is not to \nteach grammar for grammar\u2019s sake, but to help students understand \nhow sentences can be built to convey increasingly complex ideas.\n 01:56  In the upper elementary grades, instruction would focus less \non how to create sentences with different structures and more on the \neffects that different structures have on the reader. That is, how one \nphrasing seems to spotlight one idea in a sentence while a different \nphrasing highlights another.\n 02:16  Sentence construction is all about cloaking ideas in the \nlanguage that most appropriately conveys the writer\u2019s intentions. And \nspelling and handwriting, or in some cases, typing on a keyboard, are \ncrucial for getting that language onto the page. When spelling and \nhandwriting are fluent they seem effortless, allowing the student to \nfocus on ideas.\n 02:42  Similarly, when a student can think of a variety of sentences \nto convey an idea, she can pick the one that best conveys it. But when \nspelling, handwriting, or sentence construction are not fluent and do \nrequire effort, as can be the case for some young writers, they can \nreally impede writing. They can act as a bottleneck, draining students\u2019 \nenergy and discouraging them from trying to express much. We don\u2019t \nwant students to avoid the perfect word because they are unsure of its \nspelling or to leave out important details because they can\u2019t corral all \nthose ideas into grammatical sentences. \n 03:23  It\u2019s so important that these so-called basic skills are \nintegrated into authentic writing experiences from the start, not \ntaught as separate, stand-alone skills.\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 0, "end_char_idx": 2309, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, 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"abeda8cb-d79e-46ea-aec0-e07b10189006", "node_type": "1", "metadata": {}, "hash": "dbca9cd6614236d71d5b767194bb86a4149406aca3b2345b43b89feaabb25f0d", "class_name": "RelatedNodeInfo"}}, "hash": "ef2a2884989b624316df8b5a21961cd82a7978e572006098385e3c134ff69892", "text": "Topic: Increased Learning Time: Beyond the Regular School Day \nPractice: Organize Instruction\nHighlights\n\u2022 John Muir Elementary School Principal Awnie Thompson details the importance of \nengaging offerings after school. \n\u2022 Muir\u2019s program tracks students\u2019 needs and customizes enrichment needs based on \npreferences and needs of populations served. \n\u2022 The focus here is on providing individual supports, engaging opportunities, \nand homework help to ensure academic and social proficiency in participating \nstudents. \nAbout the Site\nJohn Muir Elementary School\nSeattle, WA\nDemographics\n55% Black\n22% AsianAudio\nFULL DETAILS AND TRANSCRIPT  \nNot Just More of the Same: Engaging \nStudents in After-School Learning \nOpportunities\nJohn Muir Elementary School, Washington \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 781, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "abeda8cb-d79e-46ea-aec0-e07b10189006": {"__data__": {"id_": "abeda8cb-d79e-46ea-aec0-e07b10189006", "embedding": null, "metadata": {"page_label": "2", "file_name": "not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_path": "openaipdf\\not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_type": "application/pdf", "file_size": 149466, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": 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"openaipdf\\not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_type": "application/pdf", "file_size": 149466, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ef2a2884989b624316df8b5a21961cd82a7978e572006098385e3c134ff69892", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "08855e9f-43b4-4d7d-a82d-38ddf670fa9f", "node_type": "1", "metadata": {}, "hash": "bd02e6e3351d415ead9ffa1e3a2ec6547ef9e3fbc0c5a4b79c830d5ec5954d7f", "class_name": "RelatedNodeInfo"}}, "hash": "dbca9cd6614236d71d5b767194bb86a4149406aca3b2345b43b89feaabb25f0d", "text": "Not Just More of the Same: Engaging Students in After-School Learning Opportunities\nJohn Muir Elementary School, Washington\n16% White \n  1% Native-American\n62% Free or Reduced-Price Lunch\n  8% Special Education \n \nJohn Muir Elementary collaborates with Powerful Schools\u2014a community-based organization\u2014to operate \nafter-school classes that promote students\u2019 math and literacy skills while engaging them in fun activities. \nAspects of this program include:\n\u2022 Many classroom teachers stay after school to teach in the after-school program.\n\u2022 Students select courses that balance academic learning with engaging enrichment.\n\u2022 Powerful Schools works to recruit community resources such as volunteers and promote parental \nawareness and participation.\n\u2022 Every year, after-school teachers receive rigorous training around academic curricula used at the \nafter-school program.\nFull Transcript\nHi, I am Awnie Thompson. I am the principal of John Muir Elementary School, which is one of the Seattle \nPublic Schools. \nOur student intervention team is made up of the parent, the principal, head teacher , special ed resource \nteacher, psychologist, counselor, family support worker, nurse, just anyone that we think might be able \nto give some input. And we get together and we talk about the student\u2019s strengths, and we talk about \nany concerns or what was the reason that we brought the student to the student intervention team. And \nfrequently, if we have academic concerns, we will talk about, well, let\u2019s see if we can get them into an \nafter-school class, and we will make the recommendation based on the particular area of need. If the \nstudent is struggling with confidence in mathematics, we will recommend maybe the chess class or the \norigami class along with the after-school math class. \nFor ongoing communication between the school staff and the after-school staff, some of that happens by \ne-mail, but a lot of it just happens by conversation because we are all in the same building and we all know \neach other and know the kids\u2014a lot of that is just conversation. The teacher coming to the after-school \nperson saying, \u201cCan you work with my student on this?\u201d or \u201cThe biggest concern that I have is phonics skills\u201d \nor whatever that particular piece might be. There is just a lot of personal communication that goes on \nall the time to make sure that it\u2019s what we need, which means that it is always changing. And maybe not \ndramatic changes but always modified just slightly.", "start_char_idx": 0, "end_char_idx": 2479, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "08855e9f-43b4-4d7d-a82d-38ddf670fa9f": {"__data__": {"id_": "08855e9f-43b4-4d7d-a82d-38ddf670fa9f", "embedding": null, "metadata": {"page_label": "3", "file_name": "not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_path": "openaipdf\\not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_type": "application/pdf", "file_size": 149466, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "10a7aecd-7598-4b73-a800-e260cabd61bd", "node_type": "4", "metadata": {"page_label": "3", "file_name": "not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_path": "openaipdf\\not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_type": "application/pdf", "file_size": 149466, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d3ed3f7d170f71dbfe37745d7e73e607164fb7438b4ff2fcd47d189082c9ed18", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "abeda8cb-d79e-46ea-aec0-e07b10189006", "node_type": "1", "metadata": {"page_label": "2", "file_name": "not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_path": "openaipdf\\not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_type": "application/pdf", "file_size": 149466, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dbca9cd6614236d71d5b767194bb86a4149406aca3b2345b43b89feaabb25f0d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8354d6bf-3f3e-47b5-9f72-9588eeea5ccf", "node_type": "1", "metadata": {}, "hash": "74a83c53ae1f72ed8535686dd800822565a98613bd468129593d144395717d3c", "class_name": "RelatedNodeInfo"}}, "hash": "bd02e6e3351d415ead9ffa1e3a2ec6547ef9e3fbc0c5a4b79c830d5ec5954d7f", "text": "Not Just More of the Same: Engaging Students in After-School Learning Opportunities\nJohn Muir Elementary School, Washington\nThe academic classes both in math and reading\u2014we always have a math and a reading each term\u2014are \ndesigned to be very fun for the students so that it\u2019s not just more of the same of what they are getting \nduring the day. We have a lot of games both in the math and also in the reading classes and a lot of \nactivities, and it is very active. And part of our thinking in having that was in part just so that students \nwould want to do that after school, but also for students, particularly if the students are not necessarily \nthe most successful students in their regular class, we don\u2019t want them to just have more of what may not \nalready be working for them. \nOur reading classes have been more teacher created. The teachers who have worked with those classes have \nfocused more on what the needs of the students were at that particular time, but always focused on making \nsure that it is highly engaging for students so that they want to be there and that it\u2019 s fun for them so that \nit\u2019s not feeling like I have just got another hour of school tacked on. So, for example, they might do readers \ntheater. The very young students in the reading classes do a lot of making puppets or making different kinds \nof props to go with what they are learning about. \nWe also have a Homework Center where the students can come and do their homework after school a couple \nof days a week as well. That\u2019s one of the offerings that\u2019s not as structured but is also beneficial for students \nwho may not have a quiet place at home or someone who can help them with their homework.", "start_char_idx": 0, "end_char_idx": 1689, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8354d6bf-3f3e-47b5-9f72-9588eeea5ccf": {"__data__": {"id_": "8354d6bf-3f3e-47b5-9f72-9588eeea5ccf", "embedding": null, "metadata": {"page_label": "1", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b43d39c2-85d7-449a-a49a-e9ac1ed5f862", "node_type": "4", "metadata": {"page_label": "1", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0b58986cd642f0ea0a486f428b4e9a01ab1978874d1786c19ff1c43e7f1bb819", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "08855e9f-43b4-4d7d-a82d-38ddf670fa9f", "node_type": "1", "metadata": {"page_label": "3", "file_name": "not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_path": "openaipdf\\not-just-more-of-the-same-engaging-students-in-after-school-learning-opportunities.pdf", "file_type": "application/pdf", "file_size": 149466, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bd02e6e3351d415ead9ffa1e3a2ec6547ef9e3fbc0c5a4b79c830d5ec5954d7f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "220847a9-5921-4a94-900e-36aad97d063d", "node_type": "1", "metadata": {}, "hash": "306fa3a5c25e891b7b26bd9ec5a5c126092790a0acd7dce5a9f55532cb512f1c", "class_name": "RelatedNodeInfo"}}, "hash": "74a83c53ae1f72ed8535686dd800822565a98613bd468129593d144395717d3c", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nHighlights\n\u2022 The Ohio Decision Framework is a web-based tool used by districts in Stage 1 of \nthe Ohio Improvement Process.\n\u2022 Data are prepopulated into the tool to help districts conduct an in-depth needs \nassessment to identify the districts\u2019 most critical needs.\n\u2022 Regional support teams and facilitators work with districts to develop a strategy \nto help districts implement the decision framework and improve instructional \npractice.\nAbout the Interviewees\nDeborah Telfer\nDeborah Telfer is currently executive director of the Ohio Department of Education\u2019s \n(ODE) Center for School Improvement, where she is responsible for the development \nand growth of Ohio\u2019s statewide system of support. She is also the liaison to the Ohio \nLeadership Advisory Council, a joint effort between ODE and the Buckeye Association \nof School Administrators, Ohio\u2019s association for superintendents. The work of the \nOhio Leadership Advisory Council has resulted in the identification of essential \npractices for superintendents, district leadership teams, and building leadership Audio\nFULL DETAILS AND TRANSCRIPT  \nOhio Decision Framework\nDeborah Telfer, Ph.D., and Betsy Apolito \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 1267, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "220847a9-5921-4a94-900e-36aad97d063d": {"__data__": {"id_": "220847a9-5921-4a94-900e-36aad97d063d", "embedding": null, "metadata": {"page_label": "2", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3d772b35-90c2-4184-9af1-23c29421d66d", "node_type": "4", "metadata": {"page_label": "2", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d5dd889a417bef3db70f78a7f2343a5f1ecad6c20335ae4f3d6ddf57bdb10921", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8354d6bf-3f3e-47b5-9f72-9588eeea5ccf", "node_type": "1", "metadata": {"page_label": "1", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "74a83c53ae1f72ed8535686dd800822565a98613bd468129593d144395717d3c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5fbd4753-5c6a-4fbc-bb42-818577be2f5b", "node_type": "1", "metadata": {}, "hash": "51303a0710d905ff815c2607630ea4571bf65c4d9561a5124ab6b98e657d2f65", "class_name": "RelatedNodeInfo"}}, "hash": "306fa3a5c25e891b7b26bd9ec5a5c126092790a0acd7dce5a9f55532cb512f1c", "text": "Ohio Decision Framework\u2014 Deborah M. Telfer, Ph.D., and Betsy Apolito\nteams, and has provided the foundation for the development of the Ohio Improvement P rocess and \nassociated tools, such as the Decision Framework. Prior to her work in the Center for School Improvement, \nDr. Telfer was associate and interim director of ODE\u2019s Office for Exceptional Children. She has been with ODE \nsince 1987.\n \nBetsy Apolito\nBetsy Apolito is the director of school improvement and the single point of contact for the Region 10 State \nSupport Team at the Montgomery County Educational Service Center (ESC), in Dayton, Ohio. In additional to \nleading the State Support Team, Betsy is a member of Ohio Department of Education\u2019s State Level Design \nTeam (SLDT). The SLDT is charged with the design and implementation of the Ohio Improvement Process. \nBetsy has worked collaboratively on the design of many of the data tools used by district and school \nleadership teams at the state and regional levels, including Ohio\u2019 s Decision Framework, the Implementation \nManagement and Monitoring Tool, and Measure Up.\nFull Transcript\nDeborah Telfer: I am Deborah Telfer. I am the executive director of the Center for School Improvement at \nthe Ohio Department of Education.\nThe Decision Framework is a web-based application that serves as the major tool used by district and \nbuilding leadership teams at what we have called Stage 1 of the Ohio Improvement P rocess. The data that \nare available through the decision framework application include aggregated state assessment data for all \ntested students, not only data for students who are accounted for state accountability purposes. There \nare also other data\u2014such as discipline data; graduation, attendance, and dropout data; subscale data for \nreading and math; and kindergarten readiness assessment for literacy data\u2014that are also prepopulated into \nthe tool. \nThe Decision Framework is used by district and building leadership teams, and it helps teams have a more \nstrategic, and collective, and often more honest conversation about where their biggest problems are. \nAnd as a decision-making aid, it helps districts to make more informed decisions based on what their data \ntell them\u2014not on opinion or preference\u2014about where to spend their time, their energy , their resources to \nmake and sustain improvements in student performance. Once the district leadership team identifies the \ndistrict\u2019s most critical needs, building leadership teams at the school level then use a building-level Decision \nFramework and they go through a similar process and analysis using that tool, this time focusing on the \nbuilding\u2019s level of implementation and degree of concern in relation to district-identified priorities. \nThe Ohio Department of Education supports the use of the Decision Framework through ongoing professional \ndevelopment, through technical support, and continuous revision and refinement of the application. Ohio \nhas trained over 500 regional facilitators, from state support teams and educational service centers in", "start_char_idx": 0, "end_char_idx": 3057, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5fbd4753-5c6a-4fbc-bb42-818577be2f5b": {"__data__": {"id_": "5fbd4753-5c6a-4fbc-bb42-818577be2f5b", "embedding": null, "metadata": {"page_label": "3", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9a0241f7-1e5d-4825-a6ac-22b04c1243f6", "node_type": "4", "metadata": {"page_label": "3", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cb28f3020108936af862d12beb3e533960e9f495f864d78ac529e6549dd89f8d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "220847a9-5921-4a94-900e-36aad97d063d", "node_type": "1", "metadata": {"page_label": "2", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "306fa3a5c25e891b7b26bd9ec5a5c126092790a0acd7dce5a9f55532cb512f1c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "67c26a59-2ac7-4de2-9fa1-0e496d8b2d57", "node_type": "1", "metadata": {}, "hash": "936517bfef692927f1bc02f828a6a5475db2f3944047555b786365171c39e6de", "class_name": "RelatedNodeInfo"}}, "hash": "51303a0710d905ff815c2607630ea4571bf65c4d9561a5124ab6b98e657d2f65", "text": "Ohio Decision Framework\u2014 Deborah M. Telfer, Ph.D., and Betsy Apolito\nevery part of the state as well as district internal facilitators, in the use of the Decision Framework to assist \ndistricts in identifying and addressing their most pressing needs.\nBetsy Apolito: This is Betsy Apolito. I am the director of school improvement and the single point of contact \nfor the Region 10 State Support Team, and I work at Montgomery County Educational Service Center. We are \nlocated in Dayton, Ohio.\nAs a state support team consultant, my role with Dayton Public Schools is to help to develop a strategy for \nensuring a systematic and coherent approach to build the capacity of Dayton Public Schools staff, central \noffice personnel, teachers, community members in real ways that allow them to improve instructional \npractice on a districtwide basis. We work at looking at the data specifically through the Decision \nFramework. We lead the districts through identifying need, their high-need areas. We guide them through \nthe development of a focused plan. And once they have those focused plans, they have goals, strategies, \nand actions at the district level. And then we also provide technical assistance to that district leadership \nteam in aligning that same work at the building level. So this has really helped us to focus on taking a more \nnarrow, focused look at where can we essentially help students and adults make the greatest change and \nimprovement. \nAnd what I think the most important thing about the Decision Framework is not the numbers; it\u2019 s the \nquestions that come out that are posed in the Decision Framework and the important discussions and \ndialogue around student-level academic data. But then through this process, it\u2019 s really a closer laser look \nat the data, and it\u2019s about the what of the data and then it\u2019s about the why of the data. The Decision \nFramework really helps us take a look at the adults, and their effect on children, as well as the curricula \nand the other components that help us focus on where we will see the most significant change in adult \nimplementation and student performance.", "start_char_idx": 0, "end_char_idx": 2126, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "67c26a59-2ac7-4de2-9fa1-0e496d8b2d57": {"__data__": {"id_": "67c26a59-2ac7-4de2-9fa1-0e496d8b2d57", "embedding": null, "metadata": {"page_label": "1", "file_name": "overcoming-fears-around-paying-for-college.pdf", "file_path": "openaipdf\\overcoming-fears-around-paying-for-college.pdf", "file_type": "application/pdf", "file_size": 160156, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "fcf5b117-8df1-4ec9-bc6b-aaf8ce6fa000", "node_type": "4", "metadata": {"page_label": "1", "file_name": "overcoming-fears-around-paying-for-college.pdf", "file_path": "openaipdf\\overcoming-fears-around-paying-for-college.pdf", "file_type": "application/pdf", "file_size": 160156, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2582d31f1bf1931e5f70d01453c508d3d61149c07d0abc8c8abfabde034407c0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5fbd4753-5c6a-4fbc-bb42-818577be2f5b", "node_type": "1", "metadata": {"page_label": "3", "file_name": "ohio-decision-framework.pdf", "file_path": "openaipdf\\ohio-decision-framework.pdf", "file_type": "application/pdf", "file_size": 166254, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "51303a0710d905ff815c2607630ea4571bf65c4d9561a5124ab6b98e657d2f65", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7a2045be-712b-4bf3-8ceb-76739d5b2860", "node_type": "1", "metadata": {}, "hash": "e235e4fd081f857b7cf84b594beaa9d4ccaa27d6737bc43c38c3352c29b84bb4", "class_name": "RelatedNodeInfo"}}, "hash": "936517bfef692927f1bc02f828a6a5475db2f3944047555b786365171c39e6de", "text": "Topic: Helping Students Navigate the Path to College\nPractice: Assist With College Entry\nHighlights\n\u2022 The alumni coordinator at University Park Campus School discusses strategies for \nconducting activities to help students and their families prepare for the financial \naspects of college. \n\u2022 She discusses the ways that the school helps students and their families \nunderstand the process of paying for college and applying for financial aid, and \nthe two financial aid nights that the school holds with students and families to \nhelp communicate these messages.\nAbout the Site\nUniversity Park Campus School\nWorcester, MA \nDemographics\n40% Hispanic\n32% White\n21% AsianAudio\nFULL DETAILS AND TRANSCRIPT  \nOvercoming Fears Around Paying for \nCollege\nUniversity Park Campus School, Massachusetts \u2022 March 2010", "start_char_idx": 0, "end_char_idx": 805, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7a2045be-712b-4bf3-8ceb-76739d5b2860": {"__data__": {"id_": "7a2045be-712b-4bf3-8ceb-76739d5b2860", "embedding": null, "metadata": {"page_label": "2", "file_name": "overcoming-fears-around-paying-for-college.pdf", "file_path": "openaipdf\\overcoming-fears-around-paying-for-college.pdf", "file_type": "application/pdf", "file_size": 160156, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, 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"openaipdf\\overcoming-fears-around-paying-for-college.pdf", "file_type": "application/pdf", "file_size": 160156, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "936517bfef692927f1bc02f828a6a5475db2f3944047555b786365171c39e6de", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1d19977b-337d-44d0-bb40-854e1f1d244d", "node_type": "1", "metadata": {}, "hash": "3f81ab8c7907ab34a035c03b9cb4c11de6a108beb988921fed5eb547bbd2f547", "class_name": "RelatedNodeInfo"}}, "hash": "e235e4fd081f857b7cf84b594beaa9d4ccaa27d6737bc43c38c3352c29b84bb4", "text": "Overcoming Fears Around Paying for College\nUniversity Park Campus School, Massachusetts\n 7% Black\n78% Free or Reduced-Price Lunch\n10% English Language Learners\n 12% Special Education\nUniversity Park Campus School prepares all of its students, most of whom will be first-generation college-\ngoers, to succeed in college by\n\u2022 Offering a rigorous, all-honors academic curriculum that starts in grade 7 and focuses on deep \nthinking and active engagement;\n\u2022 Collecting and reviewing a range of assessment data to make student- and school-level decisions;\n\u2022 Implementing a college-going culture and providing supports to help students go to and succeed in \ncollege;\n\u2022 Providing direct assistance to students and their families in applying, being accepted, and \ntransitioning to college.\nFull Transcript\nMy name is Nina Keough, and I am the college transition and alumni support coordinator. \nIt\u2019s very important that you start talking to students about the financial aid process very early on in their \neducation. I don\u2019t believe that students need to understand every step of the process by the time they are \nin ninth, tenth, honestly or even eleventh grade. You don\u2019t really know how to do the process until you are \ndoing it. But our students, and I imagine students across the country , have so much fear around applying \nfor financial aid that they will start closing the door to college mentally themselves before they have even \ngotten to their junior or senior year because they will have this myth that they can\u2019t afford to go to college. \nIt\u2019s a complicated process that you have to be very detail oriented and very aware of every step, because if \na financial aid form does not get in on the deadline, students could not qualify for any aid. Even though they \nqualify in terms of income and assets, if they miss a deadline or if they are missing a form or if they filled \nthe form out incorrectly, they could lose a right to any scholarships. So we have to be really vigilant and \ncareful with students to ensure that they are getting done everything they need to get done on time. \nA big piece that we have to work on with students is that so much of paying for college is not transparent \nand the cost of college is not clear. And what I mean by that is that if students go on the College Board \nwebsite or if they go on a website and look at the cost of an institution, they think they have to pay that \namount, but once they fill out financial aid forms and once the school makes their financial aid decisions, \nthey could pay anywhere between zero and $40,000 or $50,000 depending on what that school decides. \nSo a student could look on a website and see a school where the price tag is $52,000 for the year , and", "start_char_idx": 0, "end_char_idx": 2726, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1d19977b-337d-44d0-bb40-854e1f1d244d": {"__data__": {"id_": "1d19977b-337d-44d0-bb40-854e1f1d244d", "embedding": null, "metadata": {"page_label": "3", "file_name": "overcoming-fears-around-paying-for-college.pdf", "file_path": "openaipdf\\overcoming-fears-around-paying-for-college.pdf", "file_type": "application/pdf", "file_size": 160156, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "94a8f9cd-4baf-434b-8563-227660cee072", "node_type": "4", "metadata": {"page_label": "3", "file_name": "overcoming-fears-around-paying-for-college.pdf", "file_path": "openaipdf\\overcoming-fears-around-paying-for-college.pdf", "file_type": "application/pdf", "file_size": 160156, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "310a754c10ff14bad01c129ab30a4d5a9694e7ae3b12fdfcce9e9eb949740f54", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7a2045be-712b-4bf3-8ceb-76739d5b2860", "node_type": "1", "metadata": {"page_label": "2", "file_name": "overcoming-fears-around-paying-for-college.pdf", "file_path": "openaipdf\\overcoming-fears-around-paying-for-college.pdf", "file_type": "application/pdf", "file_size": 160156, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e235e4fd081f857b7cf84b594beaa9d4ccaa27d6737bc43c38c3352c29b84bb4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fd221c95-f2b3-40f7-ab39-446e7c0a3420", "node_type": "1", "metadata": {}, "hash": "b7a65071d2feda709b93c40d8f93545a75f5d0681a73454d15d390c32846f8b2", "class_name": "RelatedNodeInfo"}}, "hash": "3f81ab8c7907ab34a035c03b9cb4c11de6a108beb988921fed5eb547bbd2f547", "text": "Overcoming Fears Around Paying for College\nUniversity Park Campus School, Massachusetts\nafter scholarships they could end up only owing around $5,000 or $6,000 in loans versus another school \nthat may only have a price tag of $24,000 or $28,000 will not have a lot of financial aid available and our \nstudents could end up owing more like $10,000 or $15,000 a year to go to that school. And that process is \nnot transparent for them to be able to figure that out on their own. W e need to both explain it to them and \nreally coach them through it so they know they can apply to that more expensive school that is very scary \nfor them to apply to. \nWe do two financial aid nights for students. We do a financial aid night in the fall where we invite students \nand their families here into our building after school, and we provide an overview of the financial aid \nprocess and what they are going to encounter over the next couple of months. W e know that we can\u2019t \nteach them everything about financial aid in an evening, so our goal really is that students and families will \nwalk away from that night knowing that every single student can afford to go to college and that there is \na process coming up that they are going to have to be very focused on that will lead to their student being \nable to afford to go to college. \nIn the spring we do a second financial aid night which is once students have received their award letter . \nThis night is to help them compare and evaluate the award letters they have. So what we have done is \nwe partnered with a local credit union where they bring in some staffers from the credit union, also some \nfolks from their board that have financial background, and they sit down with students and they help them \nevaluate the award packages that they have received to help them understand what\u2019 s the best deal for \nthem.", "start_char_idx": 0, "end_char_idx": 1859, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fd221c95-f2b3-40f7-ab39-446e7c0a3420": {"__data__": {"id_": "fd221c95-f2b3-40f7-ab39-446e7c0a3420", "embedding": null, "metadata": {"page_label": "1", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "509e007a-b54d-4f53-b0e2-3b00da6f4d33", "node_type": "4", "metadata": {"page_label": "1", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "74c479b03e94abf8bc7c35fc38a6e7c133bb3aaee05beea42d3c06e4fc435f64", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1d19977b-337d-44d0-bb40-854e1f1d244d", "node_type": "1", "metadata": {"page_label": "3", "file_name": "overcoming-fears-around-paying-for-college.pdf", "file_path": "openaipdf\\overcoming-fears-around-paying-for-college.pdf", "file_type": "application/pdf", "file_size": 160156, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3f81ab8c7907ab34a035c03b9cb4c11de6a108beb988921fed5eb547bbd2f547", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1f14ba64-87f4-4671-b43c-7d22fb675f5f", "node_type": "1", "metadata": {}, "hash": "7bf3d37dcae75b0792e3edf401a238b4ed6b219e6f46294831d14178ceb9bee4", "class_name": "RelatedNodeInfo"}}, "hash": "b7a65071d2feda709b93c40d8f93545a75f5d0681a73454d15d390c32846f8b2", "text": "Topic: Reducing Behavior Problems \nPractice: Schoolwide Approach\nHighlights\n\u2022 Phyllis Corbin, the principal at P .S. 269, describes a program that the school \nhas been using for five years, the Peace Day rally.\n\u2022 Peace Day aims to deliver the \u201cmessage of peace\u201d so it will be heard \nthroughout the surrounding community and have a lasting effect on students\u2019 \nlives. \n\u2022 Every class has banners, posters, and displays that reflect the work they have \nbeen doing throughout the year on peace lessons; students and staff gather \nin the schoolyard to sing, recite poetry, dance, and celebrate peace in the \ncommunity. \nAbout the Site\nP.S. 269 Nostrand\nBrooklyn, NY\nDemographics\n90% BlackAudio\nFull DEtails anD transcriPt  \nPeace Day Rally\nP .s. 269 nostrand, new York \u2022 May 2009", "start_char_idx": 0, "end_char_idx": 774, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1f14ba64-87f4-4671-b43c-7d22fb675f5f": {"__data__": {"id_": "1f14ba64-87f4-4671-b43c-7d22fb675f5f", "embedding": null, "metadata": {"page_label": "2", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9d6ad9d4-371d-4917-87eb-e39fe2d9ad41", "node_type": "4", "metadata": {"page_label": "2", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d67a1a5b27565a1acac3ebe2f9a20cdbca14e2d84dfbc62bdfa0833970509d68", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fd221c95-f2b3-40f7-ab39-446e7c0a3420", "node_type": "1", "metadata": {"page_label": "1", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b7a65071d2feda709b93c40d8f93545a75f5d0681a73454d15d390c32846f8b2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a503fa06-810c-4b8f-a2c5-94a311ea93c3", "node_type": "1", "metadata": {}, "hash": "3e312e31794a75e5dabd706ec95289c073a81e17691b2fb3f77e11cde6ec6e44", "class_name": "RelatedNodeInfo"}}, "hash": "7bf3d37dcae75b0792e3edf401a238b4ed6b219e6f46294831d14178ceb9bee4", "text": "Peace Day Rally \u2014P .S. 269 Nostrand, New York\n6% Hispanic \n2% Asian \n1% White \n93% Free or Reduced-Price Lunch \n10% English Language Learners\nP .S. 269 has established schoolwide practices and routines to create and maintain a supportive and caring \nschool climate. Key features include:\n\u2022 Explicitly teaching and reinforcing rules and routines,\n\u2022 Collecting data about student behavior and the conditions that prompt and reinforce it, and\n\u2022 Conducting community events to promote peaceful relationships between the school and the \ncommunity. \nFull Transcript\nMy name is Phyllis corbin. i\u2019m the Principal of P .s. 269 in Brooklyn, new York. \nOur conflict r esolution curriculum has been in effect in the school for seven years. the rally\u2019s been for \nfive years. and over the seven years, we\u2019ve managed to train every single individual in the building, and \nwe don\u2019t have a large turnover, so everybody has been trained, both teachers, school aides, secretaries, \neveryone. so, the payoff now is that we have a core group of people that know the curriculum. the other \nthing is that if we all start at the beginning of the year and work our way to the end, when the child goes \nthe next grade, they\u2019re already familiar with the language of peace. they know the win-wins. they know \nhow to solve problems. they know about peace corners. they know about all the things that make this \ncurriculum work. so, then they carry it from third through fourth through fifth. so each year, they get a \nlittle stronger. \nAnd so, another really interesting thing is that when we train on peer mediators, we\u2019re able to train \nchildren younger than the year before. So now, we are training third graders. Third graders now get trained \nin about May. so they start being peer mediators in the fourth grade and then they move from the fourth to \nthe fifth. so, i think that the payoff is that we\u2019re consistent. We don\u2019t wait until the last minute to try to do \nanything, and we just keep building on the successes of the program. \nthe purpose of the Peace Day rally is for everyone to know that the message of peace has to go beyond \nyourself, beyond the classroom, beyond the school, that you have to have that same impact in the \ncommunity. and we always try to link what we\u2019re doing in school with the community so that children, after \nthey leave the building, they can reference this local store or they can talk to younger children and say you \nknow, \u201cDid you see our rally? You want to ask about it?\u201d  and sometimes people will say, \u201cDo you go to that \nschool where they had that big rally and they made all that noise?\u201d", "start_char_idx": 0, "end_char_idx": 2608, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a503fa06-810c-4b8f-a2c5-94a311ea93c3": {"__data__": {"id_": "a503fa06-810c-4b8f-a2c5-94a311ea93c3", "embedding": null, "metadata": {"page_label": "3", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "73c44712-3707-4693-97b8-4e05064a213b", "node_type": "4", "metadata": {"page_label": "3", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fc20025fa660f73badce9ceb93eb92d0c619479926df1f877ac8bd462e6d1fed", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1f14ba64-87f4-4671-b43c-7d22fb675f5f", "node_type": "1", "metadata": {"page_label": "2", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7bf3d37dcae75b0792e3edf401a238b4ed6b219e6f46294831d14178ceb9bee4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f92d7f98-3886-4450-a7d5-91d6bdca85e1", "node_type": "1", "metadata": {}, "hash": "7bb40ff2c7afb73812bab1231ecb1f52b9225dc1be24cd031bee09f8eec7c346", "class_name": "RelatedNodeInfo"}}, "hash": "3e312e31794a75e5dabd706ec95289c073a81e17691b2fb3f77e11cde6ec6e44", "text": "Peace Day Rally \u2014P .S. 269, New York\nthe rally involves first every class having a banner, displays, anything that they have that will reflect the \nwork that they\u2019ve been doing in their class. it could involve maybe the anti-bullying poster or something \nlike that. and what they do is we have sort of a schedule of the day. We all come down. We assemble in the \nschoolyard. So, it\u2019s all the classes in the schoolyard with a schedule, a program. We\u2019re singing. We\u2019re doing \nreadings, and we\u2019re making enough noise in the yard to involve the community to come and see what we\u2019re \ndoing. and we usually send out all kinds of invitations: daycare centers come; other schools come. so, the \nmessage is that we are peace builders, and we want everybody to know it, and we want to let them know \nthat we are doing it right here in the community. \nnow, how this evolves into from a rally to a parade, is that we then get police escorts in the street, and we \ntake the rally on to the street. traffic stops. We involved all the stores in the community, everybody gets \nposters to say that they are supporting what we\u2019re doing, and we make noise. Our ideas to go from our \nschool to another school, a neighboring school, and cover the whole area. and what we\u2019re looking for is for \nparents to maybe hang out banners outside their windows saying, \u201cW e support P .s. 269 Peace Parade.\u201d  and \nif they do that, it\u2019s an awesome sight.", "start_char_idx": 0, "end_char_idx": 1420, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f92d7f98-3886-4450-a7d5-91d6bdca85e1": {"__data__": {"id_": "f92d7f98-3886-4450-a7d5-91d6bdca85e1", "embedding": null, "metadata": {"page_label": "1", "file_name": "planning-an-expanded-learning-day.pdf", "file_path": "openaipdf\\planning-an-expanded-learning-day.pdf", "file_type": "application/pdf", "file_size": 148757, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3eba61d2-ac87-4e58-ac2c-8d5e3e6cbab3", "node_type": "4", "metadata": {"page_label": "1", "file_name": "planning-an-expanded-learning-day.pdf", "file_path": "openaipdf\\planning-an-expanded-learning-day.pdf", "file_type": "application/pdf", "file_size": 148757, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c996e5cae3181a041009d1d071bfaa92f024f2120579220b07cc76c177a2e884", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a503fa06-810c-4b8f-a2c5-94a311ea93c3", "node_type": "1", "metadata": {"page_label": "3", "file_name": "peace-day-rally.pdf", "file_path": "openaipdf\\peace-day-rally.pdf", "file_type": "application/pdf", "file_size": 167988, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3e312e31794a75e5dabd706ec95289c073a81e17691b2fb3f77e11cde6ec6e44", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6c0259e9-9503-463d-a87d-4f9ae2b822e0", "node_type": "1", "metadata": {}, "hash": "a6bac6f7263045951c3bdf0cb2a5521e9decdef5726a4ee9183f6b4dc0b75e36", "class_name": "RelatedNodeInfo"}}, "hash": "7bb40ff2c7afb73812bab1231ecb1f52b9225dc1be24cd031bee09f8eec7c346", "text": "Topic: Increased Learning Time: Beyond the Regular School Day \nPractice: Structure Time\nHighlights\n\u2022 Jacob Hiatt Magnet School took up the opportunity to expand the school day and \ncalibrate it according to identified student needs. \n\u2022 Mary Labuski, an assistant principal at the school, describes the process of \nredesigning school practices and schedules based on student-level assessment \ndata. \n\u2022 The program focuses on continual improvement using multiple forms of data and \nprofessional development for staff. \nAbout the Site\nJacob Hiatt Magnet School\nWorcester, MA\nDemographics\n50% Hispanic\n24% White\n19% BlackAudio\nFULL DETAILS AND TRANSCRIPT  \nPlanning an Expanded Learning Day\nJacob Hiatt Magnet School, Massachusetts \u2022 January 2010", "start_char_idx": 0, "end_char_idx": 742, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6c0259e9-9503-463d-a87d-4f9ae2b822e0": {"__data__": {"id_": "6c0259e9-9503-463d-a87d-4f9ae2b822e0", "embedding": null, "metadata": {"page_label": "2", "file_name": "planning-an-expanded-learning-day.pdf", "file_path": "openaipdf\\planning-an-expanded-learning-day.pdf", "file_type": "application/pdf", "file_size": 148757, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cd8067af-9a8e-4072-8e58-0354fa006109", "node_type": "4", "metadata": {"page_label": "2", "file_name": "planning-an-expanded-learning-day.pdf", "file_path": "openaipdf\\planning-an-expanded-learning-day.pdf", "file_type": "application/pdf", "file_size": 148757, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "43c9f738505003d27241ee706e7440132dfdf3f6093217c254646f4cbcd76340", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f92d7f98-3886-4450-a7d5-91d6bdca85e1", "node_type": "1", "metadata": {"page_label": "1", "file_name": "planning-an-expanded-learning-day.pdf", "file_path": "openaipdf\\planning-an-expanded-learning-day.pdf", "file_type": "application/pdf", "file_size": 148757, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7bb40ff2c7afb73812bab1231ecb1f52b9225dc1be24cd031bee09f8eec7c346", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "233de130-3a95-4705-b8d8-9a204cfb8bc6", "node_type": "1", "metadata": {}, "hash": "b222c872b2f3266bb6fd4915e2df4b9873677c910c3b6da3cea9a4c67c936a08", "class_name": "RelatedNodeInfo"}}, "hash": "a6bac6f7263045951c3bdf0cb2a5521e9decdef5726a4ee9183f6b4dc0b75e36", "text": "Planning an Expanded Learning Day \u2014Jacob Hiatt Magnet School, Massachusetts\n 3% Asian\n67% Free or Reduced-Price Lunch   \n \nJacob Hiatt\u2019s nearly eight-hour expanded school day has led to visible strudent academic growth. Its 2009 \nscores showed Adequate Yearly Progress in all subjects for the first time since 2002. The pillars of the school \nday redesign approach taken by the school include:\n\u2022 Implementation of school day redesign based on student assessment data,\n\u2022 Individualizing and differentiating instruction based on student needs,\n\u2022 Incorporating enrichment activities in academically classes,\n\u2022 Facilitating collaborative planning meetings for teachers and program instructors,\n\u2022 Fostering partnerships with local groups and organizations to provide extracurricular opportunities \nand resources.\nFull Transcript\nMy name is Mary Labuski, and I am the assistant principal at Jacob Hiatt Magnet School, in W orcester, \nMassachusetts. \nIn 2006, we had the opportunity to prepare a proposal to the Massachusetts Department of Education for a \nredesigned school day. They were offering two hours of additional instructional time, and we knew that we \nneeded to use that time just as efficiently as possible. \nThe original proposals, request for proposals from the Massachusetts Department of Education had kind \nof three core areas that they were looking for schools that were going to plan a redesign to keep in the \nforemost of their minds, and that was strengthening core instruction, increasing the amount of time for \nteachers to meet collaboratively as well as professional development for teachers, and incorporating \nenrichments into the school day. \nThis initiative, this expanded learning time initiative in our school, has been developed and refined for four \nyears. The dedication of an individual person on your staff to facilitate the expanded learning time work is \nkey to the success of this initiative. We knew immediately, when we went into this with our original redesign \nfour years ago, that this was going to require lots of support for our teachers and was going to require \nsomeone to work with the community, our district office, our state leaders, and our own staff here to \ncoordinate. This wasn\u2019t just two hours of additional time, we weren\u2019t just adding on two hours of additional \ntime; this was an entire restructuring of our day and the way we looked at educating our children. \nAnd one of the wonderful pieces of that and one of the greatest opportunities of expanded learning time is \nthe opportunity to bring the community into the school to enrich the curriculum for children. Our expanded \nlearning time facilitator had been a classroom teacher, here in our building. We wrote a job description,", "start_char_idx": 0, "end_char_idx": 2738, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "233de130-3a95-4705-b8d8-9a204cfb8bc6": {"__data__": {"id_": "233de130-3a95-4705-b8d8-9a204cfb8bc6", "embedding": null, "metadata": {"page_label": "3", "file_name": "planning-an-expanded-learning-day.pdf", "file_path": "openaipdf\\planning-an-expanded-learning-day.pdf", "file_type": "application/pdf", "file_size": 148757, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d1125a95-25c0-48d2-845f-871c3b485e6e", "node_type": "4", "metadata": {"page_label": "3", "file_name": "planning-an-expanded-learning-day.pdf", "file_path": "openaipdf\\planning-an-expanded-learning-day.pdf", "file_type": "application/pdf", "file_size": 148757, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8071fe4cc25485cd80bbf7d6f783b103c3a7c744a56f86737bdbbb1ecd6d8ba0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6c0259e9-9503-463d-a87d-4f9ae2b822e0", "node_type": "1", "metadata": {"page_label": "2", "file_name": "planning-an-expanded-learning-day.pdf", "file_path": "openaipdf\\planning-an-expanded-learning-day.pdf", "file_type": "application/pdf", "file_size": 148757, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a6bac6f7263045951c3bdf0cb2a5521e9decdef5726a4ee9183f6b4dc0b75e36", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ac9fa053-28a6-4d6e-b3ce-5ff279f434da", "node_type": "1", "metadata": {}, "hash": "e86806c918d2547c67c2993eb00c2ddca8129890f36134406daf5431777e5cb5", "class_name": "RelatedNodeInfo"}}, "hash": "b222c872b2f3266bb6fd4915e2df4b9873677c910c3b6da3cea9a4c67c936a08", "text": "Planning an Expanded Learning Day \u2014Jacob Hiatt Magnet School, Massachusetts\nrough as it was at the time, for what we saw as the fundamental responsibilities of this position, and we \noffered it to our entire staff. We had three or four people that expressed an interest, went through an \ninterviewing process with the committee that designed our redesign day , and we did choose a former sixth-\ngrade teacher who is and has been for the four years our expanded learning time facilitator . This young \nlady\u2019s responsibilities go from coverage of classrooms in the absence of teachers, coordinating all of the \nenrichment opportunities\u2014we have artists in the classroom, we have musical productions in the building, \nwe have approximately four field trips for every one of our 22 classes each year , we have a museum of \nproduct that our children share with parents and the community that we conduct three times each year , we \nhave athletes from local colleges that come in to mentor students. The additional programs and again the \ncoordination of those programs are really what make this such a rich opportunity for children, but you could \nnot add it on to someone\u2019s responsibility, not my responsibility as an assistant principal or the principal\u2019s \nresponsibility, and certainly not a person that had instructional responsibility. A person that\u2019s dedicated to \nthe success of the expanded learning time initiative is key to a school considering this work.", "start_char_idx": 0, "end_char_idx": 1458, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ac9fa053-28a6-4d6e-b3ce-5ff279f434da": {"__data__": {"id_": "ac9fa053-28a6-4d6e-b3ce-5ff279f434da", "embedding": null, "metadata": {"page_label": "1", "file_name": "positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_path": "openaipdf\\positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_type": "application/pdf", "file_size": 166935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": 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"last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b222c872b2f3266bb6fd4915e2df4b9873677c910c3b6da3cea9a4c67c936a08", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ae9f72ed-dedf-45ca-9d4a-214c06cbaf3b", "node_type": "1", "metadata": {}, "hash": "16aab7115a6f3a6673324cdf27840b3bc43e8a0f5516229ea3d0c4c903586c91", "class_name": "RelatedNodeInfo"}}, "hash": "e86806c918d2547c67c2993eb00c2ddca8129890f36134406daf5431777e5cb5", "text": "Topic: Reducing Behavior Problems \nPractice: Teach Skills\nHighlights\n\u2022 Principal Diane Wilton talks about treating students with respect and using \ndiscipline with fairness and consistency.\n\u2022 Teachers at Martin Luther King Elementary make rules and expectations more \nmeaningful to students by getting students are involved in designing the rules \nand expectations in each classroom.\n\u2022 Staff reinforce good behavior with incentives for students such as extra recess \ntime and game time.\nAbout the Site\nMartin Luther King Elementary School\nEdison, NJ\nDemographics\n64% Asian\n18% White\n14% Black\n4% HispanicAudio\nFuLL  DETAiLS AnD TRAnScRiPT  \nPositive Reinforcement Strategies to \nPromote Prosocial Behavior\nMartin Luther King Elementary School, New Jersey \u2022 April 2009", "start_char_idx": 0, "end_char_idx": 767, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ae9f72ed-dedf-45ca-9d4a-214c06cbaf3b": {"__data__": {"id_": "ae9f72ed-dedf-45ca-9d4a-214c06cbaf3b", "embedding": null, "metadata": {"page_label": "2", "file_name": "positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_path": "openaipdf\\positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_type": "application/pdf", "file_size": 166935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, 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"positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_path": "openaipdf\\positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_type": "application/pdf", "file_size": 166935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e86806c918d2547c67c2993eb00c2ddca8129890f36134406daf5431777e5cb5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c40ed5b1-74b1-4d69-bc93-2c125bf92371", "node_type": "1", "metadata": {}, "hash": "d3f946621f2435c8ae5348ec533e3b3ceb0120748be0e8ac6cc1d3c294f6a398", "class_name": "RelatedNodeInfo"}}, "hash": "16aab7115a6f3a6673324cdf27840b3bc43e8a0f5516229ea3d0c4c903586c91", "text": "Positive Reinforcement Strategies to Promote Prosocial Behavior\nMartin Luther King Elementary School, New Jersey\n16% Free or Reduced-Price Lunch\n8% Special Education\nMartin Luther King Elementary School uses a three-tiered, schoolwide, comprehensive approach that \nintegrates character education, social skills training, and positive reinforcement programs. The unique \nfeatures of the schoolwide approach include:\n\u2022 A schoolwide positive support model that provides: provides what? Or should this bullet be deleted?\n\u2022 Regular reminders of what a positive behavior looks like in different areas of the school.\n\u2022 Targeted programs for students with chronic behavior problems.\n\u2022 Positive reinforcement of individual students and whole classrooms. \nFull Transcript\nDiane Wilton:  My name is Diane Wilton. i\u2019m Principal of Martin Luther King Elementary School in Edison, \nnew Jersey. Our philosophy here at Martin Luther King School is that all children are entitled to be treated \nwith respect. Discipline is done with fairness and understanding and consistency. \nWe focus on positive behaviors and highlight those students who have exceptional and acceptable and \nexcellent behaviors. We use motivational tools based on the common language. Everyone has ownership in \ndeveloping rules for the school. The rules and regulations are meaningful and appropriate for the child, and \nit\u2019s also based more on intrinsic rewards. \nThe rewards for positive rewards may include everything from pep rallies, dancing in the hallways, discovery \nwalks, game time, assemblies, extra recess time. A lot of rewards are developed by teachers and students, \nso it\u2019s positive, enjoyable for students, so they look forward to doing it again. \nPositive reinforcement, it\u2019s goal-oriented and goal driven. it\u2019s meaningful to the students. it\u2019s incentive \ndriven, as students and staff are recognized periodically, and it\u2019s an appreciation of positive behavior for \nstudents. So, their understanding is when they are exhibiting their positive behaviors, they\u2019re going to get \nrewarded for those positive behaviors. \ni think that research has really proven that negative consequences or punishment really has very little \neffect. We find that children keep coming back with the same behaviors. But when they have an incentive to \npromote positive behaviors, they start assuming that their positive behaviors will reap the rewards. \nMany of our parents are beginning to see that when children come to the principal, it should not always be \nfor negative consequence but to support the child and their behavior. Lessons are embedded into our day. \nin the beginning of the year, we have lessons on positive behavior, lessons on the expectations of how to \nwalk through the hallways, lessons on expectations for lunch and recess behaviors. Focusing on the needs", "start_char_idx": 0, "end_char_idx": 2829, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c40ed5b1-74b1-4d69-bc93-2c125bf92371": {"__data__": {"id_": "c40ed5b1-74b1-4d69-bc93-2c125bf92371", "embedding": null, "metadata": {"page_label": "3", "file_name": "positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_path": "openaipdf\\positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_type": "application/pdf", "file_size": 166935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "57a021d5-e4fd-4c7c-a07d-2719d31531b3", "node_type": "4", "metadata": {"page_label": "3", "file_name": "positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_path": "openaipdf\\positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_type": "application/pdf", "file_size": 166935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ac10797a445ca64a89b1912337e1eaf8fcf9caa1374508d8511383fadaac41d1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ae9f72ed-dedf-45ca-9d4a-214c06cbaf3b", "node_type": "1", "metadata": {"page_label": "2", "file_name": "positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_path": "openaipdf\\positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_type": "application/pdf", "file_size": 166935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "16aab7115a6f3a6673324cdf27840b3bc43e8a0f5516229ea3d0c4c903586c91", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "dd315ef3-22c4-4ea9-8a5f-51a607c2203c", "node_type": "1", "metadata": {}, "hash": "00bcfdab1fb13fa99f5b194359577a1a429338be025dd2e4ed864f89cd326a59", "class_name": "RelatedNodeInfo"}}, "hash": "d3f946621f2435c8ae5348ec533e3b3ceb0120748be0e8ac6cc1d3c294f6a398", "text": "Positive Reinforcement Strategies to Promote Prosocial Behavior\nMartin Luther King Elementary School, New Jersey\nas far as children and supporting them in their behaviors and trying to turn around some of their negative \nbehaviors to positive behaviors is really what we strive for, instead of just giving them a punishment\u2014a \nsuspension, a lunch recess detention\u2014because we find the behaviors continue that way . So, if the children \nfeel in control with designing their rewards and developing their rewards, it\u2019s very successful in classrooms.", "start_char_idx": 0, "end_char_idx": 545, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "dd315ef3-22c4-4ea9-8a5f-51a607c2203c": {"__data__": {"id_": "dd315ef3-22c4-4ea9-8a5f-51a607c2203c", "embedding": null, "metadata": {"page_label": "1", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0c7e54fe-bfb9-4c82-ba35-1bad61963ae6", "node_type": "4", "metadata": {"page_label": "1", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8987f1336995da35c5031fb2ddc562817278205dc0c1b9888e015d58599b48bb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c40ed5b1-74b1-4d69-bc93-2c125bf92371", "node_type": "1", "metadata": {"page_label": "3", "file_name": "positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_path": "openaipdf\\positive-reinforcement-strategies-to-promote-prosocial-behavior.pdf", "file_type": "application/pdf", "file_size": 166935, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d3f946621f2435c8ae5348ec533e3b3ceb0120748be0e8ac6cc1d3c294f6a398", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "277c09c9-3fe5-49d1-8aa9-2bb63f22c033", "node_type": "1", "metadata": {}, "hash": "2b14ffaab509c1462a7c4fa7ca13e9ed63fe6e209fb2d88ac946f10f09e1dab0", "class_name": "RelatedNodeInfo"}}, "hash": "00bcfdab1fb13fa99f5b194359577a1a429338be025dd2e4ed864f89cd326a59", "text": "1 of 4TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \n \u00bbMany kinds of professional development can support teacher use \nof evidence-based practices. They are best facilitated by literacy \ncoaches, professional learning communities, and lesson study \ngroups. \n \u00bbTeacher networks can provide in-person professional meetings and \nonline networking through learning management systems. \n \u00bbIn one district that developed its own learning management \nsystem, teachers posted questions online and received timely \nresponses from other teachers who shared their resources and \nprovided clarifications on different issues. \n \u00bbImplementation of evidence-based practices requires \ndifferentiation both within grades and between grades.\nCatherine D\u2019Aoust was the coordinator of English language arts, K\u201312, \nin the Saddleback Valley Unified School District in Mission Viejo, \nCalifornia, where she was responsible for implementing and monitoring \na comprehensive district language arts program focusing on instruction \nin reading and writing in language arts and across content areas. She \nis the co-director of the University of California site of the National \nWriting Project, where she assists teachers in fostering their writing Topic \nAbout the Interviewee\n  AUDIO\n4:14 min \nFull Details and TranscriptProfessional Development \nfor Teaching Writing \nEffectively\nCatherine D\u2019Aoust  \nMarch 2012\nHighlights", "start_char_idx": 1, "end_char_idx": 1412, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "277c09c9-3fe5-49d1-8aa9-2bb63f22c033": {"__data__": {"id_": "277c09c9-3fe5-49d1-8aa9-2bb63f22c033", "embedding": null, "metadata": {"page_label": "2", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9bb65833-9cee-447c-b941-a0b46602263d", "node_type": "4", "metadata": {"page_label": "2", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "54efffda3af3c66d6da13a34ed2cc78c129e8558f647cf63ff68db750bc21d9d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "dd315ef3-22c4-4ea9-8a5f-51a607c2203c", "node_type": "1", "metadata": {"page_label": "1", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "00bcfdab1fb13fa99f5b194359577a1a429338be025dd2e4ed864f89cd326a59", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7d8301fe-d390-4fc5-a6fe-615e09696403", "node_type": "1", "metadata": {}, "hash": "8c396c6ad68fa9b81f1c431d3001787848f53ae0d02be8ec121ef14ab2f8723a", "class_name": "RelatedNodeInfo"}}, "hash": "2b14ffaab509c1462a7c4fa7ca13e9ed63fe6e209fb2d88ac946f10f09e1dab0", "text": "2 of 4\nProfessional Development for Teaching Writing Effectively\u2014 Catherine D\u2019Aoustabilities and enhancing their teaching practice in writing. Ms. D\u2019Aoust \nis a contributing author to books on writing, including Practical Ideas \nfor Teaching Writing as a Process , Thinking Writing , and Portfolios in \nthe Writing Classroom: An Introduction .\n 00:04  My name is Catherine D\u2019Aoust, and I am the co-director of \nthe University of California, Irvine\u2019s writing project. I was a member \nof the expert panel for the IES Practice Guide Teaching Elementary \nSchool Students to Be Effective Writers . \n 00:17  I think within the Practice Guide, there is a strong emphasis \non the fact that writing is the most complex of all human mental \nactivities. Reading this guide is the first step to improving teaching \npractice and lessening the complexity of teaching writing.\n 00:34  Many kinds of professional development support teacher \nuse of the research-based strategies in this Practice Guide. This range \nincludes in-services, book clubs, inquiries, classroom observations, \nprofessional learning communities, lesson study, and many more. \nThis process is best supported through literacy coaches, professional \nlearning communities, and lesson study, which bring teachers together \nto discuss effective practice.\n 01:01  These forms of professional development are usually \ncoordinated by site or district leadership. Networks are a great way \nto enhance professional development for teachers, for they support \nteachers as they learn and extend their teaching practice using these \nresearch-based strategies.\n 01:18  Teacher networks can be established in real time, where \nteachers come together and discuss the challenges and successes of \ntheir implementations. These discussions provide opportunities to \nproblem solve as well as to celebrate accomplishments.Full Transcript", "start_char_idx": 1, "end_char_idx": 1874, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7d8301fe-d390-4fc5-a6fe-615e09696403": {"__data__": {"id_": "7d8301fe-d390-4fc5-a6fe-615e09696403", "embedding": null, "metadata": {"page_label": "3", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "232d9d03-7525-4755-8c9d-9f354e1c8524", "node_type": "4", "metadata": {"page_label": "3", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b9b744f1d6d36a86b065b56095f12c065584bc82aa3abd577b321ccb53fc1e52", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "277c09c9-3fe5-49d1-8aa9-2bb63f22c033", "node_type": "1", "metadata": {"page_label": "2", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2b14ffaab509c1462a7c4fa7ca13e9ed63fe6e209fb2d88ac946f10f09e1dab0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "28a891a8-8b64-4c6b-b568-8f850edfdc69", "node_type": "1", "metadata": {}, "hash": "60c0359ed52d9004426c34c253d8c47584d11da1d6b3058fdd004c6f6fd09f0a", "class_name": "RelatedNodeInfo"}}, "hash": "8c396c6ad68fa9b81f1c431d3001787848f53ae0d02be8ec121ef14ab2f8723a", "text": "3 of 4\nProfessional Development for Teaching Writing Effectively\u2014 Catherine D\u2019Aoust 01:31  For administrators, they also provide informal accountability \nfor the use of new strategies or the refinement of existing strategies. \nParticularly important in these networks is the sharing between \nveteran and new teachers. Experienced teachers are knowledgeable \noftentimes about these research practices and are able to draw upon \ntheir classroom experiences to help beginning teachers.\n 01:53  Networks are also enhanced through the use of learning \nmanagement systems in which teachers come together through \ndiscussion boards to post their successes as well as seek answers to the \nimplementation questions as they arise. Additionally, these systems \ncan include teacher lessons, links to supportive websites, and videos \nshowing these research-based practices in classrooms similar to the \ncontext of other teachers from their sites or within the district.\n 02:20  I\u2019ve worked in a district that utilized a learning management \nsystem that provided a discussion board for teachers to share questions \nand responses about the implementation of classroom practices. I\u2019ve \nseen and read responses from teachers as they have been challenged \nin implementing research-based strategies, where they have actually \nposted their questions and had responses from other teachers, both \nbeginning new teachers as well as veteran teachers, either responding \nto the question with answers and strategies that they might use, or \nclarifying the use of a strategy, or possibly even clarifying the question \neven further.\n 03:02  As an example, a teacher might pose a question about \ncollaboration and \u201chow do you find time to conference with all of your \nstudents in your very busy teaching schedule?\u201d And I\u2019ve seen expert \nteachers then post a response about how they have managed their \nclassroom and brought in collaboration to enhance their practice.\n 03:20  The discussions on these discussion boards are generally \nmonitored by a literacy coach, someone who has expertise in the field, \nto make sure that the responses are directing teachers to practices \nthat really will enhance instruction.", "start_char_idx": 1, "end_char_idx": 2184, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "28a891a8-8b64-4c6b-b568-8f850edfdc69": {"__data__": {"id_": "28a891a8-8b64-4c6b-b568-8f850edfdc69", "embedding": null, "metadata": {"page_label": "4", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b119d680-1361-424c-a635-f520b92dfdbe", "node_type": "4", "metadata": {"page_label": "4", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "64594b9aa73ad7020c33c75b8face5c1850b4938f47954d855ff8a7f4ead3e51", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7d8301fe-d390-4fc5-a6fe-615e09696403", "node_type": "1", "metadata": {"page_label": "3", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8c396c6ad68fa9b81f1c431d3001787848f53ae0d02be8ec121ef14ab2f8723a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "31acdb33-cf1f-4b01-8db9-d62d04d02ba1", "node_type": "1", "metadata": {}, "hash": "420ebf54bb88748b6c8ac7f6b5906ac556ca02870fc46b9d7e924354bf0f09de", "class_name": "RelatedNodeInfo"}}, "hash": "60c0359ed52d9004426c34c253d8c47584d11da1d6b3058fdd004c6f6fd09f0a", "text": "This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.  \n \n4 of 4\nProfessional Development for Teaching Writing Effectively\u2014 Catherine D\u2019Aoust 03:36  Application of these research-based strategies is context \nbased. The depth of implementation of these strategies is going to \ndiffer based on the grade level of students. Additionally, students at \nthe same grade level are often at different developmental stages. This \nmeans that the implementation of strategies in this guide are going \nto require understanding the differences in writing development of \nstudents of different grades as well as within a grade. Context-based \nimplementation will require some differentiation in the use of the \nstrategies.", "start_char_idx": 1, "end_char_idx": 1032, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "31acdb33-cf1f-4b01-8db9-d62d04d02ba1": {"__data__": {"id_": "31acdb33-cf1f-4b01-8db9-d62d04d02ba1", "embedding": null, "metadata": {"page_label": "1", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a1331d12-d899-4555-843c-3f08e001264f", "node_type": "4", "metadata": {"page_label": "1", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fbb010dea6d8be9077e9862009f234b63f1bfd6a4e2400af7290b4e287201f0f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "28a891a8-8b64-4c6b-b568-8f850edfdc69", "node_type": "1", "metadata": {"page_label": "4", "file_name": "professional-development-for-teaching-writing-effectively.pdf", "file_path": "openaipdf\\professional-development-for-teaching-writing-effectively.pdf", "file_type": "application/pdf", "file_size": 882135, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "60c0359ed52d9004426c34c253d8c47584d11da1d6b3058fdd004c6f6fd09f0a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f8076617-4034-494d-b3d9-a753d1211e6e", "node_type": "1", "metadata": {}, "hash": "91d61677f0c2f6e8c24357b1d56dbef60194526cdfe5a9ad847f7827ccd8d9af", "class_name": "RelatedNodeInfo"}}, "hash": "420ebf54bb88748b6c8ac7f6b5906ac556ca02870fc46b9d7e924354bf0f09de", "text": "Topic: National Math Panel: Major Topics of School Algebra \nPractice: Multiple Paths\nHighlights\n\u2022 Embracing the professional learning community (PLC) concept\n\u2022 Using PLCs to focus on what is essential in algebra\n\u2022 Individualized performance plans for teachers\n\u2022 Role of learning center in district for staff development\n\u2022 Peer observation as embedded staff development \n\u2022 High school and middle school collaborative meetings \n\u2022 Structure for planning by math teachers (and others) within the academy \nstructure\n\u2022 Learning from teachers who are outside the subject and level\nAbout the Sites\nCastle View High School\nCastle Rock, CO\nDemographics\n85% WhiteAudio\nFULL  DETAILS AND TRANSCRIPT  \nProfessional Development in Secondary \nMathematics \nCastle View High School and Legend High School, Colorado\nNovember 2008", "start_char_idx": 0, "end_char_idx": 811, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f8076617-4034-494d-b3d9-a753d1211e6e": {"__data__": {"id_": "f8076617-4034-494d-b3d9-a753d1211e6e", "embedding": null, "metadata": {"page_label": "2", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, 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"openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "420ebf54bb88748b6c8ac7f6b5906ac556ca02870fc46b9d7e924354bf0f09de", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "628bbde2-9c5a-4b1b-8649-f27a0cb66965", "node_type": "1", "metadata": {}, "hash": "888dcc5ddd335cbc4e30868a87cb07fc4574bce8062b722114563e27475d5838", "class_name": "RelatedNodeInfo"}}, "hash": "91d61677f0c2f6e8c24357b1d56dbef60194526cdfe5a9ad847f7827ccd8d9af", "text": "Professional Development in Secondary Mathematics\nCastle View High School and Legend High School, Colorado\n9% Hispanic\n2% Black\n2% Asian \n1% Native American\n7% Free or Reduced-Price Lunch\n2% English Language Learners\n9% Special Education\nCastle View High School operates on a rigorous academy model designed to provide smaller learning \ncommunities within the high school. The Math, Science, and Engineering Academy offers innovative courses \nin science, technology, engineering, and mathematics with a supportive staff helping all students achieve \ntheir potential while acknowledging each individual\u2019s learning style. Features of mathematics instruction at \nCastle View are:\n\u2022  Integration of mathematics content within mathematics and across other subjects;\n\u2022  Implementation of technology into instruction;\n\u2022  Incorporation of problem solving into each level of mathematics; and\n\u2022  Accessibility of algebra to every student. \nLegend High School\nParker, CO\nDemographics\n2008-09 data, for 9th grade only:\n90% White\n5% Hispanic\n3% Asian\n2% Black\n3% Free or Reduced-Price Lunch\nLegend High School is in its first year of operation in Douglas County School District (Colorado). The \nmathematics staff has developed mathematics curriculum, instruction, and assessments that emphasize 21st \nCentury skills and learning. Mathematics content is made interesting, motivating, and meaningful through \nrelevance. Features of mathematics instruction at Legend High School are:\n\u2022  Academic rigor and relationships are emphasized;\n\u2022  Technology accelerates deeper understanding of algebra topics; and\n\u2022  Integrated curriculum applies mathematics knowledge to other courses and out-of-classroom \nexperiences.", "start_char_idx": 0, "end_char_idx": 1696, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "628bbde2-9c5a-4b1b-8649-f27a0cb66965": {"__data__": {"id_": "628bbde2-9c5a-4b1b-8649-f27a0cb66965", "embedding": null, "metadata": {"page_label": "3", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0f0fa25e-3709-4bd1-b893-110bb18f3554", "node_type": "4", "metadata": {"page_label": "3", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9e191964eca58bd0c195bb8fc522caadfcacc63af3bcfb63faf50aa636a1f2c6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f8076617-4034-494d-b3d9-a753d1211e6e", "node_type": "1", "metadata": {"page_label": "2", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "91d61677f0c2f6e8c24357b1d56dbef60194526cdfe5a9ad847f7827ccd8d9af", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c3a69dcf-1f4c-4176-b983-44d711ee4d3a", "node_type": "1", "metadata": {}, "hash": "636ab494e1e8166b24c1cec990ba71c7f79eec8c623e1eb2722b6ce19bb24494", "class_name": "RelatedNodeInfo"}}, "hash": "888dcc5ddd335cbc4e30868a87cb07fc4574bce8062b722114563e27475d5838", "text": "Professional Development in Secondary Mathematics\nCastle View High School and Legend High School, Colorado\nFull Transcript\nMy name is Lisle Gates, Principal of Castle View High School. Castle View High School is located in Castle \nRock, Colorado and is part of the Douglas County School System.\nMy name is Corey Wise, Principal of Legend High School here in Parker, Colorado in Douglas County School \nDistrict.\nGates: Our math program aligns with the standards within the district. We do a good job of matching those \nbenchmarks and those standards and those at-course/end-of-course assessments.\nOur district embraced professional learning community concept five, six, seven years ago. And so all schools \nin Douglas County have a professional learning, or PLC, design, so we can meet professionally and work on \nthe issues\u2014curricular issues and other issues\u2014that impact instruction within the building.\nWise: Within algebra itself, we\u2019ve asked our teachers to use PLC time all during the planning year and now, \nwithin our time during the school year, to really focus on what\u2019s essential.\nYou have to set up systems or mechanisms always to look at staff development, professional development, \nindividual development. I think one of the things we do to look at our teacher professional development is \nyou start with the individual. Individualized performance plans, or their goal plans, is key. So, I think you \nsit down\u2014no matter whether or not it\u2019s a first-year teacher, a third-year, or a 20-year veteran\u2014to say where \nwe are at and where do you want to get to? And you set up the key plan for themselves. Within our district, \nwe have the learning center opportunities, which have staff development. We really tap into strengths \nnot only in our building, but also within the entire district to go and learn from other great teachers. As a \nschool, we embed staff development time or professional learning community time within our PLCs where \nour departments are coming together. They\u2019re using the same sort of observation forms, which focus on \nstudent learning, understanding by design, rigor and relevance. So when they are in each other\u2019s classrooms, \nthey are having the same dialog as what they are having within any administrator or evaluator. We challenge \nthem to not only get out and see other math teachers, but then also different subject areas. I think one \nof the best ways in which we build relevance into math is ask a non-math teacher what\u2019s really important. \nToo often within our subject area, we take ourselves way too seriously, and you can\u2019t get past letting \ncertain things go. Ask another person outside of your area what\u2019s really important in math, and you get a \nbetter idea of, \u201cWell, maybe this isn\u2019t as important as what I thought,\u201d to really narrow down on essential \nlearning.\nGates: Our math teachers are working really closely with the middle school math teachers in summer \nworkshops, meeting as often as we can meet during the school year, to address those issues about how we \nmeet the needs of kids that are different levels of math success and understanding the math.\nWe\u2019re really proud of what we are doing at Castle View High School because of our different schedule. We \nalso have a different structure here. We\u2019re organized around learning academies rather than on content", "start_char_idx": 0, "end_char_idx": 3321, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c3a69dcf-1f4c-4176-b983-44d711ee4d3a": {"__data__": {"id_": "c3a69dcf-1f4c-4176-b983-44d711ee4d3a", "embedding": null, "metadata": {"page_label": "4", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8ee2013b-5a95-47af-90cf-01cac33f3b21", "node_type": "4", "metadata": {"page_label": "4", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fedeb8c107e767c8a13804b1db15efd9b1a1b8ebe68630c1779518cbb0f49ece", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "628bbde2-9c5a-4b1b-8649-f27a0cb66965", "node_type": "1", "metadata": {"page_label": "3", "file_name": "professional-development-in-secondary-mathematics.pdf", "file_path": "openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "888dcc5ddd335cbc4e30868a87cb07fc4574bce8062b722114563e27475d5838", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d37e6cd1-848d-44bd-8101-564e5060418b", "node_type": "1", "metadata": {}, "hash": "0f838a303700582c67675ce2d2546f34877f4123a5f7a91a3478ae61a4a38c73", "class_name": "RelatedNodeInfo"}}, "hash": "636ab494e1e8166b24c1cec990ba71c7f79eec8c623e1eb2722b6ce19bb24494", "text": "Professional Development in Secondary Mathematics\nCastle View High School and Legend High School, Colorado\nareas, and so, I don\u2019t have a math department, per se, in the school. What we\u2019ve got is math teachers \nthat are working in each of our five school-within-a-schools. We also know that we need to get all of those \nteachers together, math teachers together, so they can talk about the issue of math instruction and how we \ncan make kids successful no matter which academy that they happen to be in.\nThree days a week, Tuesday, Wednesday and Thursday, we give our teachers 40 minutes time to work \ntogether in content areas\u2014so, that\u2019s all the math teachers getting together\u2014or in academy, PLC. Our \nteachers are spending one and a half to two hours every week working together professionally in a PLC \nsetting. So we\u2019re using that time for teachers to have an opportunity of getting together professionally. \nWithin our academy model, it\u2019s not an area where all math teachers come and talk about math. It is an \noffice where every discipline is represented, and so we\u2019ve got teachers that are science teachers that are \nhaving better conversations with math teachers around how we can improve math instruction and how we \ncan tie that better into the real world.\nWise: There is a clear focus that we wanted to create a 7-12 program in the Legend feeder area. I think the \nrelationships we build with the elementary schools is key. That life line of building that K-12 model is more \nthan just talk; it\u2019s getting out and being in those classrooms, connecting with those kids, letting elementary \nteachers come up here and see what the high school is about so they can see what a high school classroom \nis. And honestly, I think sometimes getting high school teachers down to those elementary classrooms \nwhere every wall is an instructional wall, where you have first graders breaking apart and actually working \nindependently or in groups and collaborating within their learning, to remember to get back to our level, \nthat is not just about content. It\u2019s about using content, sharing content, thinking about content and also the \nskills within that content.\nGates: There is more talk in this building by more staff members about math than in any school I have been \nin in my 41 years of education. The reason for that is we have got math teachers that are mixing with all \nkinds of other content area teachers in the building.\nWise: I think that\u2019s a number one model within our 7-12 alignment, making sure we take the time out when \nwe have professional learning communities to build-in middle school teachers with high school teachers. \nWhether or not you\u2019d ever look at looping teachers, we are on the same campus. If students want to take a \nhigh school class in seventh or eighth grade, can you pass the barrier of, \u201cThis is our school; they are middle \nschool student,\u201d and having them come up to the high school and take those classes. I think that\u2019s a key \nthing: that we need to get past grade level and look at student learning level and place them appropriately \nso they are challenged and connected and excited about their different subject areas, and especially math.", "start_char_idx": 0, "end_char_idx": 3183, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d37e6cd1-848d-44bd-8101-564e5060418b": {"__data__": {"id_": "d37e6cd1-848d-44bd-8101-564e5060418b", "embedding": null, "metadata": {"page_label": "A1", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", "file_size": 676919, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", 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"openaipdf\\professional-development-in-secondary-mathematics.pdf", "file_type": "application/pdf", "file_size": 160436, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "636ab494e1e8166b24c1cec990ba71c7f79eec8c623e1eb2722b6ce19bb24494", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "13cbc181-49c4-432f-a5a1-e80780e1133a", "node_type": "1", "metadata": {}, "hash": "ea7c0f41c4ac5435788f442424525f0b3d23ab45caa554d42723ef1e54a60428", "class_name": "RelatedNodeInfo"}}, "hash": "0f838a303700582c67675ce2d2546f34877f4123a5f7a91a3478ae61a4a38c73", "text": "1 of 4\n  AUDIO\n4:11 MIN \nFull Details and TranscriptProviding Support for \nNinth-Grade Students From \nDay One\nDel Valle High School, Texas  \nApril 2011\nDROPOUT PREVENTION \nDATA SYSTEMS\n \u00bbEach spring faculty and administrators meet with middle school \nteachers to review data on incoming freshmen.\n \u00bbDel Valle High School uses middle school data and teacher \nrecommendations to place incoming freshmen into classes.\n \u00bbStaff use a database to record student performance and behavior \nissues and to track intervention effectiveness.\nDel Valle High School  \nDel Valle, TX \nDemographics:\n \u00bb73% Hispanic\n \u00bb17% Black\n \u00bb  9% White\n \u00bb 1% Asian\n \u00bb 7% English Language Learners\n(Texas Education Agency Campus Profile, 2009-10)Topic \nPractice \nHighlights\nAbout the Site", "start_char_idx": 1, "end_char_idx": 758, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "13cbc181-49c4-432f-a5a1-e80780e1133a": {"__data__": {"id_": "13cbc181-49c4-432f-a5a1-e80780e1133a", "embedding": null, "metadata": {"page_label": "A2", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", 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"d37e6cd1-848d-44bd-8101-564e5060418b", "node_type": "1", "metadata": {"page_label": "A1", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", "file_size": 676919, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0f838a303700582c67675ce2d2546f34877f4123a5f7a91a3478ae61a4a38c73", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "d4e0de6b-1fe6-4e16-b2fa-c4e971709501", "node_type": "1", "metadata": {}, "hash": "60f924bcc0420bd636d7a7950a8af2d5be2651198c03e5bf24202eeb470febdb", "class_name": "RelatedNodeInfo"}}, "hash": "ea7c0f41c4ac5435788f442424525f0b3d23ab45caa554d42723ef1e54a60428", "text": "2 of 4\nProviding Support for Ninth-Grade Students From Day One \u2014Del Valle High School, TexasDel Valle High School has developed a comprehensive set of policies \nand supports to prevent students from dropping out of school:\n \u00bbA Freshman Academy helps ninth graders transition to high school \nin an environment that meets their academic and developmental \nneeds\n \u00bbStaff use middle school data on incoming students to identify those \nat risk of dropping out and to guide course placement\n \u00bbRegular review of student data allows teachers to track student \nprogress and provide additional supports as needed\n \u00bbStandardized course performance expectations encourage \nacademic rigor in every classroom and support teachers through \nsuch structures as teaming, professional learning communities, and \nco-teaching\n 00:04  My name is Adelaida Olivares. I am the dean of instruction \nfor Del Valle High School in Del Valle, Texas.\n 00:12  Del Valle decided to look at middle school data for \ninstructional purposes at the high school level because our data was \nindicating a problem with students\u2019 academic performance at the \nninth-grade level. So, for example, at the end of the 2006\u20132007 school \nyear, we had 211 freshman students that were retained. Nearly 50% of \nfreshman students had failed one or more academic classes. It meant \nthat students were at risk of not graduating with their cohort. It meant \nthat students were at risk of dropping out. We had a ninth-grade \nproblem, and we needed to look at middle school so that we could \ninform our instructional decisions.\n 00:55  One of the things that we really review are student grades \nat the eighth-grade level. We review the number of referrals that they \nhave received, the number of absences that they have had, the types \nof courses that they were in so that we can then inform what kind of Full Transcript", "start_char_idx": 1, "end_char_idx": 1863, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "d4e0de6b-1fe6-4e16-b2fa-c4e971709501": {"__data__": {"id_": "d4e0de6b-1fe6-4e16-b2fa-c4e971709501", "embedding": null, "metadata": {"page_label": "A3", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", "file_size": 676919, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "892850ad-bb6b-4a7d-9d18-8f3f5cd55f2e", "node_type": "4", "metadata": {"page_label": "A3", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", "file_size": 676919, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a3d48f2901f5d45ac1601124e5d5982eff23b6e939cf23b18504fca9f64a4739", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "13cbc181-49c4-432f-a5a1-e80780e1133a", "node_type": "1", "metadata": {"page_label": "A2", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", "file_size": 676919, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ea7c0f41c4ac5435788f442424525f0b3d23ab45caa554d42723ef1e54a60428", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2732564b-0c76-436b-bbc9-d76527de8539", "node_type": "1", "metadata": {}, "hash": "8f63b50a91d241fd2f87c2f98a2b71e5055f146c93cd2ecfdbe8365c682f8397", "class_name": "RelatedNodeInfo"}}, "hash": "60f924bcc0420bd636d7a7950a8af2d5be2651198c03e5bf24202eeb470febdb", "text": "3 of 4\nProviding Support for Ninth-Grade Students From Day One \u2014Del Valle High School, Texassupport services we need to give them when they come over to the \nhigh school. \n 01:15  For students that are receiving special services at the eighth-\ngrade level, we actually send representatives from our high school \nto attend what we call transition meetings  with them so that we can \nlearn more about the student at the middle school level and then \nbring that knowledge in a database over to the high school. The \u201caha\u201d \nmoment for us is let\u2019s not wait for students to fail at the ninth-grade \nlevel; let\u2019s use the expertise at the middle school level to help inform \nwhere students should start so that those support services are in place \nfrom day one.\n 01:48  We use the middle school data at the high school level \nto inform several instructional decisions. We determine our master \nschedule based on the needs of students. And so we always wait for \nregistration to be completed for the transition meetings of students \nof special services to have happened so that we can determine the \nnumber of sections of courses that we are going to need to offer. \nAnother way that our instructional program is impacted by the middle \nschool data is with the innovative course Pathways to Success, which \nwe developed to meet the needs of all of our rising freshmen.\n 02:24  With the feedback from the middle school teachers, we \nare able to then place students into one of two tiers at the beginning \nof the school year for Pathways to Success. So students that need a \nsmaller class size and more intervention support receive that from the \nfirst day of school. \n 02:46  We use the intervention database to target the students, \nfrankly, that are receiving the most concerns from a varied number of \npeople. So if they are an absence concern, if their grades have fallen, \nand if two or more teachers have expressed a need in the database, \nthen those are the students that the database will show several lines \nof interventions or concerns for. That student will rise to the top at a \nteam meeting for either an academic intervention meeting, which is a \nsmall meeting with the administrator and the parent, sometimes the", "start_char_idx": 1, "end_char_idx": 2217, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2732564b-0c76-436b-bbc9-d76527de8539": {"__data__": {"id_": "2732564b-0c76-436b-bbc9-d76527de8539", "embedding": null, "metadata": {"page_label": "A4", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", "file_size": 676919, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "fbf16c80-2c4b-430f-baf9-dae54ec3f6af", "node_type": "4", "metadata": {"page_label": "A4", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", "file_size": 676919, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "caa7300d2537d57a9f4a947d514d3db1eb84f19d9ee29170729e63e5a763b41a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "d4e0de6b-1fe6-4e16-b2fa-c4e971709501", "node_type": "1", "metadata": {"page_label": "A3", "file_name": "providing-support-for-ninth-grade-students-from-day-one.pdf", "file_path": "openaipdf\\providing-support-for-ninth-grade-students-from-day-one.pdf", "file_type": "application/pdf", "file_size": 676919, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "60f924bcc0420bd636d7a7950a8af2d5be2651198c03e5bf24202eeb470febdb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6d2b63a5-a106-4e16-9799-1df6a1ced55a", "node_type": "1", "metadata": {}, "hash": "b26105339ac641d400f6eac85e8b6efe85c141bc2b89e6382ce434365791ea12", "class_name": "RelatedNodeInfo"}}, "hash": "8f63b50a91d241fd2f87c2f98a2b71e5055f146c93cd2ecfdbe8365c682f8397", "text": "4 of 4\nProviding Support for Ninth-Grade Students From Day One \u2014Del Valle High School, Texascounselor, or a local support team meeting, which is the parent, the \nstudent, all of the teachers, the administrator, and the counselor in \none room in the morning.\n 03:42  What looking at middle school data has done for us, it \nbroadens the scope of our vision. It makes us see that these are all of \nour kids and that they don\u2019t end in my seventh-grade classroom or my \neighth-grade classroom or my ninth-grade Algebra I class. The goal is \ngraduation and being prepared for college or career.", "start_char_idx": 1, "end_char_idx": 589, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6d2b63a5-a106-4e16-9799-1df6a1ced55a": {"__data__": {"id_": "6d2b63a5-a106-4e16-9799-1df6a1ced55a", "embedding": null, "metadata": {"page_label": "1", "file_name": "quizzing-with-clickers.pdf", "file_path": "openaipdf\\quizzing-with-clickers.pdf", "file_type": "application/pdf", "file_size": 152165, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": 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{"node_id": "14a3c47b-5e64-4e2a-9f55-eb86f29d6320", "node_type": "1", "metadata": {}, "hash": "9cf7d47288e7873e7a01c0dce2f23df2ae4fb57bd3f2fcb35d48962194130e4e", "class_name": "RelatedNodeInfo"}}, "hash": "b26105339ac641d400f6eac85e8b6efe85c141bc2b89e6382ce434365791ea12", "text": "Topic: How to Organize Your Teaching \nPractice: Spacing Learning Over Time\nHighlights\n\u2022 \u201cClickers\u201d (remote control devices) can be used to give short, ungraded \nquizzes and provide a useful technology for recalling key course \nmaterial.\n\u2022 Clickers provide immediate, correct answer feedback, which is \nmotivating to students, helps them identify gaps in their knowledge, \nand provides useful information to teachers about their students\u2019 \nunderstanding.\n\u2022 Frequent quizzing with clickers can lead to significant learning gains for \nstudents over time.\nAbout the Site\nColumbia Middle School\nColumbia, IL\nDemographics\n98% WhiteAudio\nFuLL  DeT aiLS anD TranSCriPT  \nQuizzing with Clickers\nColumbia Middle School, Illinois \u2022 April 2008", "start_char_idx": 0, "end_char_idx": 731, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "14a3c47b-5e64-4e2a-9f55-eb86f29d6320": {"__data__": {"id_": "14a3c47b-5e64-4e2a-9f55-eb86f29d6320", "embedding": null, "metadata": {"page_label": "2", "file_name": "quizzing-with-clickers.pdf", "file_path": "openaipdf\\quizzing-with-clickers.pdf", "file_type": "application/pdf", "file_size": 152165, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "acf97329-a27c-48d6-871b-c4ef165a5dc1", "node_type": "4", "metadata": {"page_label": "2", "file_name": "quizzing-with-clickers.pdf", "file_path": "openaipdf\\quizzing-with-clickers.pdf", "file_type": "application/pdf", "file_size": 152165, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1d5f3c0b2151477d968eecf194913e0164d163bdd7d78b5224fd294e1cf69644", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6d2b63a5-a106-4e16-9799-1df6a1ced55a", "node_type": "1", "metadata": {"page_label": "1", "file_name": "quizzing-with-clickers.pdf", "file_path": "openaipdf\\quizzing-with-clickers.pdf", "file_type": "application/pdf", "file_size": 152165, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b26105339ac641d400f6eac85e8b6efe85c141bc2b89e6382ce434365791ea12", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4cbabaae-6493-4906-be72-a6b6954c4207", "node_type": "1", "metadata": {}, "hash": "0ea154e9498fae504134205bdf2b4065c5b6100637041eb6fa90d2745090f21d", "class_name": "RelatedNodeInfo"}}, "hash": "9cf7d47288e7873e7a01c0dce2f23df2ae4fb57bd3f2fcb35d48962194130e4e", "text": "Quizzing with Clickers \u2014Columbia Middle School, Illinois\n1% Black\n1% Hispanic\n1% Multiracial\n7% Free or r educed-price Lunch \nSixth grade social studies teacher, Patrice Bain, uses SMar T BoardTM and remote control clickers to give her \nstudents pre- and post-lesson quizzes, as well as review quizzes. This practice has led to remarkable gains in \nlearning on chapter and unit tests. These short, multiple-choice quizzes with clickers:\n\u2022  Give multiple opportunities for active recall of key course material\n\u2022 improve retention of key course material\n\u2022  Provide immediate feedback to students on correct or incorrect answers\n\u2022  are motivating and engaging to students\n\u2022  Provide useful data to the teacher on how well her class and individual students are mastering the \nmaterial.\nFull Transcript\ni am Patrice Bain.  i am a 6th grade social studies teacher at Colombia Middle School in Colombia, illinois.  i \nstarted using quizzing in my classroom several years ago, not so much that the quizzing would go into the \ngrade book but as a means of actively engaging them with them getting feedback.  \ni now pretty much use quizzing almost everyday in my classroom.  i use pre-tests, post-tests, usually the \nsame day. i will begin a new chapter, a new lesson, with a pre-test which allows me to see what the students \nalready know.  i give a post-test at the end of class to see how much the students have learned, and then i \nwill give a chapter test at the end which may cover several lessons.  \nWhat i use in my classroom is what we call clickers.  i know there are several companies out there that sell \ndifferent brands.  What we use looks like a remote control, and each student is assigned a number\u2014each \nremote has a number.  i will have a multiple choice question in the front of the room.  i will read the \nquestion out loud, and the students will have a chance to press on the remote.  When i see that everyone \nhas voted, i end voting, and the students will get to see what the correct answer is.  Most of my questions \nare in multiple choice format.  i have a SMar T Board \u2122 and i am able to have these questions appear on the \nSMar T Board \u2122.  Now if say there is 24 students in my class and 22 of them clicked on B and two clicked on \nC, the students who answered C would be able to see that they had answered incorrectly.  \nFeedback is an essential part of this process.  So often in the past when teachers taught, you would give \na test and students wouldn\u2019t get feedback for a day, several days, a week. But being able to get that \ninstant feedback reinforces that they know the information.  Students are so motivated when they get the", "start_char_idx": 0, "end_char_idx": 2653, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4cbabaae-6493-4906-be72-a6b6954c4207": {"__data__": {"id_": "4cbabaae-6493-4906-be72-a6b6954c4207", "embedding": null, "metadata": {"page_label": "3", "file_name": "quizzing-with-clickers.pdf", "file_path": "openaipdf\\quizzing-with-clickers.pdf", "file_type": "application/pdf", "file_size": 152165, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ef0d10eb-e726-4bbb-81c7-07dd61213349", "node_type": "4", "metadata": {"page_label": "3", "file_name": "quizzing-with-clickers.pdf", "file_path": "openaipdf\\quizzing-with-clickers.pdf", "file_type": "application/pdf", "file_size": 152165, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "257d8358514b32f27186aacc6ae9457336f3a3db6f558efdd71c0633e680cf85", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "14a3c47b-5e64-4e2a-9f55-eb86f29d6320", "node_type": "1", "metadata": {"page_label": "2", "file_name": "quizzing-with-clickers.pdf", "file_path": "openaipdf\\quizzing-with-clickers.pdf", "file_type": "application/pdf", "file_size": 152165, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9cf7d47288e7873e7a01c0dce2f23df2ae4fb57bd3f2fcb35d48962194130e4e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "65102c5e-a181-431e-b7a4-ed6f5940fc25", "node_type": "1", "metadata": {}, "hash": "c5277c93f57a1bd6b2be7ff14057c0ea296fca5f70ed8881a0b119c8ec710e7c", "class_name": "RelatedNodeInfo"}}, "hash": "0ea154e9498fae504134205bdf2b4065c5b6100637041eb6fa90d2745090f21d", "text": "Quizzing with Clickers \u2014Columbia Middle School, Illinois\nfeedback.  Say for example on a game where they have to keep answering correctly to continue the game\u2014\nthat is in essence another type of quizzing.  Or, with using the clickers, students want to succeed, and being \nable to get the instant feedback that they have met success is really a vital part of this process.  \nI have also found that a very important benefit of the feedback is not only to the students but also to me.  \nThere may have been times where i thought i covered a lesson very well, and then i would see the students \nanswer through clickers, and i would have many students possibly miss something, and i had not taught \nit well.  So that gives me the instant feedback along with the students of what i need to go over again\u2014\nperhaps rephrasing, perhaps teaching it a different way.  it is a just a wonderful process that aides all of us \ninto being a team so that we know everybody is on the same page in getting the right information.  What i \nhave found in keeping some statistics is that often as i start with my classes the pre-test scores are usually \nin the 30th percentile\u2014somewhere in the 30s\u2014and my post-tests after I have taught the lesson are usually \nover 90 percent.  \nWhen i am not using the quizzing where the students get the active engagement with feedback, the average \nscores are closer to 79 to 80 percent.  With the testing and the frequent quizzing we have seen that it works \nacross all levels, particularly the students that it tends to work even more for are those students who tend \nto score lower in the standardized tests, and also with the Special ed students, it has been phenomenal.  \nSome other benefits that I think really help with this frequent quizzing is that it also tends to reduce test \nanxiety.  When students are able to use a remote and click in and they get the instant feedback, there is no \njudgment. it\u2019s not that there is a smiley face or a sticker; they just simply see the answer.  \nTeachers are so creative.  You can develop your own kinds of Jeopardy games in your classroom. any type \nof activity where you are able to get your students actively engage with that immediate feedback, you can \ndo it without it costing a penny.  it is the idea of the active engagement with the feedback, this type of \nfrequent quizzing, which is going to allow your students to maximize their learning.", "start_char_idx": 0, "end_char_idx": 2411, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "65102c5e-a181-431e-b7a4-ed6f5940fc25": {"__data__": {"id_": "65102c5e-a181-431e-b7a4-ed6f5940fc25", "embedding": null, "metadata": {"page_label": "1", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "fcf9899c-0590-4cdd-ae83-2c6147bf9f69", "node_type": "4", "metadata": {"page_label": "1", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1a76920d7e635d254e94e8c839cf776af687306561856d4861934c26e2277b6d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4cbabaae-6493-4906-be72-a6b6954c4207", "node_type": "1", "metadata": {"page_label": "3", "file_name": "quizzing-with-clickers.pdf", "file_path": "openaipdf\\quizzing-with-clickers.pdf", "file_type": "application/pdf", "file_size": 152165, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0ea154e9498fae504134205bdf2b4065c5b6100637041eb6fa90d2745090f21d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0eeecd03-2600-47b3-8fd2-f0cc80f869c1", "node_type": "1", "metadata": {}, "hash": "69987b5ae471bd9027d784ff17d003f717b47514418e8d7921b914e198b93056", "class_name": "RelatedNodeInfo"}}, "hash": "c5277c93f57a1bd6b2be7ff14057c0ea296fca5f70ed8881a0b119c8ec710e7c", "text": "Topic: Increased Learning Time: Beyond the Regular School Day \nPractice: Structure Time\nHighlights\n\u2022 The president and cofounder of Massachusetts 2020 explains the rationale and \ngoals behind the Expanded Learning Time initiative.\n\u2022 This initiative adds 300 hours to the academic year of Massachusetts students in \nparticipating schools.\n\u2022 The school day redesign has been supported by strategic partnerships, student \ndata, and research-based instructional strategies to ensure maximum impact. \nAbout the Interviewee or Site\nJennifer Davis is the cofounder and president of Massachusetts 2020, a nonprofit \nfoundation founded in 2000 with a goal of expanding educational and economic \nopportunities for children and families across Massachusetts. Massachusetts 2020 \ncurrently focuses chiefly on efforts to expand and improve learning opportunities \nfor Massachusetts\u2019 children during out-of-school time. Over the past five years, \nMassachusetts 2020 has been a lead partner in launching eight major initiatives: \nBoston\u2019s After-School for All Partnership, the largest public-private partnership \ndedicated to children in Boston\u2019s history; the Keeping Kids on Track Statewide Audio\nFULL DETAILS AND TRANSCRIPT  \nRedesigning the School Day\nJennifer Davis \u2022 Novmeber 2009", "start_char_idx": 0, "end_char_idx": 1270, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0eeecd03-2600-47b3-8fd2-f0cc80f869c1": {"__data__": {"id_": "0eeecd03-2600-47b3-8fd2-f0cc80f869c1", "embedding": null, "metadata": {"page_label": "2", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "7b21adf0-5913-4e90-a0ae-89d48c49cd92", "node_type": "4", "metadata": {"page_label": "2", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "430359e68e37a30df1c1e9a7649db2f1e331147ed231ec9825d470e1cef32c19", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "65102c5e-a181-431e-b7a4-ed6f5940fc25", "node_type": "1", "metadata": {"page_label": "1", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c5277c93f57a1bd6b2be7ff14057c0ea296fca5f70ed8881a0b119c8ec710e7c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "67017ca9-eda0-4774-bb82-c95c76fb0632", "node_type": "1", "metadata": {}, "hash": "9d42efc5b5637ee52b3f676a298fea2fa335110109607dfa6121b7161ab8c846", "class_name": "RelatedNodeInfo"}}, "hash": "69987b5ae471bd9027d784ff17d003f717b47514418e8d7921b914e198b93056", "text": "Redesigning the School Day \u2014Jennifer Davis\nCampaign, in partnership with the five largest United Way organizations in Massachusetts; the statewide \nMiddle School Initiative, in partnership with Citizen Schools and several funders; the Transition to Success \nPilot, which documented the academic impact of six after-school programs; the School Sites Initiative, \nexpanding after-school programs in 17 Boston schools; the Literacy Coaching Initiative in Boston, supporting \n21 after-school programs; the Partners for Student Success initiative, with Boston Public Schools; and Boston \nBeyond, focused on providing children in low-performing schools with in-school and after-school enrichment \nand support programming and services. In 2004, Massachusetts 2020 launched its most ambitious initiative to \ndate, a research and policy effort to restructure public schools to extend their day . \nFull Transcript\nThis is Jennifer Davis. I am the cofounder and president of Massachusetts 2020, in Boston, Massachusetts. \nAnd in 2005, my organization partnered with the State Department of Education and the Governor \u2019s Office \nand the legislature to launch an initiative which is the state\u2019s first policy initiative and the first policy \ninitiative in the nation to expand learning time for students\u2014all students in the school\u2014by at least 300 hours \nfor the schools identified for participation.\nThe Expanded Learning Time Initiative focuses on flexible and innovative redesign, where participating \nschools and districts develop their goals, they review data to identify what their school needs are, and \nthey work on staffing plans and budgets and labor agreements in a flexible and innovative way with \nlocal autonomy, allowing them to drive the process. And this process in and of itself has been extremely \nimportant to schools because it\u2019s built a buy-in among the faculty, union representatives, the school \nleadership, families, and school partners that are participating in the redesign process, and that process has \nchanged the culture of schools in and of itself. So the process itself has been very important and then the \nend result\u2014a new school day, with significantly more time, at least 300 more hours, redesigned thoughtfully \nto achieve significant outcomes for students\u2014has really had an impact across the board in all the schools \nthat are participating.\nMassachusetts 2020 partners with the State Department of Education in Massachusetts to provide support \nto schools throughout the process as they are designing their new plans, as they are adding time, they are \nbuilding their new schedules, as they are rethinking teaching and learning and core subjects and beyond. In \nsome cases, specialized coaches are brought in to support particular areas. In all cases, schools are given \nsupport around the use of data-driven approaches to improving teaching and learning. Many schools are \ngiven extra support around structuring their professional development for teachers because all schools have \nadded time in three areas: added time for core academic subjects; added time for teachers to participate \nin quality professional development, to review data, and to be coached in a variety of areas where they \nneed support; and thirdly, around enrichment opportunities for students. And so between the state and \nMassachusetts 2020, we provide support in all of those areas to ensure that the added time is maximized to", "start_char_idx": 0, "end_char_idx": 3428, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "67017ca9-eda0-4774-bb82-c95c76fb0632": {"__data__": {"id_": "67017ca9-eda0-4774-bb82-c95c76fb0632", "embedding": null, "metadata": {"page_label": "3", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cc32c28c-ecc4-40a6-a4b3-9fa34cbf3662", "node_type": "4", "metadata": {"page_label": "3", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6e48dc107ba7e323ed241f7fac50360981d4a05661321419265211be14a1aaaf", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0eeecd03-2600-47b3-8fd2-f0cc80f869c1", "node_type": "1", "metadata": {"page_label": "2", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "69987b5ae471bd9027d784ff17d003f717b47514418e8d7921b914e198b93056", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "de9c5f65-043d-4244-b3f2-f21bd2c0802c", "node_type": "1", "metadata": {}, "hash": "2ea16335c31cb8f211fbf650ab7e6ffea2ff306c0ca2632e2148027feed00370", "class_name": "RelatedNodeInfo"}}, "hash": "9d42efc5b5637ee52b3f676a298fea2fa335110109607dfa6121b7161ab8c846", "text": "Redesigning the School Day \u2014Jennifer Davis\nthe benefit of students and the school.\nSchools participating in the Expanded Learning Time Initiative are required to submit an application first \nfor a planning grant from the state and then develop an implementation plan, which has to be approved by \nthe state. And it\u2019s become very competitive in Massachusetts for schools. They have to put together a really \nfirst-class quality plan that is showing that the added resources and added time is going to really benefit \nstudent achievement. There is also a six-year evaluation that\u2019s being done by an independent evaluation \nfirm, and every year the school has to reapply for implementation funding.\nIn addition to the financial resources, technical support through a variety of means, including partnerships \nwith higher education institutions around professional development for teachers to a variety of partnerships \nthat either provide students\u2019 supports like apprenticeships or art and music in a broad array of access to \nmuseums and other community opportunities. So there is a variety of supports being made available to these \nschools that are participating in this initiative.", "start_char_idx": 0, "end_char_idx": 1182, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "de9c5f65-043d-4244-b3f2-f21bd2c0802c": {"__data__": {"id_": "de9c5f65-043d-4244-b3f2-f21bd2c0802c", "embedding": null, "metadata": {"page_label": "1", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3d653842-6db9-4f3c-bbf4-2aa5d22e27ef", "node_type": "4", "metadata": {"page_label": "1", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "13ef2b8ddfa6f46b0ebb18cd30db4a94206514ff85c22a4ae5326f1ca9ecb5b2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "67017ca9-eda0-4774-bb82-c95c76fb0632", "node_type": "1", "metadata": {"page_label": "3", "file_name": "redesigning-the-school-day.pdf", "file_path": "openaipdf\\redesigning-the-school-day.pdf", "file_type": "application/pdf", "file_size": 145910, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9d42efc5b5637ee52b3f676a298fea2fa335110109607dfa6121b7161ab8c846", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "689cb252-34f3-4771-8262-1c97a5f659ab", "node_type": "1", "metadata": {}, "hash": "e42ed0465228fc1bdf4587a5de32d94605d15ed22d1eb237db775b5dd42c0938", "class_name": "RelatedNodeInfo"}}, "hash": "2ea16335c31cb8f211fbf650ab7e6ffea2ff306c0ca2632e2148027feed00370", "text": "Topic: Response to Intervention in Elementary-Middle Math \nPractice: RtI Implementation\nHighlights\n\u2022 Erin Lolich, director of the Oregon RtI Project, explains why an entire district \nneeds to be on board to maintain an effective RtI system. \n\u2022 She discusses district leadership team training, which includes specific training in each of the RtI tiers.\n\u2022 District leadership teams should include a variety of district office \nadministrators, principals, and teaching and special education staff.\n\u2022 Assessment training includes the purpose of different assessments, screening and progress monitoring, and aggregating statewide assessment data and \nbehavior data.\n\u2022 Training related to learning disabilities focuses on shifting perceptions about \nwhat a learning disability is, why it\u2019s important to identify students early, and \nhow to use intervention data.\n\u2022 Lolich discusses why it\u2019s necessary for district staff to understand the stages of \nimplementation and systems change across the school district.\n\u2022 The need for districts to reallocate funding and resources to match priorities is \nalso highlighted.Audio\nFuLL DETAIL s AnD TRAnscRIPT \nRtI Training for School Districts\nErin Lolich \u2022 March 2010", "start_char_idx": 0, "end_char_idx": 1201, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "689cb252-34f3-4771-8262-1c97a5f659ab": {"__data__": {"id_": "689cb252-34f3-4771-8262-1c97a5f659ab", "embedding": null, "metadata": {"page_label": "2", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "45f80695-d52c-48cd-8373-60c1831d005e", "node_type": "4", "metadata": {"page_label": "2", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1efbe459ca5680183827bc2e77ab409d0bd7a9e829f95214dfd0ce7c28317d7a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "de9c5f65-043d-4244-b3f2-f21bd2c0802c", "node_type": "1", "metadata": {"page_label": "1", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2ea16335c31cb8f211fbf650ab7e6ffea2ff306c0ca2632e2148027feed00370", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3aa1a93f-6f94-41e4-801b-238847f3d711", "node_type": "1", "metadata": {}, "hash": "42684d9370396b3f5c8839b31842d805e93eae435b451f33fda28cb5961d8f27", "class_name": "RelatedNodeInfo"}}, "hash": "e42ed0465228fc1bdf4587a5de32d94605d15ed22d1eb237db775b5dd42c0938", "text": "RtI Training for School Districts \u2014Erin Lolich\nAbout the Interviewee\nErin Lolich is the director of the Oregon Response to Intervention (OrRTI) Project, a joint project with the \nTigard-Tualatin school District. OrRTI provides intensive training and support to 32 Oregon school districts. \nshe began her career as an elementary special education teacher. she also worked as a literacy specialist and Title I coordinator before joining the OrRTI Project full time in 2006. Her specialties include learning disabilities, early literacy, systems change, and response to intervention implementation. Lolich received \nher B.Ed. in special education and elementary education from Gonzaga university. she received her M.s. in \neducational administration from Portland state university.\nFull Transcript\nI am Erin Lolich. I am the director of the Oregon Response to Intervention Project, which is a partnership between the Oregon Department of Education and Tigard-Tualatin school District.\nBecause RtI is a system, and in order to maintain a high level of fidelity and have a really effective system, \nI think an entire district needs to be on board and supporting each other . There are 32 different school \ndistricts that we work with, and we start with a district leadership team, and we begin by training that team. The team is comprised of a variety of district office administrators. Elementary principals are \nrequired to be on that team, each and every one of them within a school district, and then a number of \nteachers are involved, both classroom teachers and specialists. so English language learner teachers are represented, special education teachers, literacy coaches. \nso the team comes together, and up front we provide typically four days of training to that team over the \ncourse of two months. We provide specific training in each one of the tiers, so Tier 1, Tier 2, Tier 3. And our \nfocus initially is on reading instruction. So what should Tier 1 reading instruction look like? We would make sure that the leadership team has a common foundation and understanding. We would focus on concepts like \ncore instruction and curriculum should meet the needs of at least 80 percent of your students; otherwise the \nfocus really needs to be on how can we enhance our core. \nWhen we move into Tier 2 instruction, we work with teams on matching skills and skill deficits to the proper \nintervention and the big idea that intervention should be in addition to core instruction. That\u2019s often a \nnovel concept for teams, and they need a lot of training on why, why is that, and then how do we make that \nhappen. so we dive into scheduling and master schedules in an elementary building. \nFrom there, we move on to Tier 3 instruction, and so there we work with teams on how do you intensify \nan intervention or change an intervention to match a student\u2019s needs and then take teams through the \nproblem-solving process. If a student continues to struggle, what are the different components we need to \nproblem-solve our way through so that we can ensure that the student gets the very strongest intervention.", "start_char_idx": 0, "end_char_idx": 3109, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3aa1a93f-6f94-41e4-801b-238847f3d711": {"__data__": {"id_": "3aa1a93f-6f94-41e4-801b-238847f3d711", "embedding": null, "metadata": {"page_label": "3", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b9d89bfa-45ba-4269-b1e4-3e0ad7b63a86", "node_type": "4", "metadata": {"page_label": "3", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "adfed5d7f9a5ae85498670d60d795d943c2b23d7d092a25cc3d8bd7a62aafdaf", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "689cb252-34f3-4771-8262-1c97a5f659ab", "node_type": "1", "metadata": {"page_label": "2", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e42ed0465228fc1bdf4587a5de32d94605d15ed22d1eb237db775b5dd42c0938", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0b66a9d4-f2b3-4acd-a78a-cdfe1084ec58", "node_type": "1", "metadata": {}, "hash": "84043fb354d66cce72172183fc4c64bdcfd1ae1556646fcc8ef2e113e0fdf304", "class_name": "RelatedNodeInfo"}}, "hash": "42684d9370396b3f5c8839b31842d805e93eae435b451f33fda28cb5961d8f27", "text": "RtI Training for School Districts \u2014Erin Lolich\nWe work on assessments. We go through what are the purposes of different assessments, and then we really \ntarget screening and progress monitoring because those are the most important assessments as part of the \nRtI system. We also do work around disaggregating statewide assessment data and behavior data. And then \nwe move into learning disabilities. so shifting people\u2019s perceptions about what a learning disability is, why it\u2019s so important to identify students early, and how to use intervention data in place of standardized tests if \nwe\u2019re going to use RtI as an LD [learning disability] identification model, which is one of the purposes of our \nproject.\nWe find that district leadership teams also need to have specific training in systems change, how to have \nthat big-picture perspective to understand the stages of implementation and that systems change across the \nschool district is a multiyear process and that has its starts and stops and the pieces where you need to go back and start again. Districts need help in prioritizing and then thinking about how are we going to sustain \nthis system over the long haul.\nWhat\u2019s most challenging about implementing RtI is for districts to reprioritize their funding and thinking \nabout what\u2019s the most important thing we do in our school district and how are we going to reallocate our \nresources to match that priority. RtI is not a program. It\u2019s a system; it\u2019s a way of thinking. And in order for it to be an effective system, the entire school district needs to be working together to achieve the same goal. \nI think in Tigard-Tualatin, our huge success lies in the fact that our superintendent is really clear about the \nimportance of reading instruction and the way we function together. And he could tell you almost as much \nas I could about how our RtI system functions in our district, and so could any of our instructional assistants \nthat implement intervention. so that alignment has really been important for us as a school district, and I see the same thing happening in many Oregon school districts that are successful in RtI implementation: \nthey really work together as a team at all levels and that teaming piece is really the key to successful RtI \nimplementation.", "start_char_idx": 0, "end_char_idx": 2287, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0b66a9d4-f2b3-4acd-a78a-cdfe1084ec58": {"__data__": {"id_": "0b66a9d4-f2b3-4acd-a78a-cdfe1084ec58", "embedding": null, "metadata": {"page_label": "1", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4f890598-3de0-4a73-adfa-2d8cbf77b0f4", "node_type": "4", "metadata": {"page_label": "1", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "28da3067137a18e7678595463b0ebd9301e0b1070205935b3f18b395f70d2ee4", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3aa1a93f-6f94-41e4-801b-238847f3d711", "node_type": "1", "metadata": {"page_label": "3", "file_name": "rti-training-for-school-districts.pdf", "file_path": "openaipdf\\rti-training-for-school-districts.pdf", "file_type": "application/pdf", "file_size": 134870, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "42684d9370396b3f5c8839b31842d805e93eae435b451f33fda28cb5961d8f27", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "123a5820-5110-4374-993b-673841c352a3", "node_type": "1", "metadata": {}, "hash": "05f1883f51387eb86a19d7845cad66f556b908130dd54990ee646d961312df84", "class_name": "RelatedNodeInfo"}}, "hash": "84043fb354d66cce72172183fc4c64bdcfd1ae1556646fcc8ef2e113e0fdf304", "text": "Topic: Adolescent Literacy \nPractice: Intensive Intervention\nHighlights\n\u2022 Principal Sharon Olken and Reading Specialist Marlies McCallum discuss the \nways that struggling readers are identified and supported at Gateway High \nSchool. \n\u2022 After students are identified through diagnostic testing, reading intervention \nis provided through a learning skills class and an intervention class that \nfocuses on teaching students the rules and structures of decoding, thereby \ndemystifying reading for these students. \n\u2022 After participating in the two-year intervention program, students typically \nmake multi-year reading improvement gains. \nAbout the Site\nGateway High School\nSan Francisco, CAAudio\nFULL DETAILS AND TRANSCRIPT  \nSafety Nets for Struggling Readers in \nHigh School\nGateway High Schoool, California \u2022 February 2009", "start_char_idx": 0, "end_char_idx": 821, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "123a5820-5110-4374-993b-673841c352a3": {"__data__": {"id_": "123a5820-5110-4374-993b-673841c352a3", "embedding": null, "metadata": {"page_label": "2", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ac27e007-ad7d-4b41-bc39-3c8bbfc04947", "node_type": "4", "metadata": {"page_label": "2", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d4a0122d697ead5e0d093b37d640ef031824fe51f6b0a4c40cd305c587c9ffe3", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0b66a9d4-f2b3-4acd-a78a-cdfe1084ec58", "node_type": "1", "metadata": {"page_label": "1", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "84043fb354d66cce72172183fc4c64bdcfd1ae1556646fcc8ef2e113e0fdf304", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fa9f4d44-bb2f-411f-8cf8-ffe35f46cbf7", "node_type": "1", "metadata": {}, "hash": "f09a912385b560e3e0016a0655daa30233e960017e96cb6bf683acecd25c17c6", "class_name": "RelatedNodeInfo"}}, "hash": "05f1883f51387eb86a19d7845cad66f556b908130dd54990ee646d961312df84", "text": "Safety Nets For Struggling Readers In High School \u2014Gateway High School, California\nDemographics\n27% White\n25% Hispanic\n24% Asian \n17% Black\n7% Other\n1% Native American\n67% Free or Reduced-Price Lunch\n9% English Language Learners\nGateway High School is a charter high school in San Francisco with a focus on \u201cacademic excellence through \npersonalized, student-centered learning\u201d (mission statement). Key components of their program include:\n\u2022  Learning Center\n\u2022  Reading Support Program\n\u2022  Schoolwide reading strategy instruction\nGateway staff work collaboratively to help students develop strong reading skills by:\n\u2022  Engaging staff in schoolwide literacy professional development,  \n\u2022  Using diagnostic testing to identify the specific needs of struggling readers,\n\u2022  Providing intervention support to struggling readers through an intensive reading support program,\n\u2022  Providing ongoing support to students through the Learning Center,\n\u2022  Using strategies schoolwide for promoting reading development such as the use of literature circles \nand Reciprocal Teaching across grade levels, and\n\u2022  Holding high expectations for all students to become successful readers\nFull Transcript\nSharon Olken: I\u2019m Sharon Olken, the Principal at Gateway High School in San Francisco, California.\nMarlies McCallum: I\u2019m Marlies McCallum, and I\u2019m the Reading Specialist at Gateway High School in San \nFrancisco, California.\nOlken: At Gateway, we strive to ensure that all of our students graduate ready for success in college and \nbeyond, and definitely key among the skills that they need is the ability to be really strong readers.\nMcCallum: So, students who are unable to accurately decode would take our reading skills class, and we \nuse the Wilson reading program, which is a pretty thorough study of word construction and has an emphasis \non encoding and decoding, fluency, and comprehension. And then, if decoding is not the issue but actually \nunderstanding what they read is and they have an IEP to address their reading comprehension needs, then", "start_char_idx": 0, "end_char_idx": 2037, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fa9f4d44-bb2f-411f-8cf8-ffe35f46cbf7": {"__data__": {"id_": "fa9f4d44-bb2f-411f-8cf8-ffe35f46cbf7", "embedding": null, "metadata": {"page_label": "3", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d2bf1a05-cc58-4e5e-9294-e0b2d681b94f", "node_type": "4", "metadata": {"page_label": "3", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ede0902097b39c28ceaef8aab902132015f569b0ac3622c130678d516544d528", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "123a5820-5110-4374-993b-673841c352a3", "node_type": "1", "metadata": {"page_label": "2", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "05f1883f51387eb86a19d7845cad66f556b908130dd54990ee646d961312df84", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e20e3687-01f8-4383-98b4-ab69e54b8cfb", "node_type": "1", "metadata": {}, "hash": "159f5ecd8dbf765ac0fb603e5db60093dd0d7dafa848f935fd50768b6d94af46", "class_name": "RelatedNodeInfo"}}, "hash": "f09a912385b560e3e0016a0655daa30233e960017e96cb6bf683acecd25c17c6", "text": "Safety Nets For Struggling Readers In High School \u2014Gateway High School, California\nwe\u2019ll put them in a learning skills class where they\u2019ll get the explicit instruction in reading comprehension \nstrategies and the extra practice that they need.\nThe reading program is a two-year course, so students typically start in ninth grade, but oftentimes we \ndon\u2019t catch that that\u2019s the root of their problem until later. So, sometimes they\u2019ll start in ninth grade and \neven the eleventh grade.\nAt Gateway we screen and diagnose for struggling readers, and we do this by taking a look at the incoming \nninth graders\u2019 applications and go from there. So, we\u2019re mainly looking for perhaps some mention of \nremediation in reading is necessary or low scores, below basic scores in the reading section of the ST AR \ntesting, the language arts section, and we go from there. So, we would ask those students to come in before \nthe school year starts and give them a comprehensive group of assessments to determine exactly what \naspects of reading are giving them the most trouble. \nWe use the diagnostic assessment of reading to assess their skills in word recognition, in oral reading, in \nsilent reading comprehension, in spelling, and in vocabulary, and we then administer two more assessments \nto get more information on their decoding skills. So, we would give the W oodcock-Johnson subtest of word \nattack and the Wilson reading program\u2019s assessment of decoding and encoding. So, it\u2019s great to find out \nexactly why, and then we know how to address their needs a little better. And we can pass that information \non to their teachers so they too are aware of their strengths and their weaknesses so they can use their \nstrengths.\nOlken: I can think of an example of a student who was already a junior when she went through this process. \nAnd for her, while one might think that being told she was reading so far below-grade level would be a \nreal demoralizer, getting all that specific information and then, through the reading program, the tools to \naddress what her academic needs were turned into a huge academic gain for her in terms of confidence. So, \nthose results are useful not just for the teachers but I think honestly for the students as well, so they can \nunderstand why they\u2018re struggling and feel like there\u2019s a way to move forward. \nBy the time a student gets to high school, I think pretty much everybody has stopped looking at the basics \nof reading as one of the reasons that a student might not be achieving. So, I think teachers, even students \nthemselves, and definitely parents are surprised when they get the real understanding and analysis of where \nthe process is breaking down. And for students, they\u2019ve been faking it for so long that they\u2019ve just made, \neven convinced themselves that they just don\u2019t like reading as opposed to they don\u2019t like reading because \nit\u2019s harder for them. And so, when they realize, \u201cmaybe it\u2019s not that I don\u2019t like reading, it\u2019s that I can\u2019t do \nit very well and that frustrates me,\u201d I think that\u2019s a real turning point for them.\nMcCallum: The focus of the reading skills program is mainly decoding, encoding or spelling, and reading \ncomprehension, and we do that by using soundcards, word cards, syllable cards, suffix cards to teach the \nactual construction of words.\nThis program structures it in such a manner that there are rules to reading, and these rules are taught. And", "start_char_idx": 0, "end_char_idx": 3424, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e20e3687-01f8-4383-98b4-ab69e54b8cfb": {"__data__": {"id_": "e20e3687-01f8-4383-98b4-ab69e54b8cfb", "embedding": null, "metadata": {"page_label": "4", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cdc547d9-d7fe-4404-99dd-89735a3d2fc6", "node_type": "4", "metadata": {"page_label": "4", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8d593c7789c4dfd0522766cee32a18b9f4e4b7d3bb8b291e53fdc7a8cb591390", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fa9f4d44-bb2f-411f-8cf8-ffe35f46cbf7", "node_type": "1", "metadata": {"page_label": "3", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f09a912385b560e3e0016a0655daa30233e960017e96cb6bf683acecd25c17c6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "46880c8c-0435-466a-bb67-09197ceba34c", "node_type": "1", "metadata": {}, "hash": "7c99beb3484dc2d32e11e5149119f29d45b4b71ee984eebf1ea8838413293bef", "class_name": "RelatedNodeInfo"}}, "hash": "159f5ecd8dbf765ac0fb603e5db60093dd0d7dafa848f935fd50768b6d94af46", "text": "Safety Nets For Struggling Readers In High School \u2014Gateway High School, California\nyou can just tell the students are so relieved. They realize that reading is not this big mystery, and they can \ndo it, and they can apply these skills, and they can make progress. And it\u2019s just really exciting. \nThe program involves movement, and that\u2019s left out of a lot of phonics programs. So, students are \nmanipulating soundcards. They are also encoding at the same time. So, this program incorporates spelling \ninto the reading, and that just reinforces what they\u2019re learning. So, they\u2019re not only listening to sounds; \nthey\u2019re speaking sounds. They\u2019re writing sounds. They\u2019re manipulating soundcards and syllable cards. So, \nthe multisensory approach and interactive approach seems to work really well with them.\nOlken: When a strong reader comes across a word, for example, that has a \u201cc\u201d in it, intuitively , the strong \nreader knows whether it\u2019s a /k/ sound or a /ss/ sound, and the struggling reader has no idea because they \ndon\u2019t have that intuitive sense of what the rules are. And so, in Marlies\u2019s reading class, she explains exactly \nwhen the sound is /k/ and when it\u2019s /ss/ in a way that kids can then generalize. And so, it takes away the \nmystery from reading. And so, it looks to the outside observer so bizarre, but to the kids who are in the \nclass, they\u2019re seeing real patterns and logic.\nMcCallum: Students who take the course for two years experience huge growth. Typically when students \nenter in our program, they range between mid-first\u2013grade level and fourth-grade level with word attack \nskills, word recognition skills. By the time they graduate, it\u2019s typical for them to be at the eighth grade \nlevel. So, four years\u2019 growth is very common, if not expected.\nOlken: I think that reading program at Gateway is effective because, first and foremost, we have a really \nwell-trained instructor in the program who believes in the kids\u2019  capacity for growth. I think the fact the \nclass is small matters. I think the fact that kids are still in their other college prep classes is important \nso that they are not being told that they\u2019re less intelligent or that their ultimate outcome should be any \ndifferent than anybody else. They\u2019re just being given an extra support so that they can get more out of \nschool and out of reading and life in general.", "start_char_idx": 0, "end_char_idx": 2360, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "46880c8c-0435-466a-bb67-09197ceba34c": {"__data__": {"id_": "46880c8c-0435-466a-bb67-09197ceba34c", "embedding": null, "metadata": {"page_label": "1", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3e1972c9-9ded-4397-8327-48ddf087645a", "node_type": "4", "metadata": {"page_label": "1", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b067cbbcbfb255ede151d55899e706714928485ca4b50e8da0ceabd3e061cb3d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e20e3687-01f8-4383-98b4-ab69e54b8cfb", "node_type": "1", "metadata": {"page_label": "4", "file_name": "safety-nets-for-struggling-readers-in-high-school.pdf", "file_path": "openaipdf\\safety-nets-for-struggling-readers-in-high-school.pdf", "file_type": "application/pdf", "file_size": 142060, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "159f5ecd8dbf765ac0fb603e5db60093dd0d7dafa848f935fd50768b6d94af46", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "cddc800b-211d-477e-a84c-5aa83ffef32f", "node_type": "1", "metadata": {}, "hash": "5e4be99d4d31a67830f18a46b9a8618418cd03b9e867f8edf0e6a61624c7a4b7", "class_name": "RelatedNodeInfo"}}, "hash": "7c99beb3484dc2d32e11e5149119f29d45b4b71ee984eebf1ea8838413293bef", "text": "Topic: Encouraging Girls in Math and Science \nPractice: Female Role Models\nHighlights\n\u2022 This school\u2019s science department is made up of four very talented \nfemale teachers.\n\u2022 The teachers build relationships with the students, and try to connect \nthe students with science by focusing on real-world applications and by \nbringing in successful female scientists and mathematicians to speak.\n\u2022 There is a focus on role modeling, on showing girls that people who \nwere once girls just like them can be successful in these fields.\nAbout the Site\nClarke N. Johnsen Junior High School\nTooele, UT\nDemographics\n83% Caucasian, 12% Hispanic, 2% African American, 1% Asian, 2% \n American Indian\n35% free and reduced price lunch\n51% female students\nAudio\nFull DETAIlS AnD TRAnSCRIPT  \nSchoolwide Support For Girls\nClarke N. Johnsen Junior High School, Utah \u2022 November 2007", "start_char_idx": 0, "end_char_idx": 859, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "cddc800b-211d-477e-a84c-5aa83ffef32f": {"__data__": {"id_": "cddc800b-211d-477e-a84c-5aa83ffef32f", "embedding": null, "metadata": {"page_label": "2", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "7d052475-babc-4466-ad39-f8519e50ae47", "node_type": "4", "metadata": {"page_label": "2", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2e9dfb65d0350b34503d5856954db31bcf6b1321e3803f32d9ccfb89dbd7ec53", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "46880c8c-0435-466a-bb67-09197ceba34c", "node_type": "1", "metadata": {"page_label": "1", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7c99beb3484dc2d32e11e5149119f29d45b4b71ee984eebf1ea8838413293bef", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6ae4e3c0-e07f-400a-b893-0bfb07c70172", "node_type": "1", "metadata": {}, "hash": "2e05ae255bf0c414ef2f48f9855d0e0a42d46d28524eb77df4e98befaa0c8658", "class_name": "RelatedNodeInfo"}}, "hash": "5e4be99d4d31a67830f18a46b9a8618418cd03b9e867f8edf0e6a61624c7a4b7", "text": "Schoolwide Support For Girls \u2014Clarke N. Johnsen Junior High School, Utah\nIn Clarke N. Johnsen Junior High School teachers and school administrators collaborate to encourage \ngirls in science. The approach taken by the school includes:\nTeachers serve as role models and deliberately discuss their own education, experiences, and interests as \u2022 \nscientists\nF\u2022 emale scientists invited as speakers and to model science activities\nActive recruitment of girls to participate in regional events promoting women in science\u2022 \nInnovative lesson plans that draw on girls\u2019 experiences and interests, and involve all students using \u2022 \ntechniques such as group projects and open-ended exploration\nScience teachers work with students to develop career interests that are not gender biased\u2022 \nFull Transcript\nWell we are a brand new school. We opened up at the beginning of last school year, so it would be the \n2006-2007 school year, and the school that we broke off of, Tooele Junior High, split in half, and they had \nbeen doing a MESA program that is available throughout the nation. But their MESA coordinator was one \nof the science teachers that I brought over to Clark Johnson Junior High with me, and MESA is a program \nthat encourages females in math, and science. And so that was kind of one of the first things that we \ndid that really brought that to the forefront. My science department is completely female. I have four \nscience teachers, and all four of them are very strong female teachers. They are just fantastic, not only at \npresenting the information to the students, but at building relationships with the students. \nSo we\u2019ve worked with MESA, the Science Olympiad, and then just in the science classrooms through \nthe teachers. We\u2019ve given both time and resources to different programs such as MESA and the Science \nOlympiad, and we\u2019ve allowed these teachers to get these young ladies and young men in touch with science \napplications outside of the classroom. We\u2019ve brought in some speakers from the community who are \nsuccessful female scientists or mathematicians, and they use the science and the math in their careers, and \nthe kids see this, and they see a successful role model, and it gives them a little bit of encouragement in \nthe area as well. \nI think if you look at some of our advanced classes that we teach here at the school, the majority of \nthose classes are made up by females. And it\u2019s because these teachers encourage our female students to \nparticipate in these advanced classes, and they let them know that they can be successful, and they\u2019re good \nrole models for success in the math and science areas. I think it is very important for these students to have \na role model inside the school that they can look at and say, \u201cMy gosh look at this person. I can relate to this \nperson, and look at how successful, how intelligent, and how personal they can be to me.\u201d So I think that\u2019s \na real driving factor in education.", "start_char_idx": 0, "end_char_idx": 2951, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6ae4e3c0-e07f-400a-b893-0bfb07c70172": {"__data__": {"id_": "6ae4e3c0-e07f-400a-b893-0bfb07c70172", "embedding": null, "metadata": {"page_label": "3", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "6f969d29-aa7e-41c4-8388-ae8866139d9d", "node_type": "4", "metadata": {"page_label": "3", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "77ce4db8165f6a16da8a99dc1cf5020e0bf4d12af4f9df946212e1a9be49d184", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "cddc800b-211d-477e-a84c-5aa83ffef32f", "node_type": "1", "metadata": {"page_label": "2", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5e4be99d4d31a67830f18a46b9a8618418cd03b9e867f8edf0e6a61624c7a4b7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a6773aba-ae91-4b1d-b11e-4e0256e026dd", "node_type": "1", "metadata": {}, "hash": "447ff607df35be47d1e7809f678e19e0eb6e07e5d03b90e67a1318796308bbfd", "class_name": "RelatedNodeInfo"}}, "hash": "2e05ae255bf0c414ef2f48f9855d0e0a42d46d28524eb77df4e98befaa0c8658", "text": "Schoolwide Support For Girls \u2014Clarke N. Johnsen Junior High School, Utah\nThe more I think about it, and the more I talk to my teachers about it, I think the role modeling that is going \non is intentional. One of my teachers was telling me the other day that a young lady was asking, \u201cWhen \nam I ever going to have to use this in my life?\u201d And she started to explain to the young lady that there are \nmany different careers that she could use this in, and the young lady said, \u201cWell you know, I\u2019m really not \nplanning on having a career.\u201d And the teacher said, \u201cThat\u2019s fine. You don\u2019t have to have a career but you \nknow what? Wouldn\u2019t it be great that if you had to have a career, you would be prepared for it.\u201d And she \nshared an experience with this young lady about a situation that she had in school where she was told that \nshe probably shouldn\u2019t be in this class because she was female, and this class was a higher math class. So \nshe shared that experience with this girl, and she explained to her that she can be successful, and it doesn\u2019t \nmatter\u2014female or male, it doesn\u2019t matter as long as she\u2019s got that desire and she\u2019s willing to work for what \nshe wants, she can accomplish whatever she\u2019d like to do.", "start_char_idx": 0, "end_char_idx": 1215, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a6773aba-ae91-4b1d-b11e-4e0256e026dd": {"__data__": {"id_": "a6773aba-ae91-4b1d-b11e-4e0256e026dd", "embedding": null, "metadata": {"page_label": "1", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "5291e332-71c8-4b66-8900-bd5fdf92bed5", "node_type": "4", "metadata": {"page_label": "1", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "16520f67a29e1f05bab20f6907c023e684ee926c84b8c5b658a13492cadb3657", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6ae4e3c0-e07f-400a-b893-0bfb07c70172", "node_type": "1", "metadata": {"page_label": "3", "file_name": "schoolwide-support-for-girls.pdf", "file_path": "openaipdf\\schoolwide-support-for-girls.pdf", "file_type": "application/pdf", "file_size": 149747, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2e05ae255bf0c414ef2f48f9855d0e0a42d46d28524eb77df4e98befaa0c8658", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "930b73f6-5789-467e-8c1c-6d165cac3fec", "node_type": "1", "metadata": {}, "hash": "d3b1c26e27024c23b9956a964a3224619f74768ed3e9a7f0340d7dee6d4428a7", "class_name": "RelatedNodeInfo"}}, "hash": "447ff607df35be47d1e7809f678e19e0eb6e07e5d03b90e67a1318796308bbfd", "text": "Audio\nFULL DETAILS AND TRANSCRIPT\n \nSelecting Books for Interactive Reading\nTempe Early Reading First Partnership, Arizona \u2022 June 2007\nTopic:  Preschool Language and Literacy \nPractice:  Use Interactive and Dialogic Reading\nHighlights\n\u2022 Curriculum involves reading four types of books each week: expository , \nnarrative, pattern, and rhyming \n\u2022 Examples of types of books; true narratives include problem and \nresolution\n\u2022 Criteria for selecting books: size, range of language abilities; \ninteresting; short\n\u2022 Objectives for each reading of the book in lesson plan\n\u2022 Preparation includes writing prompts, collecting related materials, \nchecking translation, selecting group of children\n\u2022 Tailoring book selection to children\u2019s language levels\nAbout the Site\nTempe Early Reading First Partnership\nTempe, Arizona", "start_char_idx": 0, "end_char_idx": 810, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "930b73f6-5789-467e-8c1c-6d165cac3fec": {"__data__": {"id_": "930b73f6-5789-467e-8c1c-6d165cac3fec", "embedding": null, "metadata": {"page_label": "2", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d258cda7-b1af-4241-a5d0-44e02abb3163", "node_type": "4", "metadata": {"page_label": "2", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3cb61fdec67474cb35c6dd396bd72f63fabc7e39315983a42e875a3db1d7f14a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a6773aba-ae91-4b1d-b11e-4e0256e026dd", "node_type": "1", "metadata": {"page_label": "1", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "447ff607df35be47d1e7809f678e19e0eb6e07e5d03b90e67a1318796308bbfd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aa6e73cc-5e87-46e3-9caa-a4a20c8e7f1b", "node_type": "1", "metadata": {}, "hash": "bfe50882d4ee56efd4d0265fba1ec21c3999177972b8679d7e8de88e2395666e", "class_name": "RelatedNodeInfo"}}, "hash": "d3b1c26e27024c23b9956a964a3224619f74768ed3e9a7f0340d7dee6d4428a7", "text": "Selecting Books for Interactive Reading\nTempe Early Reading First Partnership, Arizona\nFull Transcript\nMy name is Shelley Gray. I\u2019m an associate professor in the Department of Speech and Hearing Science \nat Arizona State University. That\u2019s in Tempe, Arizona. And I\u2019m the principal investigator of the Tempe \nEarly Reading First partnership. We use the Trophies Preschool curriculum and we augmented that \nquite a bit. But in that curriculum there\u2019s a thematic unit. So we chose some books because they \nwere part of the curriculum and we also augmented that.\nOur goal for the program was that children would read four different types of books every week. \nRead and re-read or have them read to them. So the first type was a narrative book. The second \nwould be expository, or books that teach you things, facts. A third would be a pattern book, and this \ncould be a pattern text like rhyming book or it could be a pattern in the sentence structure. And \nthen the fourth, which was part of the Trophies curriculum, was a nursery rhyme kind of book or a Demographics:\n80% or more: Qualified for free or reduced lunch\n50% or more: Spoke a language other than English at home\nMore than 10%: Received special education services\nSite Highlights:\n\u2022 Developmental approach that guides phonological awareness instruction\n\u2022 Phonological awareness instruction integrated into daily center \nactivities and transitions\n\u2022 Systematic, explicit small-group instruction\n\u2022 Differentiated instruction based on child\u2019s performance on curriculum-\nbased measures\n\u2022 Dialogic reading using PEER interaction strategies and CROWD question \nstrategies, including distancing language and story retelling \n\u2022 Targeted vocabulary\n\u2022 Extensive professional development including classes/coursework; \nintensive in-classroom mentoring, including videotaping and \nobservational rubrics; guided teacher practice in the classroom; and \nself and peer assessment \n\u2022 Mentor logs used to develop modeling, observation and action plans, \nand guide feedback sessions with teachers", "start_char_idx": 0, "end_char_idx": 2036, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aa6e73cc-5e87-46e3-9caa-a4a20c8e7f1b": {"__data__": {"id_": "aa6e73cc-5e87-46e3-9caa-a4a20c8e7f1b", "embedding": null, "metadata": {"page_label": "3", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3f3b3600-f3f2-475d-8560-b9bba1ea31ed", "node_type": "4", "metadata": {"page_label": "3", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8acbd66fe147d9d10acdae37513796b1501cb58d5ce7e1aed1662b71ac65ff4c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "930b73f6-5789-467e-8c1c-6d165cac3fec", "node_type": "1", "metadata": {"page_label": "2", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d3b1c26e27024c23b9956a964a3224619f74768ed3e9a7f0340d7dee6d4428a7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5edfd22e-06f7-4b38-bbfd-6cc503428bee", "node_type": "1", "metadata": {}, "hash": "0ffe6785c1cf55495124d276dba6bb14c1fe69554ba1646831d05c3c5255cd4a", "class_name": "RelatedNodeInfo"}}, "hash": "bfe50882d4ee56efd4d0265fba1ec21c3999177972b8679d7e8de88e2395666e", "text": "Selecting Books for Interactive Reading\nTempe Early Reading First Partnership, Arizona\nsingle page of a nursery rhyme. \nSo our classrooms read those four types of books each week. And we did that because each type \nplays an important role in children\u2019s understanding of different types of text. When they\u2019re reading \nthese kinds of text for themselves, they\u2019ll have a better idea of structure, of the structure and \nhow you get meaning from them later on if they\u2019ve had a lot of exposure to them while they\u2019re in \npreschool. \nSo some books, of course, fit across several different categories, but the true narratives\u2014it\u2019 s \nimportant to understand that there\u2019s got to be a problem in the story, an attempt to fix the problem, \nand a resolution. And true narratives are pretty hard to find. That\u2019s why some children\u2019s classics are \nclassics. The expository books provide information. An example of a pattern book is Chicka Chicka \nBoom Boom , which has a lot of repetition in the sentence structure and in the rhyming. And then a \nnursery rhyme like \u201cLittle Boy Blue,\u201d or something like that. \nWe also have some other criteria for selecting books. They have to be an appropriate size for \nreading to small groups of children. And we always read in small groups or individually. They need to \nrepresent quite a wide range of language abilities, since we have young children and older children \nand some children with disabilities. They really need to hold the interest of preschoolers and they \nneed to be able to be read in a reasonable amount of time.\nThey also need to write an objective for each particular reading of that book and put that in the \ndaily lesson plans. And so if it\u2019s part of your lesson planning, you need to know why you\u2019re reading \nthe book that day and what you intend to teach. We usually help teachers prepare sticky notes to \nput in the books and that provides cues to them, the kinds of questions they might want to ask the \nchildren or the prompts that they want to give based on the teaching objective for that reading. \nThey need to collect supporting teaching materials as pre-teaching or extension, or\u2014for instance, \npuppets are the kinds of things they might use to enact the story while they\u2019re reading it. They need \nto check the translation of the book. If they\u2019re\u2014if it\u2019s a book in Spanish or another language, make \nsure that someone who is familiar with the language and is a native speaker in your area reads it so \nthat they know that it\u2019s an accurate translation.\nThey need to purposefully select the children who will hear the book together , so that could be for \nbehavioral reasons or language reasons or ability levels. But they need to think ahead of time what \nchildren will be grouped together and how small of a group that they\u2019ll read to.\nWhen you\u2019re thinking about selecting books for a thematic\u2014to go with your themes or using dialogic \nreading, I don\u2019t think you can select books just based on age. I think it\u2019 s really important to think", "start_char_idx": 0, "end_char_idx": 2991, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5edfd22e-06f7-4b38-bbfd-6cc503428bee": {"__data__": {"id_": "5edfd22e-06f7-4b38-bbfd-6cc503428bee", "embedding": null, "metadata": {"page_label": "4", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "fe2e4f9b-262e-4acc-b3c5-821612d11b07", "node_type": "4", "metadata": {"page_label": "4", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3a6cb76c3adf44e5d1503e26185a560b5a9036a8ca4bc321ef9c2d884759e88c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aa6e73cc-5e87-46e3-9caa-a4a20c8e7f1b", "node_type": "1", "metadata": {"page_label": "3", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bfe50882d4ee56efd4d0265fba1ec21c3999177972b8679d7e8de88e2395666e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7fffd1ea-807d-442e-9dd6-edb41ac685b4", "node_type": "1", "metadata": {}, "hash": "8b08c8034932316e2cf67ed15761909841b16d43883a9afca89176c1fedb5217", "class_name": "RelatedNodeInfo"}}, "hash": "0ffe6785c1cf55495124d276dba6bb14c1fe69554ba1646831d05c3c5255cd4a", "text": "Selecting Books for Interactive Reading\nTempe Early Reading First Partnership, Arizona\nabout the children\u2019s oral language level, also the experience they\u2019ve had with books and their \nattention span. So if every child in a small group isn\u2019t engaged when you\u2019re reading a book, then \nsomething needs to happen so that an adjustment can be made. And by watching the children \ncarefully and watching their reaction to what you\u2019re doing, that helps you tailor your book selection \nto them.\nOur teachers learn that you don\u2019t have to read a book all at once and that you can modify the text. \nThat\u2019s important for matching children\u2019s language level. You don\u2019t have to read every page\u2014if it\u2019s an \nexpository book, a long book, just to get key pages. Sometimes children learn a lot from these books \nthat are really too advanced for them, so you don\u2019t have to read the text, you can just look at the \npictures and think ahead of time about what you\u2019d like to say about them.\nThe main thing is to pick books purposefully that match your theme, that teach your vocabulary , that \nare real interesting to the children, that are large enough that everyone in a small group can see it. \nAnd then it\u2019s up to the teacher, through their preparation, to individualize the book to the particular \nsmall group that they\u2019re reading to.", "start_char_idx": 0, "end_char_idx": 1314, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7fffd1ea-807d-442e-9dd6-edb41ac685b4": {"__data__": {"id_": "7fffd1ea-807d-442e-9dd6-edb41ac685b4", "embedding": null, "metadata": {"page_label": "1", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "fdbb69cd-3b0a-48b7-bc63-ec0661524712", "node_type": "4", "metadata": {"page_label": "1", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "667d38ac3330175250caed247854606cc82e24a13ef5eeb3b02c94db54039971", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5edfd22e-06f7-4b38-bbfd-6cc503428bee", "node_type": "1", "metadata": {"page_label": "4", "file_name": "selecting-books-for-interactive-reading.pdf", "file_path": "openaipdf\\selecting-books-for-interactive-reading.pdf", "file_type": "application/pdf", "file_size": 143724, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0ffe6785c1cf55495124d276dba6bb14c1fe69554ba1646831d05c3c5255cd4a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0539ab84-980d-469b-aa01-a8de6b6949bc", "node_type": "1", "metadata": {}, "hash": "776e70e3ec9a08438f0080ca5dd6bad9291a07e45e8a41d6402d5d1bceadc849", "class_name": "RelatedNodeInfo"}}, "hash": "8b08c8034932316e2cf67ed15761909841b16d43883a9afca89176c1fedb5217", "text": "Topic: Turning Around Chronically Low-Performing Schools \nPractice: Focus on Instruction\nHighlights\n\u2022 Waterford High School breaks up its tests by standard; students must get 80% \nor above on each standard, but may keep trying until they do.\n\u2022 When retaking a test, students receive only half of the points above 80; a 90 \non a retaken test results in an adjusted 85, regardless of the initial test score.\n\u2022 This approach brought with it an increase in API* from 475 to 762, and \nWaterford now has the highest college attendance rate of any public school in \nthe county.\nAbout the Site\nWaterford High School\nWaterford, CA\nDemographics\n55% White\n40% Hispanic\n1% Asian\n1% BlackAudio\nFULL DETAILS AND TRANSCRIPT  \nSetting High Standards\nWaterford High School, California \u2022 May 2008", "start_char_idx": 0, "end_char_idx": 778, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0539ab84-980d-469b-aa01-a8de6b6949bc": {"__data__": {"id_": "0539ab84-980d-469b-aa01-a8de6b6949bc", "embedding": null, "metadata": {"page_label": "2", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d005ca48-158b-451b-9831-433751380450", "node_type": "4", "metadata": {"page_label": "2", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ff481b8bfb72f765b70b2b18995e806d7bd7837b20d8b0b82258201ec598475b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7fffd1ea-807d-442e-9dd6-edb41ac685b4", "node_type": "1", "metadata": {"page_label": "1", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8b08c8034932316e2cf67ed15761909841b16d43883a9afca89176c1fedb5217", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ad24aed9-9634-49de-8735-0286a727efc2", "node_type": "1", "metadata": {}, "hash": "2713155ddd3f4c53709c2ac6ddca724c4a658dc76906d9dc5b19f7a1756617c0", "class_name": "RelatedNodeInfo"}}, "hash": "776e70e3ec9a08438f0080ca5dd6bad9291a07e45e8a41d6402d5d1bceadc849", "text": "Setting High Standards \u2014Waterford High School, California\n46% Free or Reduced-Price Lunch\n13% English Language Learners \n9% Special Education\nWaterford High School had several components to its successful turnaround process:\n\u2022 Collaborative agreement on the school\u2019s mission statement, which includes the school\u2019s vision, \nbeliefs, and expected student outcomes \n\u2022 Collaborative decision-making processes as part of creating new instructional norms for the school\n\u2022 Use of a data-driven approach and collaboration among teachers in planning instruction\nFull Transcript\nMy name is William Broderick-Villa. I have been teaching at Waterford High School for seven years, since the \nhigh school opened. There are two teachers at our school that teach geometry, I and one other geometry \nteacher. \nOne thing we do that\u2019s different than the way grading was done when I was in school\u2014when I was in high \nschool, if I got 90% on this test and 90% on that test and 90% on the other test and 95% on the other test, I \nknew that test seven, I had room; I could fudge a little. I didn\u2019t have to work as hard. I could even get away \nwith a 60% and still pull off an A in the class or a B or whatever. We don\u2019t allow that. We break up our tests \nby standard and a student has to get 80% or above on every standard. So a student, let\u2019s say, gets above \nan 80 on Standard 1 and on Standard 2 and on Standard 3 and on every standard except Standard 17. If on \nStandard 17 they got a 60%, then we say the student\u2019s semester grade is going to be a D. The highest it can \nbe is a D, because they are not proficient on a single standard. W e are not going to allow students to have \ngaps, but what we do is we allow students to retake that standard as many times as they want. They can \nretake it again and again and again until they get above 80%, that way students don\u2019t go on to Algebra 2 \nknowing every standard except Standard 17 and having a gap, and this way we find students aren\u2019t having \ngaps. It\u2019s almost a Draconian grading policy and at first, it was hard to sell to students four years ago, but \nnow we have been doing it for so long that it\u2019s second nature, because students would say, \u201cWhat do you \nmean, I passed everything else. For one little standard, I got a 72% and my grade in the class is going to be a \nD?\u201d Well, yes, unless you retake it, and that really encourages. It lights a fire under students to retake those \nstandards and get everything above 80%. \nAt the other end, to make sure that we don\u2019t overly reward students who procrastinate, what we say is, on \na retake you get half the points above 80, so if you get a 90 on the retake then\u2014it was a 40 the first time \naround, but a 90 on the retake, we don\u2019t feel it\u2019s fair to give an A on the retake, what we give is half the \npoints above 80. So for a 90 that\u2019s 10 points above 80, half of that is 5, so we give an 85 on the retake, \nwhich is still pretty fair, but we reserve the A for the person who not only got it, but got it the first time.", "start_char_idx": 0, "end_char_idx": 3007, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ad24aed9-9634-49de-8735-0286a727efc2": {"__data__": {"id_": "ad24aed9-9634-49de-8735-0286a727efc2", "embedding": null, "metadata": {"page_label": "3", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4b0da97d-aa8a-4913-a621-d7a8f0a806e4", "node_type": "4", "metadata": {"page_label": "3", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0667dd0a6c6e3172edf1997ef64bcb1dd30cb1ce620616f5aee45e8a19078ccb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0539ab84-980d-469b-aa01-a8de6b6949bc", "node_type": "1", "metadata": {"page_label": "2", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "776e70e3ec9a08438f0080ca5dd6bad9291a07e45e8a41d6402d5d1bceadc849", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "82aa8cec-22ab-4332-8cd0-5718bc0e50c1", "node_type": "1", "metadata": {}, "hash": "392251ee0a3baa95303049e2b1190f0fed7ee28edb792eb730b7a65f89d5c750", "class_name": "RelatedNodeInfo"}}, "hash": "2713155ddd3f4c53709c2ac6ddca724c4a658dc76906d9dc5b19f7a1756617c0", "text": "Setting High Standards \u2014Waterford High School, California\nA B is above average and an A is above average and even if a student doesn\u2019t get it the first time around, \nthey can still get a B or a C in the class. On an individual test, though, we thought that A means super above \naverage\u2014means you nailed it the first time around. If the student gets a 45% the first time around and then \ngets 100% on the retake, because it\u2019s half the points above 80, a 100 is 20 points above 80, so they get really \n10 of those points, so 10 plus 80, they would get a 90. So they could still get an A- conceivably. You just \nhave to really, really nail it on the retake, you have to get 100% to get that A- right there. If you get a 98%, \nthat\u2019s 18 points, so 9 would be half of that, so you would get an 89 on the retake, which is a B+ which is still \ndecent, it\u2019s above average, it\u2019s really well, but we felt it was important also, so that we wouldn\u2019t encourage \nprocrastination. So that the student wouldn\u2019t say, \u201cWell, I don\u2019t really have to study hard for tomorrow\u2019s \ntest because I can just retake it the next week and still get an A,\u201d so we didn\u2019t want to be encouraging that \nbehavior. \nI hear teachers all the time saying things\u2014not at this campus, but, you know, when I go to countywide \nmeetings\u2014saying, \u201cOh, I hate teaching to the test\u201d or \u201cI hate the emphasis on tests and on standards\u201d \nand so on and so forth. And they say things like \u201cThe pendulum has swung one way and it will swing back \nthe other way.\u201d But having taught at a school, Waterford High School, which had an API score of 475 and \nnow has an API score of 762, I can say not only is there quantitative difference, there is a qualitative \ndifference. That the students are happier, the students are more engaged, there is more of a feeling of \naccomplishment. Our college attendance rate has shot up to now we have the highest college attendance \nrate of any public high school in the whole county. So it\u2019s been a dramatic turnaround.\n* The Academic Performance Index (API) is a measurement in California of academic performance and \nprogress of individuals schools in the state. It is one of the main components of the Public Schools \nAccountability Act passed by the California legislature in 1999. A numeric API score ranges from a low of 200 \nto a high of 1000. The interim statewide API performance target for all schools is 800. A school\u2019s growth is \nmeasured by how well it is moving toward or past that goal.", "start_char_idx": 0, "end_char_idx": 2478, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "82aa8cec-22ab-4332-8cd0-5718bc0e50c1": {"__data__": {"id_": "82aa8cec-22ab-4332-8cd0-5718bc0e50c1", "embedding": null, "metadata": {"page_label": "1", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d1c4d95c-850a-4626-852f-e7fdf070622e", "node_type": "4", "metadata": {"page_label": "1", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1178bcd8a1db0f2a44a1762266c2941b79be1872714a526eb05eb9c118b84d6d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ad24aed9-9634-49de-8735-0286a727efc2", "node_type": "1", "metadata": {"page_label": "3", "file_name": "setting-high-standards.pdf", "file_path": "openaipdf\\setting-high-standards.pdf", "file_type": "application/pdf", "file_size": 148533, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2713155ddd3f4c53709c2ac6ddca724c4a658dc76906d9dc5b19f7a1756617c0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b3593166-1441-4756-903a-e82f5e3539a3", "node_type": "1", "metadata": {}, "hash": "a1ae9a4bb3f99cbda1be6c163177241f372e2ab3bbb44825bba789dfddd369c3", "class_name": "RelatedNodeInfo"}}, "hash": "392251ee0a3baa95303049e2b1190f0fed7ee28edb792eb730b7a65f89d5c750", "text": "This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.MULTIMEDIA DETAILS  \nAND TRANSCRIPT\n AUDIO (5:04 MIN)\nSetting Your Directions\nShelly Green  \nSeptember 2012\nHELPING STUDENTS NAVIGATE THE PATH TO COLLEGE \n \u00bbStudents in 6th through 12th grade in Albuquerque Public Schools \ndevelop Next Step Plans (NSPs) to lay out their plans for high school \nand beyond.\n \u00bbThe school district also holds student-led conferences beginning in \ngrade 8, which include school faculty as well as parents.\n \u00bbTogether, these activities allow students in the district to have \na significant voice in determining their courses, extracurricular \nactivities, and other supports to ensure they meet their \npostsecondary goals.\n \u00bbBoth activities are part of the district\u2019s comprehensive strategy to \npromote postsecondary access for all students.\nAs Interim Chief Academic Officer for the Albuquerque Public Schools, \nShelly Green is responsible for the instruction and educational programs \nfor a district of 89,000 students in 140 schools, and supervises all \ninstructional and support departments.\nMs. Green began her career in education 30 years ago as a teacher \nat Rio Grande High School. She went on to teach at Highland High \nSchool and was their acting Activities Director. She then served as an \nassistant principal for three years at Highland High School and at La \nCueva High School for more than a decade before moving to Volcano \nVista High School as the principal. She has spent years developing and \nimplementing master schedules, analyzing budgets, and implementing \ndistrict initiatives, policies and procedures to support students, and \nTopic \nHighlights\nAbout the \nInterviewee", "start_char_idx": 0, "end_char_idx": 1994, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b3593166-1441-4756-903a-e82f5e3539a3": {"__data__": {"id_": "b3593166-1441-4756-903a-e82f5e3539a3", "embedding": null, "metadata": {"page_label": "2", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "e77d3e86-3e84-44a4-8a18-d6565c167370", "node_type": "4", "metadata": {"page_label": "2", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "58a6baaf883f08d69fffafe6f9e6a83dbdcd246db2e5c7ab5e2c62cf848ade57", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "82aa8cec-22ab-4332-8cd0-5718bc0e50c1", "node_type": "1", "metadata": {"page_label": "1", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "392251ee0a3baa95303049e2b1190f0fed7ee28edb792eb730b7a65f89d5c750", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "557f3ac6-0653-4f17-b397-49f5dc4003f6", "node_type": "1", "metadata": {}, "hash": "89aa70ea1599e67e96d1a54c4fb8038102ad583240f5b75d189e6d2b0b7d42e6", "class_name": "RelatedNodeInfo"}}, "hash": "a1ae9a4bb3f99cbda1be6c163177241f372e2ab3bbb44825bba789dfddd369c3", "text": "strong academic programs as well as reaching out to parents and \ncommunity members.\nMs. Green is passionate about education and the opportunities it \nprovides to all young people. She believes the work our teachers do \nevery day in the classrooms across the city improves students\u2019 lives.\n 00:04  This is Shelly Green. I\u2019m the interim Chief Academic Officer for \nthe Albuquerque Public Schools in Albuquerque, New Mexico.\n 00:11  The Next Step Plans that we use with our students in \nAlbuquerque Public Schools is a document that was actually developed \ninitially by our state and we have adapted that for our own students. \nIt is a living, working document and it is updated on a yearly basis. \nThe purpose of the document itself is to try and give our students \nand parents more information about what is required for high school \ngraduation, and also to make them start thinking about what they\u2019re \ngoing to do after high school \u2014 whatever their postsecondary plans are.\n 00:43  The students begin with the Next Step Plan in eighth grade \nso that they start thinking about high school at that point. Then we \ncontinue and review the document with the students and their parents \nevery year. And the document very clearly states for them what their \nhigh school graduation requirements are, but it also talks about what \nthings are recommended for college if that is their career path. We also \nhave information along with the Next Step Plan for career choices. They \ndo an inventory in either eighth or ninth grade and then they choose a \ncareer pathway from one of the national career clusters so that this can \nguide their elective choices throughout high school. And as seniors, they \ncomplete a final Next Step Plan which tells us what their plans are\u2014if \nthey plan to go to college, what choices they have made; if they\u2019re \ngoing to go into the military or if they\u2019re going to go straight to work; an \nassociate\u2019s degree; trade programs; whatever their choices might be\u2014\nbut that kind of is a final culmination of their high school experience.\n 01:51  Our parents are involved with the students, working side by \nside. We really try to focus on the students setting their goals initially \nand choosing their courses, but we will have an advisory meeting with \nthe students and parents. So we have a separate parent conference that \nthe student is expected to run. And the student goes through and talks Full Transcript\nMULTI MEDIA DETAILS AND TRANSCRIPT   page 2 of 4  \nSetting Your Directions  \nShelly Green September 2012", "start_char_idx": 0, "end_char_idx": 2531, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "557f3ac6-0653-4f17-b397-49f5dc4003f6": {"__data__": {"id_": "557f3ac6-0653-4f17-b397-49f5dc4003f6", "embedding": null, "metadata": {"page_label": "3", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "5251e06c-c0f3-4fa8-a680-a96980e5441d", "node_type": "4", "metadata": {"page_label": "3", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b103afaf6d4a6ffa3e355ef2e6b7688ff86ba59ac168da336fe5e7e01929f9d1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b3593166-1441-4756-903a-e82f5e3539a3", "node_type": "1", "metadata": {"page_label": "2", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a1ae9a4bb3f99cbda1be6c163177241f372e2ab3bbb44825bba789dfddd369c3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bf104bed-45a0-41f7-b99c-670c5fa21041", "node_type": "1", "metadata": {}, "hash": "a8f7be5f307b8b36272137b099fe4e1833b3b425530719a45c327047809c46f6", "class_name": "RelatedNodeInfo"}}, "hash": "89aa70ea1599e67e96d1a54c4fb8038102ad583240f5b75d189e6d2b0b7d42e6", "text": "to their parents about \u201cThese are the goals that I\u2019ve set for myself, \nthis is how I plan to achieve them, these are the courses I would like \nto take along the way, and this will be my final outcome.\u201d And during \nthat discussion we have teachers or advisors that are working with the \nstudents throughout the year. And their job really is more to prompt the \nstudents, work with the students so that the students do the majority of \nthe presentation to their parents.\n 02:38  We hold our student-led conferences with our students and \nparents twice a year, and the advisor for the student sets it up with the \nparents. They usually run about 15-20 minutes for each conference. \nDuring the conference the students really are supposed to lead the \nconference themselves. And all of our students participate, from grades \n8 through 12. They talk about what their goals are, they talk\u2026. We try to \nhave them talk about their classwork also and how they\u2019re progressing, \nwhat they have noticed that they have learned from one year to the \nnext.\n 03:12  I know of one student [in] particular that had a plan in mind, \nand he was very focused on the sciences. And one of his elective choices \nwas a community service class. And he participated in this class where \nhe worked with some of the most disabled students in the school, and he \ndid this just because he\u2019d heard that another friend of his had enjoyed \nit. It really wasn\u2019t part of his path, but in doing so that changed his \nentire outcome and he decided he wanted to become a teacher.\n 03:42  One of the biggest challenges we faced was allowing the \nstudents to lead the conference and giving them the support they \nneeded without taking over, because our teachers, of course, are used \nto directing instruction in the classroom and students don\u2019t always like \nto talk about themselves even with their parents. So you have to learn \nto give them prompts and give them the support they need to be able to \ndo that.\n 04:07  Some of the most important things that we learned were issues \naround training, because we want our Next Step Plans and our advisories \nto be manned by teachers and counselors\u2014any staff member in the \nschool. And we use a lot of people so that we can reduce the numbers \nof students; so that the ratio between the advisors and the students is \na little bit better than what you might have in a classroom. The Next \nStep Plan and the advisories can be structured in different ways, and \nthat\u2019s one of the challenges\u2014is to determine for your individual school \nMULTI MEDIA DETAILS AND TRANSCRIPT   page 3 of 4  \nSetting Your Directions  \nShelly Green September 2012", "start_char_idx": 0, "end_char_idx": 2639, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bf104bed-45a0-41f7-b99c-670c5fa21041": {"__data__": {"id_": "bf104bed-45a0-41f7-b99c-670c5fa21041", "embedding": null, "metadata": {"page_label": "4", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c7389bd8-be49-46e7-a568-036f6af2a170", "node_type": "4", "metadata": {"page_label": "4", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2e6cb261e60a88b997483625920c2fd6e5f5d145f880b92d686bf908865fd17c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "557f3ac6-0653-4f17-b397-49f5dc4003f6", "node_type": "1", "metadata": {"page_label": "3", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "89aa70ea1599e67e96d1a54c4fb8038102ad583240f5b75d189e6d2b0b7d42e6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "35e0334e-cbf0-4525-9883-d288e0ce45de", "node_type": "1", "metadata": {}, "hash": "b1c91194c973dc4adf5e5828f63c13146ea5e25249ac4f1bd2bb0d2862881d74", "class_name": "RelatedNodeInfo"}}, "hash": "a8f7be5f307b8b36272137b099fe4e1833b3b425530719a45c327047809c46f6", "text": "what works best. The advisors can be a student\u2019s teacher that they have \nthat particular year, which means they change their advisor every year; \nor you can set it up so that they have the same advisor for four years, \nwhich builds a different kind of relationship. And that really depends on \nthe dynamics of your school.\nMULTI MEDIA DETAILS AND TRANSCRIPT   page 4 of 4  \nSetting Your Directions  \nShelly Green September 2012", "start_char_idx": 0, "end_char_idx": 427, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "35e0334e-cbf0-4525-9883-d288e0ce45de": {"__data__": {"id_": "35e0334e-cbf0-4525-9883-d288e0ce45de", "embedding": null, "metadata": {"page_label": "1", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4f0739e4-deca-43a7-903a-ab427da8be0e", "node_type": "4", "metadata": {"page_label": "1", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cfd89a00d701d9cff76d18fbb5c37ede5e9c294cf934a6f63c77c0f62fcb4386", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bf104bed-45a0-41f7-b99c-670c5fa21041", "node_type": "1", "metadata": {"page_label": "4", "file_name": "setting-your-direction.pdf", "file_path": "openaipdf\\setting-your-direction.pdf", "file_type": "application/pdf", "file_size": 706823, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a8f7be5f307b8b36272137b099fe4e1833b3b425530719a45c327047809c46f6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "38937639-efca-4398-bb38-0d7757123a7c", "node_type": "1", "metadata": {}, "hash": "165098c1ba2b900ebc19f4746e82face2813af976d00960f1f357c0472b4cdc4", "class_name": "RelatedNodeInfo"}}, "hash": "b1c91194c973dc4adf5e5828f63c13146ea5e25249ac4f1bd2bb0d2862881d74", "text": "Topic: Encouraging Girls in Math and Science \nPractice: Teaching Spatial Skills\nHighlights\n\u2022 This teacher focuses on spatial abilities in her high school classroom. \nThese skills are useful in geometry, statistics and calculus, as well as \nthe real world.\n\u2022 Making the connection to real-world uses may open students\u2019 eyes \nabout potential career choices in fields such as engineering.\n\u2022 Some girls show particularly strong gains in spatial skills, indicating that \nthey came in with strong math skills but had not had the opportunity to \ndevelop their spatial skills.\n\u2022 Students enjoy the exposure to something so different from what \nthey\u2019ve done before and enjoy seeing their own skills improve so much.\nAbout the Site\nAdams Township School District\nJeffers High School\nPainesdale, MI\nAudio\nFull DET ailS anD TranScriPT  \nSpatial Skills in High School Science and \nMath\nJeffers High School, Michigan \u2022 November 2007", "start_char_idx": 0, "end_char_idx": 918, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "38937639-efca-4398-bb38-0d7757123a7c": {"__data__": {"id_": "38937639-efca-4398-bb38-0d7757123a7c", "embedding": null, "metadata": {"page_label": "2", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "26379e31-ab08-454e-a95b-d50b1a9ee009", "node_type": "4", "metadata": {"page_label": "2", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "46a371552a8402bbaff06b835b0dc4ab3bd61db5752ec5d5bfa8802de2c76446", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "35e0334e-cbf0-4525-9883-d288e0ce45de", "node_type": "1", "metadata": {"page_label": "1", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b1c91194c973dc4adf5e5828f63c13146ea5e25249ac4f1bd2bb0d2862881d74", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1c9bbb2f-5f7e-46f2-947c-06658e1db644", "node_type": "1", "metadata": {}, "hash": "aad2cffa3a06d93c15dccdb377257a0dc6e106fe3f7ec1f4b21931e7b4f9cd90", "class_name": "RelatedNodeInfo"}}, "hash": "165098c1ba2b900ebc19f4746e82face2813af976d00960f1f357c0472b4cdc4", "text": "Spatial Skills in High School Science and Math \u2014Jeffers High School, Michigan\nDemographics\n97% White\n45% Free or reduced-price lunch\nJeffers High School was among the first schools to pilot a spatial skills program developed under a grant \nfrom the national Science Foundation (nSF). The program was developed to promote students 3-D spatial \nskills to help them perform better in math and science and prepare them for engineering courses in college. \nThe approach to implementation in this school currently includes:\nan e\u2022 lective course for high school students\nE\u2022 mphasis on hands-on experience\nc\u2022 ombining classroom manipulation (such as building with blocks) with computer exercises. \nFull Transcript\nMy name is Lisa Raffaelli.  I work at Jeffers High School in Painesdale, Michigan.  We use spatial abilities \nquite a bit in the mathematics curriculum.  The most obvious class would, of course, be Geometry.  This \ncourse is centered on studying two-dimensional and three-dimensional objects.  Often times students are \nasked to look at a three-dimensional object and talk about its surface area or break it down to its net, \nwhich would be its two-dimensional image.  But also, in a course like Statistics if you have data, a lot of \ntimes there\u2019s a spatial component to analyzing data sets.  in a calculus course, students are often asked to \ntake their function and maybe rotate it around an axis and then perhaps find the volume.  Or maybe take a \nslice and look at washers or discs of a solid.\nSo breaking an object down and being able to manipulate it or rotate it or reflect it is essential in many \nmathematics courses.  Our students often, in Geometry for instance, have to find volume of a shape or \nmaybe the surface area of a shape.  So, being able to picture that\u2014and especially going from the three-\ndimensional to the two-dimensional surface area, for instance in painting a room, even\u2014allows the students \nto be good consumers in addition to being able to solve just a Geometry problem as they realize how much \ncarpeting they need to buy in order to carpet a room that might have an irregular shape, for instance, or \npaint a room.  \nIt may open up doors for some of these students to look at fields such as engineering, where they might \nnot even have thought about something like that before.  i know also i\u2019ve had students mention that when \nthey look at molecules in Chemistry, that they have to know how the pieces fit together, and our Chemistry \nteacher has some of the sets with the balls and the rods where the students put the atoms together to make \nthe molecules.  and students have described that as similar to the spatial training that they have done.\nOne interesting fact with the program that happened last spring, was i happened to have the same group \nin algebra i\u2014this was the 8th grade algebra course that i was also using the spatial skills training with\u2014and", "start_char_idx": 0, "end_char_idx": 2902, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1c9bbb2f-5f7e-46f2-947c-06658e1db644": {"__data__": {"id_": "1c9bbb2f-5f7e-46f2-947c-06658e1db644", "embedding": null, "metadata": {"page_label": "3", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "fa9fc278-5994-4efc-8322-677c5dea9681", "node_type": "4", "metadata": {"page_label": "3", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "55d8ce0737337c91209f1526a6e0a9b2b6047782c398a67bcdd182f184316559", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "38937639-efca-4398-bb38-0d7757123a7c", "node_type": "1", "metadata": {"page_label": "2", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "165098c1ba2b900ebc19f4746e82face2813af976d00960f1f357c0472b4cdc4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f280ae70-ee4c-40f2-a625-dca7400331fc", "node_type": "1", "metadata": {}, "hash": "92626cc9f1451906651464a0bdb87c6c8dfbb6efe10319a039849fc2299d82b5", "class_name": "RelatedNodeInfo"}}, "hash": "aad2cffa3a06d93c15dccdb377257a0dc6e106fe3f7ec1f4b21931e7b4f9cd90", "text": "Spatial Skills in High School Science and Math \u2014Jeffers High School, Michigan\ntwo of the girls that were consistently the strongest students in the algebra course, didn\u2019t do very well \non the pre-test for the spatial visualization.  We pre-test and then post-test the students just to see how \nmuch ground that they\u2019ve covered.  and the girls did not do real well at all on the pre-test on the spatial \nvisualization skills.  But after we went through the modules and we took the post-test, these girls actually \nmade the highest gains in the class.\nSo i guess what that says to me is these girls are very mathematically inclined and very good students, but \nthey did not have an experience or an opportunity to be exposed to developing their spatial skills.  But after \ngoing through this program, their spatial skills were really enhanced and developed quite a bit.\nFrom my experience, the girls tended to really enjoy working in what we called their partner pair, and \nwe actually came across this quite by accident.  What happened is the course was scheduled at a time \nwhen there was a lot of computer use already in the buildings, so we had limited access to computers.  So \ninstead of every student having their own computer, which was going to be the ideal situation, we had to \npartner students up to share a computer while they went through the tutorial.  But while i was watching \nthe students go through their tutorials, i noticed the positive interactions they were having.  How they \nwere asking each other questions, and if they didn\u2019t understand something they would ask their partner \nfor clarification.  And I decided that I would allow them to work on pairs not only on the computer tutorial, \nwhich we had to do because of limited access, but also for the worksheets.  and i really enjoyed watching \nthe interactions with the students.  They often would ask questions of their partner.  and sometimes they \nwere just looking for a small clarification or sometimes just for reassurance, but they almost treated it as \nmore of a social activity and they really enjoyed the computer aspect and the workbook pages, working in \nthe partner pairs.\nin fact, i would have some of the students who would stop by my classroom each morning and ask, \u201care we \ndoing spatial skills today?\u201d  and they would be very excited if my answer was, \u201cYes, we are doing spatial \nskills today.\u201d  \ni think part of the excitement with the spatial skills training was not only the technology aspect of it\u2014\nworking with the computers is always fun for the students\u2014but just the fact that this was so different from \nanything that they\u2019ve done before.  They hadn\u2019t had training like this before. and they have the computer \naspect, but they also have the drawing, which is almost like an art class.  So, you know, a lot of times \ncomputers and art are the subjects that the students like the best, so putting those two together was just \na real positive thing. and i think they were also very impressed with how much their skills were developing.  \nSome of the students, when they were provided with isometric dot paper on the first day and just asked \nto draw a cube by connecting dots, could not even draw a cube in three dimensions.  and by the end of \nthat day, they\u2019re drawing small buildings and they\u2019re seeing their progress.  So i think the excitement \ngenerated\u2014a lot of it\u2014was a result of, \u201cHey, i can do this.  and this is a lot of fun and look at how good i am \nat this.\u201d", "start_char_idx": 0, "end_char_idx": 3472, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f280ae70-ee4c-40f2-a625-dca7400331fc": {"__data__": {"id_": "f280ae70-ee4c-40f2-a625-dca7400331fc", "embedding": null, "metadata": {"page_label": "1", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4765be7d-194f-418c-b435-41b41bbfc60d", "node_type": "4", "metadata": {"page_label": "1", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e9a0d240154d548037f0c7eec333d73e797a0a0819299dee72b67485e8d9355e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1c9bbb2f-5f7e-46f2-947c-06658e1db644", "node_type": "1", "metadata": {"page_label": "3", "file_name": "spatial-skills-in-high-school-science-and-math.pdf", "file_path": "openaipdf\\spatial-skills-in-high-school-science-and-math.pdf", "file_type": "application/pdf", "file_size": 151666, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "aad2cffa3a06d93c15dccdb377257a0dc6e106fe3f7ec1f4b21931e7b4f9cd90", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "ca6a096d-d2f3-4c63-9802-e371990d4d49", "node_type": "1", "metadata": {}, "hash": "145417cab1e563af95df14830c7a10944809b4a286859efadc42fd8ca8495a1f", "class_name": "RelatedNodeInfo"}}, "hash": "92626cc9f1451906651464a0bdb87c6c8dfbb6efe10319a039849fc2299d82b5", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Cycle of Improvement\nHighlights\n\u2022 Skills specialists at Shotwell Middle School support teachers by helping them plan \nlessons, providing curriculum training, and meeting weekly to discuss data. \n\u2022 By looking at the data, teachers can analyze and discuss why they think students may be having trouble in certain areas.\n\u2022 After they examine the data and identify areas of concern, teachers and skills \nspecialists at Shotwell come together to discuss how to approach the individual \nstudent concerns. This way, they can plan focused interventions targeted toward \nspecific skills in the identified areas of need.\nAbout the Site\nShotwell Middle School\nHouston, TX\nDemographics\n61% Hispanic32% Black Audio\nFUll DeTAIlS AnD TrAnSCrIPT  \nStart With the Data\nShotwell Middle School, Texas \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 893, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "ca6a096d-d2f3-4c63-9802-e371990d4d49": {"__data__": {"id_": "ca6a096d-d2f3-4c63-9802-e371990d4d49", "embedding": null, "metadata": {"page_label": "2", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a92ee1a6-dc5d-41a6-9418-c23772c19a28", "node_type": "4", "metadata": {"page_label": "2", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2a6cceb04b0e52dfa0a5a8ae44da9276831511af3970a7a1deb3b69f9c5da036", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f280ae70-ee4c-40f2-a625-dca7400331fc", "node_type": "1", "metadata": {"page_label": "1", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "92626cc9f1451906651464a0bdb87c6c8dfbb6efe10319a039849fc2299d82b5", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5111b8e4-bd38-454c-9731-7f5875b7fe1d", "node_type": "1", "metadata": {}, "hash": "84c4dc1650f1ec63fab588e059076c2fb6c98a548e24117bc2d205ca6792ffcc", "class_name": "RelatedNodeInfo"}}, "hash": "145417cab1e563af95df14830c7a10944809b4a286859efadc42fd8ca8495a1f", "text": "Start With the Data\u2014 Shotwell Middle School, Texas\n 4% Asian \n 2% White \n78% Free or r educed-Price lunch\nAt Shotwell Middle School, the entire school staff uses data regularly for collaboration and instruction. Additionally, students learn to monitor their progress and set learning goals accordingly. A coordinated set of \nactions guides the use of data:\n\u2022 establish a clear vision for using data to support instructional decision making\u2022 Provide support through skills specialists, professional development, and a testing coordinator\u2022 Use common planning time to analyze data\n\u2022 Assess the progress of each subgroup through the subgroup master system\nFull Transcript\nDominique McCain, Shotwell Middle School, science skill specialist, Aldine Independent School District, \nHouston, Texas. \nAs a skill specialist, I provide a tremendous amount of supports to the teachers. One of the things that I do \nto provide support is I actually sit down and lesson-plan with the teachers. As we go throughout the course \nof the school year, I train them on how to break the curriculum down into student language. We talk about \nwhat are some of the things that we need to do to get the students to master this objective. So we look at \nthe objective as the finish line, and I am the coach on the sideline getting them to that finish line. \neach week, we as a science department meet and have a data meeting, and during that time the \nexpectation that I have presented to the department is for them to come up with professional theories concerning the areas where students have not been successful. When we sit as a team and we talk about \nthat, it gives them an opportunity to discuss why do they think the student wasn\u2019t successful. Sometimes \nit\u2019s the approach we took overall; maybe we didn\u2019t have a hands-on activity or maybe we didn\u2019t provide enough practice for the student. But we start with the data piece because it helps us to identify where \ndo we need to focus our intervention. And so the teachers, once we discuss the data, they give me their \ntheories, we talk about what could have been the problem. Then we are able to go into Phase 2, which is, what interventions will we implement, which students will we need on our tutorial list, how are we going to \napproach those individual student concerns? \nAs a skill specialist, the impact that I feel that I have had the most is changing the culture of the campus \nin terms of how they perceive science education. The confidence that the teachers have now because of the extra support, the confidence that the students have because they have seen a measure of success has \nreally changed how our entire campus approaches science, how the entire campus even feels about science.", "start_char_idx": 0, "end_char_idx": 2729, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5111b8e4-bd38-454c-9731-7f5875b7fe1d": {"__data__": {"id_": "5111b8e4-bd38-454c-9731-7f5875b7fe1d", "embedding": null, "metadata": {"page_label": "3", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a041551f-bc98-472b-916c-0b0ab4d337b6", "node_type": "4", "metadata": {"page_label": "3", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bac38d5c0d37e5096e63cf26dc1f6050d67de5b2f74b82b52b956eea6e6c4025", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "ca6a096d-d2f3-4c63-9802-e371990d4d49", "node_type": "1", "metadata": {"page_label": "2", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "145417cab1e563af95df14830c7a10944809b4a286859efadc42fd8ca8495a1f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0663a7dc-8a6d-40ec-9b14-bb2b3b42ff28", "node_type": "1", "metadata": {}, "hash": "68463f80b0ef28a1f5ffaffedf92b74cad17666affb73d0b96fc97c9ebfba2fd", "class_name": "RelatedNodeInfo"}}, "hash": "84c4dc1650f1ec63fab588e059076c2fb6c98a548e24117bc2d205ca6792ffcc", "text": "Start With the Data\u2014 Shotwell Middle School, Texas\nAnd so that extra support has really compelled everybody to see the importance of science in education, \nand it\u2019s compelled the students to try harder. It has compelled the teachers to work harder. And I tell them \nall the time, if their knees are dirty, mine would be, if their nose is dirty, mine would be, because it really is \nimportant for me to be right there with them in the trenches digging and working just as hard as they do.", "start_char_idx": 0, "end_char_idx": 487, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0663a7dc-8a6d-40ec-9b14-bb2b3b42ff28": {"__data__": {"id_": "0663a7dc-8a6d-40ec-9b14-bb2b3b42ff28", "embedding": null, "metadata": {"page_label": "A1", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "30bcb412-26b1-446d-990f-62a1d2b211e1", "node_type": "4", "metadata": {"page_label": "A1", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "75224a0a2e10dbb7f5f975d0e9ce35111344ddcb371b55bdd5900178e7280bed", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5111b8e4-bd38-454c-9731-7f5875b7fe1d", "node_type": "1", "metadata": {"page_label": "3", "file_name": "start-with-the-data.pdf", "file_path": "openaipdf\\start-with-the-data.pdf", "file_type": "application/pdf", "file_size": 142376, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "84c4dc1650f1ec63fab588e059076c2fb6c98a548e24117bc2d205ca6792ffcc", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "19319def-6183-4b0f-bbef-336762d636d8", "node_type": "1", "metadata": {}, "hash": "efa439a00982ce6cb559a916356b3aa5c8e799a53b4cca39b2f4aba492613b11", "class_name": "RelatedNodeInfo"}}, "hash": "68463f80b0ef28a1f5ffaffedf92b74cad17666affb73d0b96fc97c9ebfba2fd", "text": "1 of 4\n  AUDIO\n4:36 min \nFull Details and TranscriptStarting Over With New \nStaffing\nYoung Scholars\u2019 Academy for Discovery and \nExploration (P.S. 636), New York  \nJanuary 2011\nTURNING AROUND CHRONICALLY LOW-PERFORMING \nSCHOOLS \nCOMMITTED STAFF\n \u00bbA principal describes the process of hiring new teaching staff prior \nto the turnaround school\u2019s reopening.\n \u00bbAll teachers from the close-out school were given the opportunity \nto apply.\n \u00bbThe principal\u2019s vision for the school helped shape interview \nprotocols and selection criteria.\n \u00bbTeaching positions were offiered to a mix of new, veteran, and \nsecond-career teachers. Half were rehired from the close-out \nschool.\n \u00bbProfessional development programs for the new staff were focused \non teaching skills and building a shared vision.\nYoung Scholars\u2019 Academy for Discovery and Exploration \nBrooklyn, NY \nDemographics\n \u00bb60% Black\n \u00bb37% HispanicTopic \nPractice \nHighlights\nAbout the Site", "start_char_idx": 1, "end_char_idx": 935, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "19319def-6183-4b0f-bbef-336762d636d8": {"__data__": {"id_": "19319def-6183-4b0f-bbef-336762d636d8", "embedding": null, "metadata": {"page_label": "A2", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f3705636-2ea8-4fe5-b6fe-73c88e3a464e", "node_type": "4", "metadata": {"page_label": "A2", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5ccabb5d8ed169de109063c0e0988f06d1a0178a76a68a724fa358ad630111c8", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0663a7dc-8a6d-40ec-9b14-bb2b3b42ff28", "node_type": "1", "metadata": {"page_label": "A1", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "68463f80b0ef28a1f5ffaffedf92b74cad17666affb73d0b96fc97c9ebfba2fd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c28dbab4-2c1a-4cef-8e03-b7ca0d2565aa", "node_type": "1", "metadata": {}, "hash": "8512fb098f60812423dd28e68d87b0bd2f264caf6ae7c71878e7fed65fda5eb6", "class_name": "RelatedNodeInfo"}}, "hash": "efa439a00982ce6cb559a916356b3aa5c8e799a53b4cca39b2f4aba492613b11", "text": "2 of 4\nStarting Over With New Staffing \u2014Young Scholars\u2019 Academy for Discovery and Exploration, New York \u00bb  2% White\n \u00bb  1% Asian\n \u00bb 98% Free or Reduced-Price Lunch\n \u00bb   7% English Language Learners\n \u00bb 13% Special Education\n(The New York State School Report Card, 2008-09 and The Afterschool \nCorporation Newsletter, 2010)\nNew York City\u2019s P .S. 636, Young Scholars\u2019 Academy for Discovery and \nExploration, partners with parents, youth, and community-based \norganizations to offer integrative and innovative approaches to \ndecision-making and support activities. To improve the school climate \nand institute a successful longer day, the school:\n \u00bbHas increased the length of the school day by 35%;\n \u00bbProvides more individualized and engaging instruction, enrichment \nactivities, and sports;\n \u00bbOffers Saturday instruction to students needing extra support;\n \u00bbConducts internal and external evaluations to track progress and \nplan for implementation improvement\n 00:04  My name is Danika LaCroix, principal of Young Scholars\u2019 \nAcademy for Discovery and Exploration.\n 00:11  When P .S. 304 was closed down and P .S. 636 Young Scholars\u2019 \nAcademy was getting started, one of the critical things that we had \nto do that was a priority for me was hiring the right people, getting \nthe right people on board. And so the New York City Department of \nEducation has this process known as the 18D process, and it\u2019s outlined \nby the United Federation of Teachers [UFT], and that stipulates that \nyou have to have a team. And on that team you have to have UFT \nrepresentation, the principal must be present, someone from the \nDepartment of Education must be present, and someone from the Full Transcript\nDanika LaCroix", "start_char_idx": 1, "end_char_idx": 1703, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c28dbab4-2c1a-4cef-8e03-b7ca0d2565aa": {"__data__": {"id_": "c28dbab4-2c1a-4cef-8e03-b7ca0d2565aa", "embedding": null, "metadata": {"page_label": "A3", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b7f622a1-f581-4263-94f8-4f04d2db1f4c", "node_type": "4", "metadata": {"page_label": "A3", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c941bee06323baffedff5ea1ce049d3caf8bb8e198420a7bfa7a760a186c3bc6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "19319def-6183-4b0f-bbef-336762d636d8", "node_type": "1", "metadata": {"page_label": "A2", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "efa439a00982ce6cb559a916356b3aa5c8e799a53b4cca39b2f4aba492613b11", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "028d7891-18e1-4340-a670-053d23327689", "node_type": "1", "metadata": {}, "hash": "459342a2b2a940e0aefe7645392e714e9d17e4b2b082b3c10342c8c348129da6", "class_name": "RelatedNodeInfo"}}, "hash": "8512fb098f60812423dd28e68d87b0bd2f264caf6ae7c71878e7fed65fda5eb6", "text": "3 of 4\nStarting Over With New Staffing \u2014Young Scholars\u2019 Academy for Discovery and Exploration, New Yorksupport organization for the school must also be present to take part \nin that process. \n 00:51  So I created a set of questions, interview questions, based \non what I felt was critically important to have for someone who was \non our team at the school. And a few of the questions were about \ncurriculum and instruction. A few of them were about what do you \nbring to the table, what can you offer. Another question was about \nyour classroom environment\u2014if I walked in what would I see, what \nwould I hear, what would I expect children to be doing. And so it \nhelped me get a well-rounded picture of the teacher. So I presented \nthose questions to the committee, and we sat and had conversations \nabout it. I shared my mission and vision with them about the school, \nand then we decided which questions were good and which ones \nwe needed to tweak and which ones wouldn\u2019t work. And so we put \ntogether a protocol for each interview, and we honored everyone from \nthe close-out school [with] an interview. \n 01:41  And based on the information that we got from the rubric, \nwe created a spreadsheet and then we decided which of the teachers \nwere highly qualified, which ones would fit Young Scholars\u2019 Academy. \nAnd so then I offered those people a job. It turned out to be 50%\u2014\nhalf of the people who applied I actually offered a position to. The \nother people went through Open Market, which is a New York City \nDepartment of Education teacher-finding web-based program. \n 02:10  And then I had the task of finding the other people to join \nus on staff. And so I wanted a nice mix, so we looked for teachers who \nwere new and we looked for veteran teachers as well. Because I knew \nin order to make it work as a community, we needed old teachers, \nnew teachers, second-career people. We just wanted a nice bunch of \npeople who are committed to children. \n 02:32  And so once we got the right staff on board, it was really \nimportant for us to get started with professional development to \nmake sure that everyone understood what Young Scholars\u2019 Academy \nwas going to be about on a day-to-day basis. We started out with", "start_char_idx": 1, "end_char_idx": 2223, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "028d7891-18e1-4340-a670-053d23327689": {"__data__": {"id_": "028d7891-18e1-4340-a670-053d23327689", "embedding": null, "metadata": {"page_label": "A4", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0f56b7a2-9415-4029-8bd5-cf4b86c12537", "node_type": "4", "metadata": {"page_label": "A4", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "56003e615ecd108c1e2108535126f8edcb2ba7e9ffc5d4dcd8d34e43fa0d0498", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c28dbab4-2c1a-4cef-8e03-b7ca0d2565aa", "node_type": "1", "metadata": {"page_label": "A3", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8512fb098f60812423dd28e68d87b0bd2f264caf6ae7c71878e7fed65fda5eb6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6e692771-9053-4184-b569-597c0c8a26f2", "node_type": "1", "metadata": {}, "hash": "c058e247242f75d741c2ea461e720e56a2f3f91359da46bf09f8b87dc20826c7", "class_name": "RelatedNodeInfo"}}, "hash": "459342a2b2a940e0aefe7645392e714e9d17e4b2b082b3c10342c8c348129da6", "text": "4 of 4\nStarting Over With New Staffing \u2014Young Scholars\u2019 Academy for Discovery and Exploration, New Yorkprofessional development, a weeklong professional development in \nhere the first summer before we actually opened the doors. We all \nread a book called Mindset  at the beginning of the summer. We had \nconversations about it. And then once the teachers were actually here, \nschool started, we figured out quickly that we needed to have some \nsystems in place to continue to develop the teachers and to continue \nto develop them as a team focused on children. \n 03:12  And so we set up teacher team meetings, and teachers \nmeet on a weekly basis to discuss student data, to look at that data \nin the classroom, to look at student work on their grade levels for \nthird, fourth, and fifth grade. Lower grades we do a cross-grade, so \nfirst grade meets with second grade, kindergarten meets with one \nfirst-grade teacher because we want to have that continuity. And then \nwe have Lunch and Learns, which primarily our coaches facilitate \nthem, but we have other teachers on staff who we have identified as \nbeing really good at certain content areas, and they do professional \ndevelopment during Lunch and Learns. \n 03:49  And those are the key things that we did because we knew \nit was important. You know, teachers always ask for more time, more \ntime, more time, but having structured time to sit and talk about data, \ntalk about what you are doing in the class, is so important. And also we \nhave common planning time, where the teachers can sit and plan with \nthe coaches, curriculum, look at it, revise it, whatever they need to do \nto make it work for the children. The impact was tremendous because \nour teachers feel they are empowered. They feel they can take control \nof this; they can do it. They know that I trust them. Those meetings, \nthose structures have empowered our teachers.", "start_char_idx": 1, "end_char_idx": 1895, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6e692771-9053-4184-b569-597c0c8a26f2": {"__data__": {"id_": "6e692771-9053-4184-b569-597c0c8a26f2", "embedding": null, "metadata": {"page_label": "1", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a581c49e-1c70-4113-9b08-8f4ade5170f3", "node_type": "4", "metadata": {"page_label": "1", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0cdbb8a6e85df2d16debce95f851c56888d2ca0f533ab0dbcb5c4451a9a1ac2d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "028d7891-18e1-4340-a670-053d23327689", "node_type": "1", "metadata": {"page_label": "A4", "file_name": "starting-over-with-new-staffing.pdf", "file_path": "openaipdf\\starting-over-with-new-staffing.pdf", "file_type": "application/pdf", "file_size": 685562, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "459342a2b2a940e0aefe7645392e714e9d17e4b2b082b3c10342c8c348129da6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "02c197f8-1457-4480-a7cf-3f89d85d0fcc", "node_type": "1", "metadata": {}, "hash": "85303d01140de7873a17ab29c94f2885aaa9f93db746daacd8a75b029b8c37b4", "class_name": "RelatedNodeInfo"}}, "hash": "c058e247242f75d741c2ea461e720e56a2f3f91359da46bf09f8b87dc20826c7", "text": "Topic: National Math Panel: Major Topics of School Algebra \nPractice: Multiple Paths\nHighlights\n\u2022 Implications of National Math Panel Report for state actions\n\u2022 Expectations that all students complete Algebra I\n\u2022 Statewide plan for secondary school mathematics course sequence\n\u2022 Gaps in student preparation\n\u2022 Professional development needs\n\u2022 Students rising to the challengeAudio\nFull D ETAI lS AND TRANS cRIPT \nState Perspective on Algebra \nConnecticut State Department of Education \u2022 November 2008", "start_char_idx": 0, "end_char_idx": 499, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "02c197f8-1457-4480-a7cf-3f89d85d0fcc": {"__data__": {"id_": "02c197f8-1457-4480-a7cf-3f89d85d0fcc", "embedding": null, "metadata": {"page_label": "2", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "33542df2-bdab-4ac0-ad3e-5274ec3ab4d9", "node_type": "4", "metadata": {"page_label": "2", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "241befbb8080288c208932e62bf12635ad17fed93e634582dbce2109a7d036c9", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6e692771-9053-4184-b569-597c0c8a26f2", "node_type": "1", "metadata": {"page_label": "1", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c058e247242f75d741c2ea461e720e56a2f3f91359da46bf09f8b87dc20826c7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2ba44d46-49a7-40af-a55b-c42026012996", "node_type": "1", "metadata": {}, "hash": "78c0b494c6263108204d7c2b13aaa3d84e6f3d09089a01a92023ccf878395244", "class_name": "RelatedNodeInfo"}}, "hash": "85303d01140de7873a17ab29c94f2885aaa9f93db746daacd8a75b029b8c37b4", "text": "State Perspective on Algebra\u2014connecticut State Department of Education\nFull Transcript\nHi, my name is Marlene lovanio, and I am the director of STEM [Science, Technology, Engineering, and \nMathematics] and literacy Programs for the connecticut State Department of Education, also responsible for \nSecondary Mathematics Programming in our Bureau of curriculum and Instruction. \nThere are many implications of the National Math Panel report for our work. In connecticut, there are \ndifferent types of actions that we are considering at the state level related to the National Math Panel report. We are expecting that all students take at least Algebra I, but we have many students already \nwho are taking courses through Algebra II, and we anticipate that those numbers will only increase. Right \nnow, we have about 75 percent of our students that complete coursework through Algebra II. We have a \nsecondary school reform plan that we are putting forward, and our secondary school reform plan includes \nspecific courses in the STEM area. In Mathematics, that includes Algebra, Geometry, Algebra II or Probability \nand Statistics and an advanced mathematics course for all connecticut students, resulting in four credits of \nMathematics at the high school level. And the Algebra course, students can get credit for if they do take it \nin middle school. In connecticut, we have students taking Algebra, in some cases, as early as sixth grade but seventh grade or, more specifically, there are increased numbers of students taking it at the eighth grade \nlevel. \nWith this new secondary school reform plan, we actually have a request for proposals to bring together \na group of connecticut educators to devise a new model curriculum in Algebra I and, along with that, to include formative assessments, summative assessments, and items for a proposed statewide final exam in \nAlgebra I. We are setting the standards for Algebra across the state, such that all our towns are providing \nat least the minimum skills needed for students to succeed in the next level, to succeed on the SAT\u2014which \nmost of our students take, and to succeed in preparing for college or through other postsecondary options \nsuch as two-year schools, technical schools, or moving straight into the military or into the workforce. \nThere are other aspects that we are working on in our state, and one other aspect is certification. W e are \nrevising our certification regulations and bringing them to the legislature in 2009, and one of the exciting \nnew certifications that we have in mathematics, and also in science, is a Math Specialist Certification that \nwe will be proposing next year. This certification is a specialist certification that\u2019s a master\u2019s program that gives teachers further K-12 content knowledge around mathematics as well as math programming \ninformation, curriculum, and a broader scope of what students need to be able to understand in their K-12 \neducation, and especially in preparation for higher-level mathematics including algebra. \nOur students are generally prepared for algebra, but we definitely have some gaps. There are many teachers \nthat still are seeing students come to them in the Algebra course without a solid foundation of number \nsense, without a solid foundation of understanding fractions, and without a solid foundation of operations. \nWe at the state are working with teachers on professional development around what it means to teach these concepts for long-lasting understanding so that it\u2019s not about just recall of facts or recalls of some specific", "start_char_idx": 0, "end_char_idx": 3570, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2ba44d46-49a7-40af-a55b-c42026012996": {"__data__": {"id_": "2ba44d46-49a7-40af-a55b-c42026012996", "embedding": null, "metadata": {"page_label": "3", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4ce80eb5-43c5-4353-9344-8f85d9f14552", "node_type": "4", "metadata": {"page_label": "3", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e65d62d54246a0f94db60e57c9519bc09a07320e989c4ba01eca5eec8ac97014", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "02c197f8-1457-4480-a7cf-3f89d85d0fcc", "node_type": "1", "metadata": {"page_label": "2", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "85303d01140de7873a17ab29c94f2885aaa9f93db746daacd8a75b029b8c37b4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9c2e48a9-1983-4f5c-ae3d-d59af554e02b", "node_type": "1", "metadata": {}, "hash": "67e4d169a0032ad53ff406144dd16510c3ed7f68e1e949d17a94e416fec5dec6", "class_name": "RelatedNodeInfo"}}, "hash": "78c0b494c6263108204d7c2b13aaa3d84e6f3d09089a01a92023ccf878395244", "text": "State Perspective on Algebra\u2014connecticut State Department of Education\nways to do a problem, specific processes, but it\u2019s about understanding, it\u2019s about making connections, it\u2019s \nabout building on prior experiences and knowledge, and it\u2019s about making sure that students are connecting \nit to applications and other situations that they know so that they are remembering and understanding \nthe concepts that we are teaching. So, we are seeing some gaps with teacher content knowledge across the state. And one of my roles is to work with supervisors in helping them determine the professional \ndevelopment that\u2019s needed. \nWe are moving towards a system that includes teacher competencies around addressing all learners so that \nour teachers are going to be more competent in dealing with Special Education students, English language \nLearners in our classroom, students who have\u2014may be first generation algebra takers. What we are noticing \nis, as the expectations are increased, the students are rising to meet the challenges, and that\u2019 s a message \nthat is so important for teachers in that our students can do the mathematics. It\u2019 s about the approach that \nwe take.", "start_char_idx": 0, "end_char_idx": 1170, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9c2e48a9-1983-4f5c-ae3d-d59af554e02b": {"__data__": {"id_": "9c2e48a9-1983-4f5c-ae3d-d59af554e02b", "embedding": null, "metadata": {"page_label": "1", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ac658814-838d-4995-8cb0-9bfaee4719f3", "node_type": "4", "metadata": {"page_label": "1", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f6271cd4c8dd6f4b306b7784e159234613aac3ec33ece33e4e7277019fb676fa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2ba44d46-49a7-40af-a55b-c42026012996", "node_type": "1", "metadata": {"page_label": "3", "file_name": "state-perspective-on-algebra.pdf", "file_path": "openaipdf\\state-perspective-on-algebra.pdf", "file_type": "application/pdf", "file_size": 126820, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "78c0b494c6263108204d7c2b13aaa3d84e6f3d09089a01a92023ccf878395244", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "372c0cf0-3fd0-4e66-b666-675fbce01f77", "node_type": "1", "metadata": {}, "hash": "0bb5c8fdc11e01229190972463aac129dd384caac90c25a2570019a1f6f826f0", "class_name": "RelatedNodeInfo"}}, "hash": "67e4d169a0032ad53ff406144dd16510c3ed7f68e1e949d17a94e416fec5dec6", "text": "Topic: Increased Learning Time: Beyond the Regular School Day \nHighlights\n\u2022 Administrator of California Department of Education\u2019s After School Programs \nOffice, John Malloy shows how local community contexts and goals can be used to \ninform extended learning time programs in those communities.\n\u2022 The California Department of Education provides site visits, resources, and \nguidance to programs in order to ensure that the needs of local students are being \naddressed.\n\u2022 The impact of supported programs is measured using achievement and attendance \ndata. \nAbout the Interviewee\nJohn D. Malloy (M.S., Agricultural Economics) is a former administrator at the After \nSchool Policy and Evaluation Office at the California Department of Education (CDE). \nIn his 13 years with the CDE, Mr. Malloy served as the program evaluator for the \nHealthy Start Initiative, the After School Education and Safety Program, and the 21st \nCentury Community Learning Centers Program. He was the first evaluator for the \nnewly authorized after-school program in 1999, and during that time he designed \ndata collection instruments for after-school programs and trained local providers \nin their use. He analyzed the results of the programs and used that information to Audio\nFULL DETAILS AND TRANSCRIPT  \nState Support of Locally Based Extended \nLearning Time Programs\nJohn D. Malloy \u2022 February 2010", "start_char_idx": 0, "end_char_idx": 1377, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "372c0cf0-3fd0-4e66-b666-675fbce01f77": {"__data__": {"id_": "372c0cf0-3fd0-4e66-b666-675fbce01f77", "embedding": null, "metadata": {"page_label": "2", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d202e91d-04cf-458d-a3a3-036f1a3e80d9", "node_type": "4", "metadata": {"page_label": "2", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b3284f640f693d3c48ba326e5a19e8ab4784648182ead4776efc448483f5d5a6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9c2e48a9-1983-4f5c-ae3d-d59af554e02b", "node_type": "1", "metadata": {"page_label": "1", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "67e4d169a0032ad53ff406144dd16510c3ed7f68e1e949d17a94e416fec5dec6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e85264f3-9e02-48ae-beae-559b47171512", "node_type": "1", "metadata": {}, "hash": "3441015241e5e462847ae6095af9e4afe1aa0351f94098cac98fb2b2c040edc1", "class_name": "RelatedNodeInfo"}}, "hash": "0bb5c8fdc11e01229190972463aac129dd384caac90c25a2570019a1f6f826f0", "text": "State Support of Locally Based Extended Learning Time Programs \u2014John D. Malloy\nmake reports to the California legislature and governor\u2019s office that resulted in annual increases in funding \nfor the after-school program. He also worked as a regional consultant providing direct technical assistance \nto after-school programs in 24 counties in Northern California. From 2006 until 2010, he served as the \neducational administrator of the office and oversaw an increase in state funding from $120 million to $550 \nmillion with more than 4,000 after-school programs across the state. Mr . Malloy spent the 12 years previous \nto his tenure with the CDE working in other California state agencies, including Health Services and Social \nServices, conducting program evaluation and research.\nFull Transcript\nHi, my name is John Malloy. I am the administrator for the After School Partnerships Office at the California \nDepartment of Education. \nWe have nine after-school demonstration programs in the state right now, and they range from elementary \nschool programs to high school programs, in rural areas and in the middle of large urban areas. These \nprograms give after-school programs that opportunity to see what can be done with an after-school program \nand working with kids. The grants are used to provide one-on-one mentoring. They are used to provide, in \nsome cases, site visits; people can actually walk there and see what the after-school program looks like. \nMostly, they are used to provide demonstration sites the opportunities to provide the instruction and training \nto those sites that are starting up or are realizing they need to go the extra step to become an exemplary \nsite. \nThe California Department of Education started working on the quality self-assessment tool in 2007. W e \nworked on that for some time and then started a partnership with the California After School Network to \nfurther develop and roll out the quality self-assessment tool. The quality self-assessment tool works in \nmany domains; at the last count, I believe we had 13 different domains that an after-school program should \naddress, with different questions about how they are working with English learners, how they work with the \ncommunity, what does your academic program offer, what kind of enrichment activities do you offer. The \nquality self-assessment tool is meant specifically for the after-school program to address its own quality , its \nown needs, what they are doing right, and what they are not doing right. \nThe California Department of Education has certain requirements about what constitutes an effective \nprogram, and these are all based on outcomes. Our primary focus for looking at assessing is based on the \noutcomes of student academic achievement, and student attendance in the after-school program, and \nstudent attendance in the regular day school program. \nEducation code requires us to look at a program over a period of time and to determine whether or not, for \nthree years in a row, has that program met the academic achievement goals required in law. If they haven\u2019t \nmet those goals, we would provide technical assistance immediately to work with the programs to come up", "start_char_idx": 0, "end_char_idx": 3196, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e85264f3-9e02-48ae-beae-559b47171512": {"__data__": {"id_": "e85264f3-9e02-48ae-beae-559b47171512", "embedding": null, "metadata": {"page_label": "3", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "94873421-4cb0-45d3-8a6d-9e5accf9a752", "node_type": "4", "metadata": {"page_label": "3", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1e321951575aa41e509d4d87326fb3cc512987d01deceb60ffaaefc7414d1168", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "372c0cf0-3fd0-4e66-b666-675fbce01f77", "node_type": "1", "metadata": {"page_label": "2", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0bb5c8fdc11e01229190972463aac129dd384caac90c25a2570019a1f6f826f0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b673d5e2-0d21-427a-aa10-0a18bbbc576f", "node_type": "1", "metadata": {}, "hash": "99bfa7b0cc51a3255006e77fa9f69b3af5fb2f3f67d516808bff57fa3a5573f6", "class_name": "RelatedNodeInfo"}}, "hash": "3441015241e5e462847ae6095af9e4afe1aa0351f94098cac98fb2b2c040edc1", "text": "State Support of Locally Based Extended Learning Time Programs \u2014John D. Malloy\nand meet those goals. However, again, if after technical assistance has been provided and the programs are \nnot meeting those goals, we would have to take action, actually adjusting the grant or no longer granting \nthat program. Fortunately, with the technical assistance we provided, we have never been in that situation \nbecause it\u2019s quite frankly almost a no-brainer: If you give kids an opportunity to spend more time working \non what they learned in school\u2014make it fun\u2014we are going to see that academic achievement come back \nfrom the kids. And there are some programs that need a little bit more technical assistance, but when that\u2019s \nprovided, these kids get what they need. \nThe California model, if there were to be one, says what works best in your community , what works best \nfor your students based on a needs assessment and based on the community itself, is the model you should \nadopt.", "start_char_idx": 0, "end_char_idx": 979, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b673d5e2-0d21-427a-aa10-0a18bbbc576f": {"__data__": {"id_": "b673d5e2-0d21-427a-aa10-0a18bbbc576f", "embedding": null, "metadata": {"page_label": "1", "file_name": "state-support-of-schoolwide-change-efforts.pdf", "file_path": "openaipdf\\state-support-of-schoolwide-change-efforts.pdf", "file_type": "application/pdf", "file_size": 111096, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c08d9054-8133-4eff-bd84-2eff3837fb4d", "node_type": "4", "metadata": {"page_label": "1", "file_name": "state-support-of-schoolwide-change-efforts.pdf", "file_path": "openaipdf\\state-support-of-schoolwide-change-efforts.pdf", "file_type": "application/pdf", "file_size": 111096, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bca1b21fc6d2103571d9dba27e08e029cff4a4dcbcb17eefd6d1e125863236fe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e85264f3-9e02-48ae-beae-559b47171512", "node_type": "1", "metadata": {"page_label": "3", "file_name": "state-support-for-locally-based-out-of-school-programs.pdf", "file_path": "openaipdf\\state-support-for-locally-based-out-of-school-programs.pdf", "file_type": "application/pdf", "file_size": 138474, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3441015241e5e462847ae6095af9e4afe1aa0351f94098cac98fb2b2c040edc1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "15fdf986-d607-417d-924f-8b08e8c2329c", "node_type": "1", "metadata": {}, "hash": "e87b7bd3e0299a7588c08f42c7cde2c53637597df6a46d6b573905dfd86f1b33", "class_name": "RelatedNodeInfo"}}, "hash": "99bfa7b0cc51a3255006e77fa9f69b3af5fb2f3f67d516808bff57fa3a5573f6", "text": "Topic: Reducing Behavior Problems \nPractice: Schoolwide Approach\nHighlights\n\u2022 The New Jersey Department of Education Office of Special Education recruits \nand supports schools in the implementation of positive behavior supports for \nall students.\n\u2022 The goal is to develop supportive and knowledgeable personnel who will be \nresponsive to the needs of students in special education within the general \neducation setting.\n\u2022 The department is purposeful in its recruitment of schools to ensure they \nunderstand the level of committment required from the school and the \nopportunities for training and technical assistance that will be provided.\n\u2022 School-based teams received training to facilitate the work of the school in \nestablishing the positive behavior supports.Audio\nFULL DETAILS AND TRANSCRIPT  \nState Support of Schoolwide Change Efforts\nPeggy O\u2019Reilly and Perkie B. Cannon \u2022 July 2009", "start_char_idx": 0, "end_char_idx": 892, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "15fdf986-d607-417d-924f-8b08e8c2329c": {"__data__": {"id_": "15fdf986-d607-417d-924f-8b08e8c2329c", "embedding": null, "metadata": {"page_label": "2", "file_name": "state-support-of-schoolwide-change-efforts.pdf", "file_path": "openaipdf\\state-support-of-schoolwide-change-efforts.pdf", "file_type": "application/pdf", "file_size": 111096, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "e86c368c-f6d0-4bfd-8ec3-314836b23977", "node_type": "4", "metadata": {"page_label": "2", "file_name": "state-support-of-schoolwide-change-efforts.pdf", "file_path": "openaipdf\\state-support-of-schoolwide-change-efforts.pdf", "file_type": "application/pdf", "file_size": 111096, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "52da6953b35a9e045ee20571fa1288648f5ec84b0f44a091ec82a8577da033ca", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b673d5e2-0d21-427a-aa10-0a18bbbc576f", "node_type": "1", "metadata": {"page_label": "1", "file_name": "state-support-of-schoolwide-change-efforts.pdf", "file_path": "openaipdf\\state-support-of-schoolwide-change-efforts.pdf", "file_type": "application/pdf", "file_size": 111096, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "99bfa7b0cc51a3255006e77fa9f69b3af5fb2f3f67d516808bff57fa3a5573f6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bab71508-0c1c-440d-9016-d8ae03f7cba8", "node_type": "1", "metadata": {}, "hash": "4c9aafee081394ad9f63c9df600d181253bc89d11e94a77004e8c9cd1cc01a5a", "class_name": "RelatedNodeInfo"}}, "hash": "e87b7bd3e0299a7588c08f42c7cde2c53637597df6a46d6b573905dfd86f1b33", "text": "State Support of Schoolwide Change Efforts \u2014Peggy O\u2019Reilly and Perkie B. Cannon\nFull Transcript\nPeggy O\u2019Reilly: My name is Peggy O\u2019Reilly. I am the Manager of the Bureau of Program Development within \nthe Office of Special Education Programs at the New Jersey Department of Education in Trenton.\nPerkie Cannon: My name is Perkie Cannon. I am the Special Education Consultant from the New Jersey \nDepartment of Education, Office of Special Education Programs, the Learning Resource Center, Morris Plains, \nNew Jersey.\nO\u2019Reilly: We are working with some of the toughest schools in the state, some of the most challenged \nschools in the state by design, and most challenged in terms of their ability to include students with \ndisabilities. Our goal then is to create schools with supportive, responsive, personnel who are able to be \nproactive and educative in including students with disabilities within general education programs and \nsettings. A related goal is to reduce suspension and expulsion of students with disabilities in schools that \nhave those challenges. We have a very purposeful, systematic way in which we recruit schools and to ensure \nthat school leaders understand the commitments that they need to make, as well as the opportunities that \nwe\u2019re providing for training and technical assistance. And we are very purposeful in outlining the kind of \nschool-based teams who receive the training and then facilitate the work of their schools.\nCannon: Our school-based teams are recruited by the school leader, who is the one who completes the \napplication. So, the requirements consist of a school administrator, a person who functions as a coach\u2014and \nwe recommend that two people take on that role because it is very intensive in terms of they\u2019re the people \nto help organize and lead the different work groups that occur within a school-base team for implementing \nschool-wide positive behavior supports. We also recommend at least one general education teacher, a \nspecial education teacher, and require a parent. There are also guidance counselors who are often on the \nschool team, and we often have school nurses. We have had security monitors that are on the hallway. \nThe most effective way for a school district or a state, if they\u2019re considering introducing positive behavior \nsupports, would be through a small cohort where you begin to select some groups of schools that are looking \nat enhancing their capacity to address behavior needs and include students with disabilities in general \ned settings, and working through with that group to see how they could expand this and start. We found \nthat working initially, we had a very small group of schools that we started, as we were learning ourselves \nhow this functioned in the school-wide setting to change a system and understand how the ideas actually \nworked in getting administrative support, school support across all personnel, including the support staff\u2014ee \nfind that that\u2019s often a very important element to consider\u2014such as hallway monitors or cafeteria aids, \nplayground monitors. Those people have a lot of contact with our students in those unsupervised settings \nthat often are problematic for our students, all students including students with disabilities, where their \nrules are not as explicitly stated, especially in a positive way.", "start_char_idx": 0, "end_char_idx": 3329, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bab71508-0c1c-440d-9016-d8ae03f7cba8": {"__data__": {"id_": "bab71508-0c1c-440d-9016-d8ae03f7cba8", "embedding": null, "metadata": {"page_label": "1", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "726b53bd-1d23-434b-92cf-421a78feb267", "node_type": "4", "metadata": {"page_label": "1", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6b9f34f7d2d8af16ec26185581ed3681ff4e577d89c9b5d99002944a06cceeed", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "15fdf986-d607-417d-924f-8b08e8c2329c", "node_type": "1", "metadata": {"page_label": "2", "file_name": "state-support-of-schoolwide-change-efforts.pdf", "file_path": "openaipdf\\state-support-of-schoolwide-change-efforts.pdf", "file_type": "application/pdf", "file_size": 111096, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e87b7bd3e0299a7588c08f42c7cde2c53637597df6a46d6b573905dfd86f1b33", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "70f09419-e408-42f9-91e4-84a8f8245b68", "node_type": "1", "metadata": {}, "hash": "e04ae7ba8eb55bc3e7c0157de0c325e84d69e88cfaba685d8025122cd12b353d", "class_name": "RelatedNodeInfo"}}, "hash": "4c9aafee081394ad9f63c9df600d181253bc89d11e94a77004e8c9cd1cc01a5a", "text": "1 of 4TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \n \u00bbAs states transition to the Common Core State Standards, districts \nand schools may discover that their instruction is not aligned with \nthe new standards. \n \u00bbMost teacher preparation programs place a heavier emphasis on \nreading skills than on writing skills. Elementary school teachers \nmay know less about development, instruction, and assessment in \nwriting.\n \u00bbStates can take four main steps to address these challenges: a) \nassembling teams of experts in the writing area; b) conducting a \nneeds assessment; c) determining state professional development \nneeds; and d) developing documents that align state standards with \nCommon Core State Standards and evidence-based practices.\nNatalie Olinghouse, Ph.D., is an assistant professor of educational \npsychology and a research scientist in the Center for Behavioral \nEducation and Research at the University of Connecticut. Dr. \nOlinghouse earned her doctorate in learning disabilities at Vanderbilt \nUniversity. Her research interests include writing assessment, \nrelations between reading and writing, and vocabulary in writing. Dr. \nOlinghouse\u2019s recent research, funded by the Institute of Education \nSciences, seeks to identify key aspects of states\u2019 writing content Topic \nHighlights\nAbout the Interviewee\n  AUDIO\n3:45 min \nFull Details and TranscriptState Support of Writing \nInstruction\nNatalie Olinghouse, Ph.D.  \nFebruary 2012", "start_char_idx": 1, "end_char_idx": 1461, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "70f09419-e408-42f9-91e4-84a8f8245b68": {"__data__": {"id_": "70f09419-e408-42f9-91e4-84a8f8245b68", "embedding": null, "metadata": {"page_label": "2", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "70612866-4d30-4314-898b-e49a02794df5", "node_type": "4", "metadata": {"page_label": "2", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "08a29eeb4661a035c5b4a44811b518f7739d48ddcc7df5c763a808c616fd3313", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bab71508-0c1c-440d-9016-d8ae03f7cba8", "node_type": "1", "metadata": {"page_label": "1", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4c9aafee081394ad9f63c9df600d181253bc89d11e94a77004e8c9cd1cc01a5a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a79cbc15-46fd-460f-94b2-e574680c9eb5", "node_type": "1", "metadata": {}, "hash": "be8e3e4a5ed55421a12a40a88fcc7f5b01da8b5a6e7967fd9fc6d5f7199fb9b6", "class_name": "RelatedNodeInfo"}}, "hash": "e04ae7ba8eb55bc3e7c0157de0c325e84d69e88cfaba685d8025122cd12b353d", "text": "2 of 4\nState Support of Writing Instruction\u2014 Natalie Olinghouse, Ph.D.standards and assessments that are related to students\u2019 writing \nachievement. She has published numerous journal articles and book \nchapters on writing assessment and instruction for both research \nand K\u201312 educator communities. Dr. Olinghouse also is a former \nelementary special education teacher with 12 years of experience.\n 00:05  This is Natalie Olinghouse. I am an assistant professor of \neducational psychology at the Neag School of Education, located at \nthe University of Connecticut. I was a member of the panel for the \nPractice Guide Teaching Elementary Students to Be Effective Writers .\n 00:19  It\u2019s specifically helpful to know the link between the \nCommon Core State Standards, or the states\u2019 current standards if they \nhave not adopted Common Core, and to each of the Practice Guide \nrecommendations. As an example, the W5 Standard, which is what I \ncall the Process Standard, it requires students to develop proficiency \nin planning, drafting, revising, and editing their writing. But Common \nCore State Standards doesn\u2019t specify how to best teach the writing \nprocess. Recommendation 2A in the Practice Guide specifically \ndescribes the writing process and how teachers can best support \nstudents in engaging in the writing process.\n 00:55  As another example, in Recommendation 3 in the Practice \nGuide, which is \u201cteach students to become fluent with handwriting, \nspelling, sentence construction, typing, and word processing,\u201d is \nwell aligned with the language standards, specifically L1, which is \naround grammar and usage, and L2, which is around capitalization, \npunctuation, and spelling. Teachers probably need more support in \norder to improve the writing abilities of students than in other areas \nlike reading.\n 01:20  This means that there are several steps that states can \ntake to help districts, schools, and teachers develop better writing \ninstruction. The first is to assemble English language arts teams in the \nDepartment of Education that include writing experts. Many general Full Transcript", "start_char_idx": 1, "end_char_idx": 2104, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a79cbc15-46fd-460f-94b2-e574680c9eb5": {"__data__": {"id_": "a79cbc15-46fd-460f-94b2-e574680c9eb5", "embedding": null, "metadata": {"page_label": "3", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8c8d3be9-6ca2-4d0c-969c-bc5e9f245e2e", "node_type": "4", "metadata": {"page_label": "3", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "64feedf421b08dd81e9067bc1ef65a64f46bef03c020566683b99967c7a94dc6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "70f09419-e408-42f9-91e4-84a8f8245b68", "node_type": "1", "metadata": {"page_label": "2", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e04ae7ba8eb55bc3e7c0157de0c325e84d69e88cfaba685d8025122cd12b353d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "558215d3-70b4-463e-88d1-c103e39584fa", "node_type": "1", "metadata": {}, "hash": "809da3cabba09e9abdecd88a2ff7be04d2b259e5e2c88d060694169197bdb5c1", "class_name": "RelatedNodeInfo"}}, "hash": "be8e3e4a5ed55421a12a40a88fcc7f5b01da8b5a6e7967fd9fc6d5f7199fb9b6", "text": "3 of 4\nState Support of Writing Instruction\u2014 Natalie Olinghouse, Ph.D.English language arts specialists tend to be stronger in reading than in \nwriting, which means they often have less knowledge around how to \nsupport districts and schools in the area of writing.\n 01:43  The second step is to conduct a needs assessment from \ndistricts and schools. What do districts, schools, and teachers already \nknow, and what do they need to know? What do they currently have, \nand what do they still need? The needs assessment should focus \non a couple areas. One, what is the knowledge base of teachers \nand specialists in the state, and what are the current curricular \nneeds? Have the districts and schools adopted a writing program? \nIf yes, does the writing program represent evidence-based writing \ninstruction? What components are missing, and what still needs to be \nsupplemented? If not, what are potential writing programs that will \nmeet the needs of states\u2019 students in writing?\n 02:19  The third step is to determine the states\u2019 professional \ndevelopment needs. This could be professional development to \ndistrict-level administrators and specialists that then support local \nschools. It could be looking at material development that shows \ndistricts, schools, and teachers how to use resources such as the \nPractice Guide to support student learning.\n 02:37  A fourth step can be to develop documents similar to \ncrosswalk documents between state standards and Common Core \nState Standards that show how Common Core State Standards and \nthe recommendations from the Practice Guide are aligned. States can \nthen work with districts and schools to use this document to evaluate \ncurrent and potential writing curricula. Does the writing curricula \nsupport students in making progress towards meeting grade-level \nexpectations in writing? Does the writing curricula include evidence-\nbased writing practices?\n 03:06  One important area of leadership at the state level is to \ncreate a feeling of investment in writing. First of all, states need to \ncommunicate that writing is important, and it\u2019s important in society \nboth in work-related communities, personal communities, and our", "start_char_idx": 1, "end_char_idx": 2185, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "558215d3-70b4-463e-88d1-c103e39584fa": {"__data__": {"id_": "558215d3-70b4-463e-88d1-c103e39584fa", "embedding": null, "metadata": {"page_label": "4", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "776ece74-76a2-4ff0-a3b1-97dc55b55c53", "node_type": "4", "metadata": {"page_label": "4", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "661454ba19cd0b52136f07c46fb652f604c1709f4ea3e23bdc0700e5a5d84333", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a79cbc15-46fd-460f-94b2-e574680c9eb5", "node_type": "1", "metadata": {"page_label": "3", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "be8e3e4a5ed55421a12a40a88fcc7f5b01da8b5a6e7967fd9fc6d5f7199fb9b6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f4b082cb-c4f1-4fc2-b75c-12f8e6df6704", "node_type": "1", "metadata": {}, "hash": "731f20674248d25b994fe23aee7c3d916c9793fe8c95c81523ceafe63b8cb898", "class_name": "RelatedNodeInfo"}}, "hash": "809da3cabba09e9abdecd88a2ff7be04d2b259e5e2c88d060694169197bdb5c1", "text": "4 of 4\nState Support of Writing Instruction\u2014 Natalie Olinghouse, Ph.D.students need to be prepared to participate in these communities. This \nmeans creating an infrastructure to support schools, particularly low-\nperforming schools, in which we focus not only on reading and math \nbut also on writing because we understand how important writing is.\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 1, "end_char_idx": 728, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f4b082cb-c4f1-4fc2-b75c-12f8e6df6704": {"__data__": {"id_": "f4b082cb-c4f1-4fc2-b75c-12f8e6df6704", "embedding": null, "metadata": {"page_label": "1", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c4334c03-e518-4a0b-bd98-80529b9118fe", "node_type": "4", "metadata": {"page_label": "1", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d2b03750d70b3951698585f66e7eca3318c04a8c71b41f57285c6987181f83aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "558215d3-70b4-463e-88d1-c103e39584fa", "node_type": "1", "metadata": {"page_label": "4", "file_name": "state-support-of-writing-instruction.pdf", "file_path": "openaipdf\\state-support-of-writing-instruction.pdf", "file_type": "application/pdf", "file_size": 705021, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "809da3cabba09e9abdecd88a2ff7be04d2b259e5e2c88d060694169197bdb5c1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "47d02bc0-bba8-4f7e-915c-698c2f056719", "node_type": "1", "metadata": {}, "hash": "b3d235255bfc732a1b0ab4f9ea256c2680d6bd0eab0d3ed2d53cbf3dea4f5d77", "class_name": "RelatedNodeInfo"}}, "hash": "731f20674248d25b994fe23aee7c3d916c9793fe8c95c81523ceafe63b8cb898", "text": "Topic: Encouraging Girls in Math and Science \nPractice: Female Role Models \nHighlights\n\u2022 \u201cStereotype threat\u201d is the (often unconscious) fear of confirming a \nnegative stereotype about one\u2019s own group.\n\u2022 Children are aware at an early age that boys are \u201csupposed\u201d to be \nbetter at math than girls. Girls start out being as good at math as boys, \nbut by middle school, stereotype threat becomes an issue and girls\u2019 \nperformance on math assessments suffers.  \n\u2022 This perception causes problems when girls get old enough to start \nmaking choices\u2014what classes they want to take, what field they want \nto major in. People avoid things they don\u2019t feel particularly good at. \nFewer girls end up in the science and math \u201cpipelines.\u201d\n\u2022 Feelings about our own intelligence are fragile. Teachers who \nunderstand this have significant power.\nAbout the Interviewee\nJoshua Aronson is an associate professor of developmental, social, and \neducational psychology, at NYU.  He received his Ph.D. in 1992 from \nPrinceton University.  Before coming to NYU, he was on the faculty at the Audio\nFUll DETAilS AND TRANSCRiPT\nStereotype Threat (Part 1)\nJoshua Aronson, Ph.D. \u2022 November 2007", "start_char_idx": 0, "end_char_idx": 1164, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "47d02bc0-bba8-4f7e-915c-698c2f056719": {"__data__": {"id_": "47d02bc0-bba8-4f7e-915c-698c2f056719", "embedding": null, "metadata": {"page_label": "2", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c697ea5e-8e17-43b5-b824-a824b359f5ba", "node_type": "4", "metadata": {"page_label": "2", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bb7e8093592622fa2b333cd02eb2ded678d4fc52f8fbe44630878fe24f349b4d", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "f4b082cb-c4f1-4fc2-b75c-12f8e6df6704", "node_type": "1", "metadata": {"page_label": "1", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "731f20674248d25b994fe23aee7c3d916c9793fe8c95c81523ceafe63b8cb898", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9b732d42-797c-47b6-8bab-8e16887206df", "node_type": "1", "metadata": {}, "hash": "3c1b863ce61f1c72fcbb3428b439fd19ba06e427ba9062b698abe9e0fea4922a", "class_name": "RelatedNodeInfo"}}, "hash": "b3d235255bfc732a1b0ab4f9ea256c2680d6bd0eab0d3ed2d53cbf3dea4f5d77", "text": "Stereotype Threat (Part 1) \u2014Joshua Aronson, Ph.D.\nUniversity of Texas and was a postdoctoral scholar and lecturer at Stanford University.  Aronson\u2019s research \nfocuses on the social and psychological influences on academic achievement.  Aronson is internationally \nknown for his research on \u201cstereotype threat\u201d and minority student achievement, research that offers a \nstrong challenge to traditional, genetic explanations of why African Americans and latinos perform less well \non tests of intelligence than their White counterparts, and why women trail men in hard math and science.  \nAronson and his colleagues\u2019 research shows how stereotypes that allege lower ability among these groups \ndepress Black and latino students\u2019 test and school performance and women\u2019s comfort and performance in \nadvanced mathematics and science domains.  He has authored numerous chapters and scholarly articles \non this work and is the editor of Improving Academic Achievement: Impact of Psychological Factors on \nEducation  (Academic Press).  His current work focuses on methods of boosting the learning and test \nperformance of underachieving youth.  Aronson has received numerous   awards and grants for his research \nincluding Early Career awards from the Society for the Psychological Study of Social issues and the National \nScience Foundation, and the G. Stanley Hall Award from the American Psychological Association. He was the \nfounding director of the Center for Research on Culture, Development and Education at New York University.   \nHis forthcoming book is called The Nurture of Intelligence.\nFull Transcript\nStereotype threat is a largely unconscious fear or apprehension that people experience when they\u2019re at risk \nof confirming a negative stereotype about their group.  Now, all of us belong to groups that have some kind \nof stereotype about them.  Some of the stereotypes are positive, some are negative, but when we\u2019re in a \ngroup that has negative stereotypes about something central\u2014like an ability, like intelligence\u2014being in a \nsituation where your behavior might confirm that stereotype turns out to be kind of a troubling predicament \nfor people. And so it\u2019s that sense of being at risk\u2014that you may do something that lives up to the stereotype, \nor lives down to the stereotype as the case may be, that creates a sense of anxiety, of tension.  \nPeople don\u2019t always know that this is happening to them.  That\u2019s why i say it\u2019s largely unconscious.  People \ncan sort of report that they\u2019re wary or uneasy in a situation.  But they don\u2019t quit have the ability to put \ntheir finger on what exactly is making them wary all the time.  So it\u2019 s that sense, anyway, of wariness that \npeople experience when they might do something that confirms a stereotype.  \nWith regard to girls in math and science, the stereotype is out there, and kids by a pretty early age can \ntell you that boys are supposed to be better at math and science than girls.  What\u2019s interesting though that \ngirls seem to be every bit as good in most areas of math than boys do up until a certain age, up until about \nmiddle school. And this is where we start to see the problems.  Prior to this, girls may express a little less \nconfidence, but typically, again, they perform just as well as boys in their classes. On some high pressure \nexams\u2014some time tests\u2014boys do a little bit better.  But this difference doesn\u2019t really emerge until around \nage 10.", "start_char_idx": 0, "end_char_idx": 3427, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9b732d42-797c-47b6-8bab-8e16887206df": {"__data__": {"id_": "9b732d42-797c-47b6-8bab-8e16887206df", "embedding": null, "metadata": {"page_label": "3", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "29193d92-14f0-4721-81c8-3bd902d351f9", "node_type": "4", "metadata": {"page_label": "3", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e6120abafa14112e628341a86f3553fe7787350b10bbedccf52dad0fa552bae8", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "47d02bc0-bba8-4f7e-915c-698c2f056719", "node_type": "1", "metadata": {"page_label": "2", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b3d235255bfc732a1b0ab4f9ea256c2680d6bd0eab0d3ed2d53cbf3dea4f5d77", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "fafc2e48-a6f6-4c48-9b34-a26f3deffc09", "node_type": "1", "metadata": {}, "hash": "4e94e5421103bde3901cd155e14a1dc9bc9f247419e3019d09937a17e2e5dce9", "class_name": "RelatedNodeInfo"}}, "hash": "3c1b863ce61f1c72fcbb3428b439fd19ba06e427ba9062b698abe9e0fea4922a", "text": "Stereotype Threat (Part 1) \u2014Joshua Aronson, Ph.D.\nSo what\u2019s going on here? Well this is when we\u2019ve found that stereotype threat starts affecting people. This \nis when we find, for example, that girls will do worse on time tests in mathematics, but not on time test \nof verbal ability.  This is where we find that, when given the choice, girls will choose easier problems when \nthey think that you are evaluating their mathematics ability.  Whereas boys will choose harder problems \nwhen they think you\u2019re evaluating their ability.  \nSo they\u2019ve gotten the message that boys are supposed to be better at math than girls, and it\u2019s around at age \n10 when this starts to affect their performance and some of their performance oriented choices.  But the \nreal difference\u2014what really seems to separate girls and boys is when they start getting choices about what \nthey\u2019re going to\u2014not major in, but the classes they want to take, where they want to spend their energies. \nPeople tend to put their energies into things they feel they\u2019re good at.  And that\u2019s where the cultural \nstereotype comes in, when people make choices about \u201cwhat are you good at, what feels comfortable to \nyou, what do you want to spend a lot of time on?\u201d it\u2019s sort of human nature to turn away from and avoid \nthose things that are associated with unpleasantness, with fear, or repeated failure, or simply things we \ndon\u2019t feel we\u2019re particularly good at.  \nSo in the early years of school, of course, we\u2019re not allowed to avoid certain school subjects.  We have to \ntake the curriculum.  All of it. But as soon as students are given the choices, and this typically happens in \nmiddle school, girls start to choice mathematics and science less than boys. And so i think that\u2019s where the \nreal divergence in abilities comes.  Women in the science and math pipeline, women who would go on to be \nengineers and physicists, and it\u2019s a rare group of women who does this, and the question is why aren\u2019t there \nmore of them in the pipeline? One possibility is that they are stereotype threatened.\nCatherine Good and i wanted to see if this was true so we went into the highest achieving math classes we \ncould find.  And what you find in these classes are mostly men, lots of Asian men, and then this small huddle \nof women in one part of the classroom.  So it\u2019s an arena, sort of, that\u2019s right for stereotype threat, but \nat the same time these are women who have made it to the highest level of math at their university.  So \nthey\u2019ve got lots of talent, and probably lots of drive, but the question is: does stereotype threat nonetheless \nhold them back?  So what we did was very simple; we got the professor to administer an exam that would \ncould toward their grade or toward their credit.  And we had\u2014in one condition we had them present the \nmath test just as another math test they were taking another part of the curriculum.  in the other condition, \nthe professor added a label to the math test that said \u201cby the way, you might be interested to know that \nthis math test has never shown a gender difference in the past.\u201d That was designed to make the stereotype \nof intellectual inferiority among women, or mathematical inferiority irrelevant in that situation.  \nAnd what we found was so fascinating.  We found that under the normal circumstance test presentation \nthe girls did just as well as the boys\u2014or the women did just as well as the men.  But when we reduced \nstereotype threat, they outperformed the men by a significant degree.  So here\u2019 s a case where the woman \nare really smarter than the men.  They developed lots of mathematical skills to make it this far, but \nnonetheless they\u2019re being held back down to the level of the men in their group.  So it was delightful to see", "start_char_idx": 0, "end_char_idx": 3756, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "fafc2e48-a6f6-4c48-9b34-a26f3deffc09": {"__data__": {"id_": "fafc2e48-a6f6-4c48-9b34-a26f3deffc09", "embedding": null, "metadata": {"page_label": "4", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "92c44798-9c9d-4451-972c-4698cb258839", "node_type": "4", "metadata": {"page_label": "4", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6a07d1ec2755318463a58f93862fc9e6e074a22d8a1fd86e8ad052b43c260f39", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9b732d42-797c-47b6-8bab-8e16887206df", "node_type": "1", "metadata": {"page_label": "3", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3c1b863ce61f1c72fcbb3428b439fd19ba06e427ba9062b698abe9e0fea4922a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "aac9daaf-835c-4bb2-b40d-31ec3ac5fb28", "node_type": "1", "metadata": {}, "hash": "22e35d4ae637b202d6449cab76b0cc2f9f9ee5599dd4d61c53619cca60940ed6", "class_name": "RelatedNodeInfo"}}, "hash": "4e94e5421103bde3901cd155e14a1dc9bc9f247419e3019d09937a17e2e5dce9", "text": "Stereotype Threat (Part 1) \u2014Joshua Aronson, Ph.D.\nthat, even at that level, stereotype threat was operating but that if you got rid of it, you got this extremely \ngood performance out of these women.  \ni think the biggest lesson that i\u2019ve learned from this research, something that i didn\u2019t know when i started \nthis research, was how incredibly fragile human intelligence is.  How we walk into a different situation and \nwe can be less or more smart depending on the details of that situation, and i think this gives teachers who \nunderstand this a tremendous amount of power.", "start_char_idx": 0, "end_char_idx": 577, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "aac9daaf-835c-4bb2-b40d-31ec3ac5fb28": {"__data__": {"id_": "aac9daaf-835c-4bb2-b40d-31ec3ac5fb28", "embedding": null, "metadata": {"page_label": "1", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0d80f4d0-d9f7-4815-bf52-19209726ec72", "node_type": "4", "metadata": {"page_label": "1", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cfc1d9caf1219f708b5b200ffb27ac0779951ac358a5f712e7f7fed3a45ba88c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "fafc2e48-a6f6-4c48-9b34-a26f3deffc09", "node_type": "1", "metadata": {"page_label": "4", "file_name": "stereotype-threat-part-1.pdf", "file_path": "openaipdf\\stereotype-threat-part-1.pdf", "file_type": "application/pdf", "file_size": 156508, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4e94e5421103bde3901cd155e14a1dc9bc9f247419e3019d09937a17e2e5dce9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6db1b65a-2bb1-4310-b1a7-4a5da2b7573d", "node_type": "1", "metadata": {}, "hash": "c701af34e8accbfe442de2243a0bd4c39749bbc920d30a8c565ff7206410a4cd", "class_name": "RelatedNodeInfo"}}, "hash": "22e35d4ae637b202d6449cab76b0cc2f9f9ee5599dd4d61c53619cca60940ed6", "text": "Topic: Encouraging Girls in Math and Science \nPractice: Female Role Models \nHighlights\n\u2022 By the age of ten, girls have gotten the message that boys are supposed \nto be better than them at math. This affects the choices they later \nmake about what classes they want to take and where they want to \nfocus their energies.\n\u2022 Using role models\u2014people who have overcome the odds and done well \nin math and science\u2014is one of the best ways to combat this. These role \nmodels can convey the message that having difficulty is normal.  \n\u2022 Trying to confront the stereotype head on by denying it and talking \nstudents out of it often does not work; it is better not to focus on \ngender differences at all. Fewer girls end up in the science and math \n\u201cpipelines.\u201d\n\u2022 Making the curriculum fun and engaging is essential for success.\nAbout the Interviewee\nJoshua Aronson is an associate professor of developmental, social, and \neducational psychology, at NYU.  He received his Ph.D. in 1992 from \nPrinceton University.  Before coming to NYU, he was on the faculty at the Audio\nFUll DETAilS AND TRANScRiPT\nStereotype Threat (Part 2)\nJoshua Aronson, Ph.D. \u2022 November 2007", "start_char_idx": 0, "end_char_idx": 1153, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6db1b65a-2bb1-4310-b1a7-4a5da2b7573d": {"__data__": {"id_": "6db1b65a-2bb1-4310-b1a7-4a5da2b7573d", "embedding": null, "metadata": {"page_label": "2", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "51335256-115f-49d2-8921-e8ebcd155b57", "node_type": "4", "metadata": {"page_label": "2", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5df3b639a7d1f9d27c5c37afc58635dcdeb07e26cb3f2cf4962e189f84fcb53a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "aac9daaf-835c-4bb2-b40d-31ec3ac5fb28", "node_type": "1", "metadata": {"page_label": "1", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "22e35d4ae637b202d6449cab76b0cc2f9f9ee5599dd4d61c53619cca60940ed6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "515574c0-13b8-474d-bac2-823a912e28f6", "node_type": "1", "metadata": {}, "hash": "2910a913a4fac9ea1b7ebc33d6cd45dfea51ecf96a938c1d9324b615cd6fa9c0", "class_name": "RelatedNodeInfo"}}, "hash": "c701af34e8accbfe442de2243a0bd4c39749bbc920d30a8c565ff7206410a4cd", "text": "Stereotype Threat (Part 2) \u2014Joshua Aronson, Ph.D.\nUniversity of Texas and was a postdoctoral scholar and lecturer at Stanford University.  Aronson\u2019s research \nfocuses on the social and psychological influences on academic achievement.  Aronson is internationally \nknown for his research on \u201cstereotype threat\u201d and minority student achievement, research that offers a \nstrong challenge to traditional, genetic explanations of why African Americans and latinos perform less well \non tests of intelligence than their White counterparts, and why women trail men in hard math and science.  \nAronson and his colleagues\u2019 research shows how stereotypes that allege lower ability among these groups \ndepress Black and latino students\u2019 test and school performance and women\u2019s comfort and performance in \nadvanced mathematics and science domains.  He has authored numerous chapters and scholarly articles \non this work and is the editor of Improving Academic Achievement: Impact of Psychological Factors on \nEducation  (Academic Press).  His current work focuses on methods of boosting the learning and test \nperformance of underachieving youth.  Aronson has received numerous   awards and grants for his research \nincluding Early career awards from the Society for the Psychological Study of Social issues and the National \nScience Foundation, and the G. Stanley Hall Award from the American Psychological Association. He was the \nfounding director of the center for Research on culture, Development and Education at New York University.   \nHis forthcoming book is called The Nurture of Intelligence.\nFull Transcript\nWith regard to girls in math and science, when given the choice, girls will choose easier problems when \nthey think that you are evaluating their mathematics ability.  Whereas, boys will choose harder problems \nwhen they think you\u2019re evaluating their ability.  So they\u2019ve gotten the message that boys are supposed to be \nbetter at math than girls, and it\u2019s around at age 10 when this starts to affect their performance and some of \ntheir performance oriented choices.\nBut the real difference, what really seems to separate girls and boys, is when they start getting choices \nabout what they\u2019re going to\u2014not major in, but the classes they want to take, where they want to spend \ntheir energy.  People tend to put their energies into things they feel they\u2019re good at and that\u2019s where the \ncultural stereotype comes in.\nOne of the best ways, in my opinion, is to use role models.  People who have overcome the odds and done \nwell in mathematics and science, who the girls can look up to and sort of identify with.  One thing that one \nneeds to do is to convey the message that difficulty is normal.  I refer to this often as the \u201cnormality of \nstruggle.\u201d  People often experience their own struggles and think, \u201cGee, i\u2019m the only one who\u2019s having this \nmuch difficulty with this material.\u201d  And so if they look at a role model who\u2019s done well, it\u2019s easy for them \nto discount the role model as someone who is especially talented, and they can say, \u201cSure, you could do it \nbecause you\u2019re so good at this.\u201d", "start_char_idx": 0, "end_char_idx": 3108, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "515574c0-13b8-474d-bac2-823a912e28f6": {"__data__": {"id_": "515574c0-13b8-474d-bac2-823a912e28f6", "embedding": null, "metadata": {"page_label": "3", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "44deeb67-bbfd-4323-b097-f9a496841535", "node_type": "4", "metadata": {"page_label": "3", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "347696c950a7b71b71009359631efdc1390bf8e46ef209af3443b951ce853207", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "6db1b65a-2bb1-4310-b1a7-4a5da2b7573d", "node_type": "1", "metadata": {"page_label": "2", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c701af34e8accbfe442de2243a0bd4c39749bbc920d30a8c565ff7206410a4cd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "bd800ff6-b234-4559-aae5-ce781a58048e", "node_type": "1", "metadata": {}, "hash": "877ecb4b97f061571c2dcaffe7ed826fee5c0dff741bf52a86d1263f70f951d6", "class_name": "RelatedNodeInfo"}}, "hash": "2910a913a4fac9ea1b7ebc33d6cd45dfea51ecf96a938c1d9324b615cd6fa9c0", "text": "Stereotype Threat (Part 2) \u2014Joshua Aronson, Ph.D.\nSo if a role model, however, expresses to the student in some way that it was difficult, and yet the person \nwas willing to keep struggling through it because they loved the material\u2014that\u2019s the most potent role model \nyou can imagine because now the normality of struggle, that everyone struggles\u2014the idea that everyone \nstruggles\u2014makes it so that the kid doesn\u2019t say, \u201cOh, i see.  My struggle means that i\u2019m no good at this.\u201d  No, \neverybody struggles and it gets easier for everybody.  That\u2019s the message the role model needs to send.  \nOne thing that i\u2019ve seen teachers do and one of the struggles is that they try to take these stereotypes \nhead on.  So they simply try to deny that the stereotypes are true, and what\u2019s interesting about that is \nthat stereotypes kind of die hard.  And efforts to kind of talk kids out of the stereotypes they hold almost \nnever work.  There seems to be almost a rebound effect.  And so i actually don\u2019t recommend talking about \nstereotypes.\nTeachers often replicate what they\u2019ve seen in sort of diversity training, which tends to talk about \ndifferences between groups and how differences should be honored and how we should focus on the \ndifferences.  i think just the opposite is true.  in fact, studies show that when you get kids, adults, to focus \non what makes the group similar, a lot of these effects go away.  \nin one really cool study that i reviewed not long ago they had men and women about to take a math test \nsimply jot down four things that made men and women alike.  And in the other condition they didn\u2019t do \nthat.  And what they found was that put a big dent in the gender gap in math performance, the women\u2019s \nperformance came up when they started thinking of themselves as\u2014 thinking of the ways in which they were \nsimilar to men.\nThat, to me, says that focusing on differences is not\u2014even if you\u2019re going to say, \u201cNow let\u2019s respect those \ndifferences\u201d\u2014is not the best way.  i think we should focus on what makes us similar.  \nSo a lot of times these sort of sensitivity training models don\u2019t actually do what they are supposed to do.  \nThere\u2019s a number of studies showing that if you frame a test as a measure of mathematics ability, women do \nworse than if you just frame it as a problem solving exercise.  if you have women indicate their gender on \nthe cover of a math test, they do worse on the math test.\nOne of the most interesting recent studies was actually conducted by the Educational Testing Service, \nwho gave the AP calculus exam.  And in one version of it, they had people indicate their gender and race \nafter the test instead of before the test.  Now they typically ask that information before the test, and the \nquestion was: if following some of the stereotype threat studies, you moved it to the end of the test, would \nwomen do better?  And the answer is yes, they did a lot better.  And in fact, if the ETS made the simple \nchange of moving that information to the end of the test\u2014simple and cheap change\u20144,700 more women \nevery year would get AP calculus credit.", "start_char_idx": 0, "end_char_idx": 3095, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "bd800ff6-b234-4559-aae5-ce781a58048e": {"__data__": {"id_": "bd800ff6-b234-4559-aae5-ce781a58048e", "embedding": null, "metadata": {"page_label": "4", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ecfe5434-c324-4374-94e4-6ee88e82c9ae", "node_type": "4", "metadata": {"page_label": "4", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "f5015e2daeaded8bc122edf9e844f4e98083809e5bc8d1e480bd0a502f625792", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "515574c0-13b8-474d-bac2-823a912e28f6", "node_type": "1", "metadata": {"page_label": "3", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2910a913a4fac9ea1b7ebc33d6cd45dfea51ecf96a938c1d9324b615cd6fa9c0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a24dd958-8911-4378-80ad-3bd489f7acc8", "node_type": "1", "metadata": {}, "hash": "e75099f7bce86a5b39b609c5a50c2f811831e140489b13eacf6ec020bb902e7c", "class_name": "RelatedNodeInfo"}}, "hash": "877ecb4b97f061571c2dcaffe7ed826fee5c0dff741bf52a86d1263f70f951d6", "text": "Stereotype Threat (Part 2) \u2014Joshua Aronson, Ph.D.\ni think that at a fundamental level, you don\u2019t want to talk about stereotypes too much, especially with \nyounger kids.  What really matters and what i\u2019ve said before, is to focus on role models.  Because that sends \nthe implicit message that\u2019s very powerful, that anyone can do it and what really matters is whether they \nlike the material.  So you see a woman doing math, you see a woman being enthusiastic about mathematics.  \nThat sends a much more powerful message than the teacher saying, \u201cYou know, this stereotype is not true.\u201d\nNow, if the math and science that kids are getting isn\u2019t made at least somewhat fun, then\u2014or exciting\u2014\nmessages about successful women won\u2019t make a lot of sense to kids.  The role model will be seen as some \nkind of abnormality, like a freak who finds enjoyment in this really dull stuff that the teacher makes us do.  \nOne\u2019s own teacher is the most potent person to teach and to teach by example.  So if teachers have no \nenthusiasm for their materials, how on earth can we expect their students to?  So what really works, by \nand large, is making the curriculum really fun, really engaging, and really meaningful for kids so that they \nunderstand why somebody like this role model that you\u2019re presenting them with might be passionate about \nstudying math or science.", "start_char_idx": 0, "end_char_idx": 1353, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a24dd958-8911-4378-80ad-3bd489f7acc8": {"__data__": {"id_": "a24dd958-8911-4378-80ad-3bd489f7acc8", "embedding": null, "metadata": {"page_label": "1", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ff6953da-75ba-41e7-b2b0-b01f655611d3", "node_type": "4", "metadata": {"page_label": "1", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4ef7bbfdeb6003dbf0fd101c595f297960533b4b9eebab9db11212f5044af4b2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "bd800ff6-b234-4559-aae5-ce781a58048e", "node_type": "1", "metadata": {"page_label": "4", "file_name": "stereotype-threat-part-2.pdf", "file_path": "openaipdf\\stereotype-threat-part-2.pdf", "file_type": "application/pdf", "file_size": 156840, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "877ecb4b97f061571c2dcaffe7ed826fee5c0dff741bf52a86d1263f70f951d6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8a6d3ee3-93b0-40da-9139-354a4f3a3b04", "node_type": "1", "metadata": {}, "hash": "75559d709a8e938c757340bf3a58e74593a11e3fd9d36ef822ae90cf5752dd50", "class_name": "RelatedNodeInfo"}}, "hash": "e75099f7bce86a5b39b609c5a50c2f811831e140489b13eacf6ec020bb902e7c", "text": "1 of 5TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \nWRITING PROCESS\n \u00bbIt is important to teach students evaluation questions to ask \nthemselves about the particular type of writing they are doing.\n \u00bbPeer interaction plays an important role in the classroom because \npeers can help each other evaluate and revise their writing.\n \u00bbThe goal is to teach students to use self-regulated strategies \nindependently.\n \u00bbTeachers should gradually release students to use strategies on \ntheir own by modeling the strategies and then supporting students \nas they practice using the strategies themselves.\nCharles A. MacArthur is a professor of special education and literacy \nin the School of Education at the University of Delaware. A former \nspecial education teacher, he teaches courses on literacy problems, \nwriting instruction, and educational research. His major research \ninterests include writing development and instruction for struggling \nwriters, development of self-regulated strategies, adult literacy, \nand applications of technology to support reading and writing. He is \ncurrently principal investigator of a research project developing a \nwriting curriculum for developmental writing courses in community Topic \nPractice \nHighlights\nAbout the Interviewee\n  AUDIO\n5:57 min \nFull Details and TranscriptStrategies for Using the \nWriting Process\nCharles MacArthur, Ph.D.  \nFebruary 2012", "start_char_idx": 1, "end_char_idx": 1404, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8a6d3ee3-93b0-40da-9139-354a4f3a3b04": {"__data__": {"id_": "8a6d3ee3-93b0-40da-9139-354a4f3a3b04", "embedding": null, "metadata": {"page_label": "2", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c6dc58e0-781f-4c54-86e8-01a4473fd049", "node_type": "4", "metadata": {"page_label": "2", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "25cc11d12b30bce900a26950ed251fb61b76d122b76ee43e036106b9624eab56", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a24dd958-8911-4378-80ad-3bd489f7acc8", "node_type": "1", "metadata": {"page_label": "1", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e75099f7bce86a5b39b609c5a50c2f811831e140489b13eacf6ec020bb902e7c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "19c38745-fcb7-47cf-bde2-a2fec141beab", "node_type": "1", "metadata": {}, "hash": "89bb1df84957041dddebd1b1b797d9f3c924a04d8feda3f3c3f27158f13a7267", "class_name": "RelatedNodeInfo"}}, "hash": "75559d709a8e938c757340bf3a58e74593a11e3fd9d36ef822ae90cf5752dd50", "text": "2 of 5\nStrategies for Using the Writing Process\u2014 Charles MacArthur, Ph.D.colleges, and co-principal investigator of a study of writing instruction \nin first grade. Major funded research projects have focused on \ndecoding instruction in adult education, development of a writing \ncurriculum for students with learning disabilities, writing strategy \ninstruction, development of multimedia tools to support reading and \nwriting, speech recognition as a writing accommodation, and project-\nbased learning in social studies in inclusive classrooms. Dr. MacArthur \nserved as co-editor of The Journal of Special Education  for five years \nand serves on the editorial boards of several other journals. He has \npublished over 100 articles and book chapters and edited several \nbooks, including the Handbook of Writing Research  and Best Practices \nin Writing Instruction .\n 00:04  Hello, this is Charles MacArthur. I\u2019m a professor at the \nUniversity of Delaware, and I was a member of the panel that \ndeveloped the Practice Guide Teaching Elementary School Students to \nBe Effective Writers . \n 00:16  The writing process is an important part of what students \nare learning. Students need to learn that before they write anything \nof any length, they need to spend some time planning what they have \nto say, thinking about the content they have to say, thinking about the \npurposes that they\u2019re writing for and the audience or the people who \nare going to read what they write, and then using that information to \nhelp them plan out how they\u2019re going to organize their information \nand what they\u2019re going to include in their paper. And then, they\u2019ll \nwrite it, they\u2019ll draft what they have to say. In most cases they need \nto do some evaluation and revision.\n 00:53  We want students to focus first on content. What did they \nhave to say? Was there more information that they need to provide? \nDoes it need to be organized in a different way? Is it communicating \nits message to the intended audience? And once the content and \norganization are more or less in place, then students can turn their Full Transcript", "start_char_idx": 1, "end_char_idx": 2105, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "19c38745-fcb7-47cf-bde2-a2fec141beab": {"__data__": {"id_": "19c38745-fcb7-47cf-bde2-a2fec141beab", "embedding": null, "metadata": {"page_label": "3", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8af0d130-aecf-479d-970e-4e6a5f1a32a9", "node_type": "4", "metadata": {"page_label": "3", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "574db693298e5a82529c1896618392898abc07a2ed9f7c723d6bad37f11562eb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "8a6d3ee3-93b0-40da-9139-354a4f3a3b04", "node_type": "1", "metadata": {"page_label": "2", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "75559d709a8e938c757340bf3a58e74593a11e3fd9d36ef822ae90cf5752dd50", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "2b4d894a-3678-4422-ac6a-0ac99fef9969", "node_type": "1", "metadata": {}, "hash": "4ec250174b45a493d44079063c437e54fb17c8d383abb7b6a98c639506f5bb93", "class_name": "RelatedNodeInfo"}}, "hash": "89bb1df84957041dddebd1b1b797d9f3c924a04d8feda3f3c3f27158f13a7267", "text": "3 of 5\nStrategies for Using the Writing Process\u2014 Charles MacArthur, Ph.D.attention finally to editing. And then some of the pieces they write \nshould be published, which means that they should go on for somebody \nto read other than the teacher. \n 01:22  And so in order to revise and learn to revise, the teachers \nhave to give them appropriate motivation to understand why revising \nis important and why it\u2019s important to evaluate their writing. And they \nalso have to teach them how to go about doing that. One of the key \nthings is: What are the evaluation criteria? What kinds of questions \nshould I be asking myself as I read my work, or somebody else\u2019s work, \nto help me to make it better? And one source of those evaluation \nquestions is the parts of that kind of writing. So, for example, if you \nhad worked with your students to write a persuasive essay that had \na clear statement of their opinion and then some reasons, with some \nsupport and then a conclusion, when they go to evaluate it, you have \nthem ask themselves questions related to those parts. For example: \nDid I say what I believed clearly so that everybody could understand \nit? Or, let\u2019s find my first reason. Is that reason connected to my belief? \nDoes it support my belief? Is it convincing? Will the people that I\u2019m \nwriting to, will they buy that reason?\n 02:33  You have to give students practice in applying these \nevaluation criteria before you can expect them to evaluate their own \nwork. And once they have some ability to do that, then you can put \nthem together in pairs or in small groups and ask them to help each \nother to improve their revising.\n 02:50  Peer interaction plays an important role in the writing \nclassroom in many ways. One of the important ways is that peers are \nthe students\u2019 first and most realistic audience. In addition, peers can \nlearn to be very helpful to each other in evaluating and revising their \nwriting. If you want to make peer interaction work for peer revising, \nyou need to provide students with enough instruction in how to \nevaluate their writing so that they can help each other.", "start_char_idx": 1, "end_char_idx": 2110, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "2b4d894a-3678-4422-ac6a-0ac99fef9969": {"__data__": {"id_": "2b4d894a-3678-4422-ac6a-0ac99fef9969", "embedding": null, "metadata": {"page_label": "4", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "777945be-c4b1-4ed4-8f8e-abdbcd3dee68", "node_type": "4", "metadata": {"page_label": "4", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "52025bd8a694901138c27b752de3013034b32386b5505ab664786134fa8b44fe", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "19c38745-fcb7-47cf-bde2-a2fec141beab", "node_type": "1", "metadata": {"page_label": "3", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "89bb1df84957041dddebd1b1b797d9f3c924a04d8feda3f3c3f27158f13a7267", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7bd67d59-5483-41a4-92ac-ab822fcff06f", "node_type": "1", "metadata": {}, "hash": "7f602404701b0533f985eeaf4f12d83ed6beaffc1a9e0dd5ea568e9630e1f2ea", "class_name": "RelatedNodeInfo"}}, "hash": "4ec250174b45a493d44079063c437e54fb17c8d383abb7b6a98c639506f5bb93", "text": "4 of 5\nStrategies for Using the Writing Process\u2014 Charles MacArthur, Ph.D. 03:22  A typical peer review session begins with pairs of students. \nThey get together, and they work reciprocally with each other. When \nyou\u2019re preparing students for peer editing, it\u2019s important to take \nenough time to teach students how to evaluate their writing. You begin \nwith a set of evaluation questions. The questions will depend on what \nkind of writing students are doing. You might have general questions \nthat would apply to any kind of writing, For example: Is there anything \nthat isn\u2019t clear? Where could I add more information to make it more \ninteresting? Or you might have questions that apply to a particular \ntype of writing. For example, if students had been writing stories, you \nmight have them ask: Are the characters described in an interesting \nway? Is the problem presented so that it\u2019s clear and the way that it\u2019s \nsolved is clear? So you ask these evaluation questions, and you need to \ngive students practice applying them to writing samples.\n 04:21  The goal of education is for students to be able to do things \non their own after they leave your class. So one way to look at this \nis to think about it as self-regulation. We want students to be able \nto write well in your class, but we also want them to take what they \nlearn and use it somewhere else, and that requires self-regulation.\n 04:40  Learning to teach self-regulated strategies to children \nfor writing can be challenging for teachers. The first key element \nis making sure that you talk about the purpose of the writing and \nthe purpose of the strategy so that students have a pretty good \nunderstanding of what kind of writing it is that they\u2019re going to be \ndoing. \n 04:59  The second thing that teachers need to learn is about \nmodeling\u2014thinkaloud modeling. So the key element is for the teacher \nto demonstrate how to carry out the strategy while thinking aloud so \nthat students can see the thought processes that are involved in it.\n 05:17  Next, after modeling, teachers need then to learn how to \nsupport students as they engage in trying out the strategy themselves. \nThe challenge there for teachers is to sensitively assess what students", "start_char_idx": 1, "end_char_idx": 2222, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7bd67d59-5483-41a4-92ac-ab822fcff06f": {"__data__": {"id_": "7bd67d59-5483-41a4-92ac-ab822fcff06f", "embedding": null, "metadata": {"page_label": "5", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "38a0e343-ab5b-4b19-a694-1161ef7eeedc", "node_type": "4", "metadata": {"page_label": "5", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3eb3b4415537d983fbeba8f8216c87b136e30383839d806571227fd1bcf65213", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "2b4d894a-3678-4422-ac6a-0ac99fef9969", "node_type": "1", "metadata": {"page_label": "4", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4ec250174b45a493d44079063c437e54fb17c8d383abb7b6a98c639506f5bb93", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "22dc8267-0cfa-418a-a238-bf6765dba1b6", "node_type": "1", "metadata": {}, "hash": "24afa5dffa13c5f95dabef26eb690ea630de775e8fe1c88edd0f52a7eeb0af6a", "class_name": "RelatedNodeInfo"}}, "hash": "7f602404701b0533f985eeaf4f12d83ed6beaffc1a9e0dd5ea568e9630e1f2ea", "text": "5 of 5\nStrategies for Using the Writing Process\u2014 Charles MacArthur, Ph.D.can do on their own and how much help they need, because this is a \ngradual-release-of-responsibility model.\n 05:39  And then finally, you have to learn how to provide that self-\nregulation support. Get out of the way, and let them do it on their \nown. So we want to move to that independent stage and have students \nreflect on what they\u2019ve learned.\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 1, "end_char_idx": 802, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "22dc8267-0cfa-418a-a238-bf6765dba1b6": {"__data__": {"id_": "22dc8267-0cfa-418a-a238-bf6765dba1b6", "embedding": null, "metadata": {"page_label": "1", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9a6bdc05-0d8a-4459-9d3f-fe6044ba20b8", "node_type": "4", "metadata": {"page_label": "1", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3cd0e7f56fb790d85d9fb2de2376361613d63a138d52e6384677d5f253da381c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7bd67d59-5483-41a4-92ac-ab822fcff06f", "node_type": "1", "metadata": {"page_label": "5", "file_name": "strategies-for-using-the-writing-process.pdf", "file_path": "openaipdf\\strategies-for-using-the-writing-process.pdf", "file_type": "application/pdf", "file_size": 915031, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7f602404701b0533f985eeaf4f12d83ed6beaffc1a9e0dd5ea568e9630e1f2ea", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9c586367-c9c0-49b3-ada5-56519df9f82d", "node_type": "1", "metadata": {}, "hash": "65c9afa23384079913b91fa5fb07c963d402fa66ee40627ca8a9d0ff469e22a1", "class_name": "RelatedNodeInfo"}}, "hash": "24afa5dffa13c5f95dabef26eb690ea630de775e8fe1c88edd0f52a7eeb0af6a", "text": "This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.MULTIMEDIA DETAILS  \nAND TRANSCRIPT\n AUDIO (4:22 MIN)\nStudent Advisories: Taking Ownership\nLeslie Kelly, M.A.  \nSeptember 2012\nHELPING STUDENTS NAVIGATE THE PATH TO COLLEGE \n \u00bbMiddle and high school students in Albuquerque Public Schools \nparticipate in the Student Advisory Program as part of the district\u2019s \ncomprehensive approach to increasing postsecondary access.\n \u00bbThe course of study teaches study and goal-setting skills, explores \ncareer options, and promotes citizenship. \n \u00bbThe program promotes supportive relationships between students \nand adults in schools, which is connected with better high school \nachievement. \n \u00bbStudents become owners of their high school accomplishments and \npostsecondary goals.\nLeslie G. Kelly, MA, LPCC, is the Director of Counseling and Prevention \nfor the Albuquerque Public Schools serving over 90,000 students. Leslie \nsupervises over 200 school counselors and mental health professionals, \nas well as works collaboratively with all departments in the district to \nimprove outcomes for students and families. She has worked for over \n20 years with youth, adults, and families as an educator, counselor/\ntherapist, trainer, and program administrator. Her areas of work have \nincluded, but are not limited to: special education, professional \nschool counseling, substance abuse prevention and intervention, group \nwork, domestic violence, trauma, systems navigation, skill building, \nlegislative advocacy, and networking. Having worked in large systems \nlike the Albuquerque Public Schools, the University of New Mexico, the \nDepartment of Health, and various school districts as well as being a \nTopic \nHighlights\nAbout the \nInterviewee", "start_char_idx": 0, "end_char_idx": 2056, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9c586367-c9c0-49b3-ada5-56519df9f82d": {"__data__": {"id_": "9c586367-c9c0-49b3-ada5-56519df9f82d", "embedding": null, "metadata": {"page_label": "2", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "306be667-ab4a-462c-8ca7-0474e72e7154", "node_type": "4", "metadata": {"page_label": "2", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "68bc94640750de70bbeb5cf3aa8f9e046cd1d9bd87d9fc2b902fd5259b520e5c", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "22dc8267-0cfa-418a-a238-bf6765dba1b6", "node_type": "1", "metadata": {"page_label": "1", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "24afa5dffa13c5f95dabef26eb690ea630de775e8fe1c88edd0f52a7eeb0af6a", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "97196941-add3-48a5-8d1f-cde4353f3ea4", "node_type": "1", "metadata": {}, "hash": "67b6d21b892bdd2dd69c64e70880158804b129898ec6d219c45e2a274e5585c9", "class_name": "RelatedNodeInfo"}}, "hash": "65c9afa23384079913b91fa5fb07c963d402fa66ee40627ca8a9d0ff469e22a1", "text": "school-based provider and educator, has allowed her the opportunity \nto get a unique perspective of the needs of professionals in the field, \nconsumers, and families.\n 00:04  I\u2019m Leslie Kelly, Director of Counseling in the Student, Family, \nand Community Support Division for the Albuquerque Public Schools in \nAlbuquerque, New Mexico. \n 00:14  In approximately 2008, the Albuquerque Public School \nsystem implemented a districtwide student advisory system, which \nwas developed in order to create a more college- and career-ready \nfocus for all students 6 through 12. So every adult in the school is \nassigned an advisory. And it may be an administrator has an advisory, \nthe counselors have an advisory, not just teachers, so that the student/\nteacher ratio can be lower. They\u2019re designed so that students can see \nhow their education creates this pathway towards college and careers. \nThere is career interest inventories. They get to see the importance of \nfinishing school; study skills. There\u2019s a variety of activities throughout \nadvisement.\n 01:06  So they would do much more inventory kinds of things in sixth \nand seventh grade curriculum. They work much more on exploration of \nwho they are as a person, trying to get an idea of what kinds of things \nare out there in the world in terms of career. They look at what kinds \nof jobs provide what kinds of income. We also talk about the academic \nrigor and skills they need in terms of study skills, the kind of habits they \nneed, how to balance their time, how to take care of themselves, how \nto ask for help, all those kinds of things to be successful students.\n 01:45  So by the time they get to eighth grade, then they start \nbuilding on this Next Step Plan. They go to high school, that plan follows \nthem, and then the work in advisory becomes much more specific to \ncredit. The credit system takes place when you enter high school. All \nclasses are connected to credits and high school graduation, so kids are \nworking on transcripts; and really understanding and owning a transcript \nis really important. It\u2019s a very, very important skill\u2014understanding \nyour transcript and owning your transcript. And what I mean by that is, \nknowing what course work you need, looking at your Next Step Plan, and \nknowing which classes you need to take and how many credits you need \nfor graduation.Full Transcript\nMULTI MEDIA DETAILS AND TRANSCRIPT   page 2 of 3  \nStudent Advisories: Taking Ownership  \nLeslie Kelly, M.A. September 2012", "start_char_idx": 0, "end_char_idx": 2490, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "97196941-add3-48a5-8d1f-cde4353f3ea4": {"__data__": {"id_": "97196941-add3-48a5-8d1f-cde4353f3ea4", "embedding": null, "metadata": {"page_label": "3", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "1e8b1d78-3556-4835-9943-1a0415684c15", "node_type": "4", "metadata": {"page_label": "3", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2a5bc353aa8df2609d1d1951dabf41f1172fa44c9d44d4d7a0488332b62da03e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9c586367-c9c0-49b3-ada5-56519df9f82d", "node_type": "1", "metadata": {"page_label": "2", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "65c9afa23384079913b91fa5fb07c963d402fa66ee40627ca8a9d0ff469e22a1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7a59b7cf-473e-49c0-9843-509172ff91ce", "node_type": "1", "metadata": {}, "hash": "e71ae9448392cedd21c0f309c48828124fddff17900b10abfb3b2ce0cbefcf46", "class_name": "RelatedNodeInfo"}}, "hash": "67b6d21b892bdd2dd69c64e70880158804b129898ec6d219c45e2a274e5585c9", "text": "02:29  I think one of the biggest challenges that we faced in looking \nat all aspects of college and career readiness, whether it be in advisory \nor just in my work in the district, has been the career part of college \nand career readiness. And we do have some curriculum, we do have a \nlot of outreach, and we do have some programs, but I think it\u2019s very \ndifficult to stay current and it\u2019s difficult as a school district without a lot \nof resources to keep connected.\n 03:03  The high school that has had probably the longest running \nstudent advisory, I believe has had the most successful student advisory. \nThey have had one dedicated person who really helped organize \nadvisory. And I think that really helps a lot and that they\u2019ve made a \nportfolio a pinnacle part of this whole program. And the portfolio is \nsomething that they start putting together as a freshman in advisory, \nand they stay with the same advisor throughout ninth through twelfth \ngrade. And the students keep their portfolios; they don\u2019t lose them. \nThey really value their work and what they put together, and they \npresent their portfolios as graduating seniors. And the school holds an \nevent where the students can invite their family and grandparents and \nwhoever they would like to have come to their final advisory student-led \nconference.\n 03:59  I really believe a lot of time and energy and thought went into \nmaking sure that advisory and all the lessons really do ensure and align \nwith our district\u2019s vision: that students are college and career ready \nwhen they graduate from the Albuquerque Public Schools.\nMULTI MEDIA DETAILS AND TRANSCRIPT   page 3 of 3  \nStudent Advisories: Taking Ownership  \nLeslie Kelly, M.A. September 2012", "start_char_idx": 1, "end_char_idx": 1724, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7a59b7cf-473e-49c0-9843-509172ff91ce": {"__data__": {"id_": "7a59b7cf-473e-49c0-9843-509172ff91ce", "embedding": null, "metadata": {"page_label": "1", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3fc56889-a68e-4f58-8d38-7a0eb4a41fdb", "node_type": "4", "metadata": {"page_label": "1", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2343ec12bd0dacf71fbc6837aaa426c6fd674cabe1c5c7a317221c761d17ed50", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "97196941-add3-48a5-8d1f-cde4353f3ea4", "node_type": "1", "metadata": {"page_label": "3", "file_name": "student-advisories-taking-ownership.pdf", "file_path": "openaipdf\\student-advisories-taking-ownership.pdf", "file_type": "application/pdf", "file_size": 616058, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "67b6d21b892bdd2dd69c64e70880158804b129898ec6d219c45e2a274e5585c9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c9278bc0-df5d-4706-a78d-fad88d16be35", "node_type": "1", "metadata": {}, "hash": "0100af0df8c862c5065a2908f997f32cc33895d05984d070c5e5669271ae65f4", "class_name": "RelatedNodeInfo"}}, "hash": "e71ae9448392cedd21c0f309c48828124fddff17900b10abfb3b2ce0cbefcf46", "text": "1 of 4\n AUDIO\n3:45 min\nFull Details and TranscriptSupporting School \nTurnaround\nMacArthur Elementary School, Minnesota  \nJanuary 2014\nTURNING AROUND CHRONICALLY LOW-PERFORMING \nSCHOOLS\n \u00bbThe Minnesota Department of Education (MDE) has three regional \nCenters of Excellence, which comprise their statewide system of \nsupport.\n \u00bbMDE facilitates relationships between the Centers and individual \nschools. An advocate from the Northern Center provides support to \nLaura MacArthur.\n \u00bbThe regional Centers have teams made up of specialists in math, \nreading, English learners, special education, and implementation \nscience.\n \u00bbMDE provides guidance for the Centers in how to help and coach \nprincipals.\n \u00bbMDE and the Centers provide professional development, training, \nand coaching to make sure schools receive the support they need.\nMacArthur Elementary School  \nDuluth, Minnesota\nDemographics\n(Source: NCES Common Core of Data, 2011\u201312)\n \u00bbGrades PreK\u20145\n \u00bb466 studentsTopic\nAbout the SiteHighlights", "start_char_idx": 0, "end_char_idx": 994, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c9278bc0-df5d-4706-a78d-fad88d16be35": {"__data__": {"id_": "c9278bc0-df5d-4706-a78d-fad88d16be35", "embedding": null, "metadata": {"page_label": "2", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "6010380d-d370-40b6-8578-4a7887f57b4e", "node_type": "4", "metadata": {"page_label": "2", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "603a53d7cd10ef8520521348fa8a0cb6900a637d47810ea6c56de2f5ae065d37", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7a59b7cf-473e-49c0-9843-509172ff91ce", "node_type": "1", "metadata": {"page_label": "1", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e71ae9448392cedd21c0f309c48828124fddff17900b10abfb3b2ce0cbefcf46", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "91ba651d-9f9f-411f-8b71-6df6526c7da4", "node_type": "1", "metadata": {}, "hash": "1549167ea86adcc51e5f13b763e04966e1dad5fe2dc5bd70b9e16d787857f2bb", "class_name": "RelatedNodeInfo"}}, "hash": "0100af0df8c862c5065a2908f997f32cc33895d05984d070c5e5669271ae65f4", "text": "2 of 4\nSupporting School Turnaround\u2014 MacArthur Elementary School, Minnesota \u00bb77% White\n \u00bb  9% Multiracial\n \u00bb  6% American Indian/Alaska Native\n \u00bb  5% Black\n \u00bb  2% Hispanic\n \u00bb  1% Asian/Pacific Islander\n \u00bb79% Free or Reduced-Price Lunch\n \u00bbSchoolwide Title I\n \u00bbThe Minnesota Department of Education identified Laura \nMacArthur Elementary School as a Priority school in 2012, \ndemonstrating performance in the lowest 5 percent in the state.\n \u00bbThe school applied for and received a School Improvement Grant \n(SIG) in September 2012. \n \u00bbThe principal and the Leadership Team worked together to \nidentify areas of weakness and form a plan for instructional \nchanges in the following areas:\n       \u2014 Differentiated instruction in math\n       \u2014 Small-group instruction in reading\n \u00bbThe school received support from the Minnesota Department of \nEducation (MDE) as well as a regional center called the Northern \nCenter of Excellence.\n 00:04  My name is Betsy Ziemer, and I work at the Minnesota \nDepartment of Education in the Division of School Support. My role in \nthe division is to supervise the School Improvement Grants and the \nStatewide System of Support, Regional Centers of Excellence. \n 00:20 My name is Becky Smith. I am a school advocate for four \nPriority and Focus Schools in Northern Minnesota. I work for the \nNorthern Center of Excellence, which is a partnership with the \nMinnesota Department of Ed. for School Improvement. Full Transcript", "start_char_idx": 0, "end_char_idx": 1448, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "91ba651d-9f9f-411f-8b71-6df6526c7da4": {"__data__": {"id_": "91ba651d-9f9f-411f-8b71-6df6526c7da4", "embedding": null, "metadata": {"page_label": "3", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "17b824e0-4760-4235-97cc-77f5ad364d85", "node_type": "4", "metadata": {"page_label": "3", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7780006564aec8b4adb5d4e0cc9faa2732ecd0fe9c61c030ff2657155ef8200b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c9278bc0-df5d-4706-a78d-fad88d16be35", "node_type": "1", "metadata": {"page_label": "2", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0100af0df8c862c5065a2908f997f32cc33895d05984d070c5e5669271ae65f4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "e7b069df-674b-4d9f-8d93-7f383c643aa6", "node_type": "1", "metadata": {}, "hash": "9424b1b87e201df9670464b4228d8f29edf3c4487231a3e9822f851d623fc9aa", "class_name": "RelatedNodeInfo"}}, "hash": "1549167ea86adcc51e5f13b763e04966e1dad5fe2dc5bd70b9e16d787857f2bb", "text": "3 of 4\nSupporting School Turnaround\u2014 MacArthur Elementary School, Minnesota 00:37 When we developed the concept of the centers, which was \nin the 11\u201412 school year, that was the opportunity to build teams \nof staff that had specialties. So the centers were developed with a \ndirector, and with that director was a team of specialists in reading, \nmath, English learners, special ed., and implementation science.\n 01:01  Our job is to work with the school, mainly the building \nprincipal and the leadership team, to help them with improvements \nand to guide them through the whole process that is directed through \nthe Department of Ed. Minnesota Department of Education (MDE) \nworks with us, partners with us, in assisting these schools. We as \nschool advocates are down here for training probably at least four \ntimes a year, and we have continued to work quite closely with them \nthrough this whole process. They have created documents that schools \nneed to be recording their work on, they guide us in how to help the \nschools do this, and they also give us some specific directives, but \nsome of it is left up to us and our expertise as school advocates in \nhow to guide the school and how to coach them.\n 01:56  My role with the center is to supervise the program, and \nso I keep in contact with not only the directors, but the advocates. In \naddition, the advocates come down to the Minnesota Department of \nEducation quarterly for professional development, so we can find out \nfrom them what specific needs are that they have with their schools. \nAnd we also make trips up to each of the centers periodically to \nattend their meetings or leadership training that they have in their \nregion.\n 02:27  Each of our team members is assigned either three or four \nschools. The reading, math, and special ed. specialists all have their \nindividual responsibilities with those contents. They try to answer \nand help the schools in specific ways. An example would be that the \nschool I work with, Laura MacArthur, wanted to do a co-teaching \nmodel between special education and the classroom. So our special \neducation specialists came in and worked with those two teachers on \nhow to develop this co-teaching model.Betsy Ziemer\nBecky Smith\nBetsy Ziemer\nBecky Smith", "start_char_idx": 0, "end_char_idx": 2263, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "e7b069df-674b-4d9f-8d93-7f383c643aa6": {"__data__": {"id_": "e7b069df-674b-4d9f-8d93-7f383c643aa6", "embedding": null, "metadata": {"page_label": "4", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b1abe96d-4027-4973-836e-52ba414a526a", "node_type": "4", "metadata": {"page_label": "4", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b24c1ccb65153e399ec28eb5600185e5117d4a9acf515202e9e3c4bda9fd2c81", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "91ba651d-9f9f-411f-8b71-6df6526c7da4", "node_type": "1", "metadata": {"page_label": "3", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1549167ea86adcc51e5f13b763e04966e1dad5fe2dc5bd70b9e16d787857f2bb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "65cf0dc1-6b34-4094-b2da-7f548069e6c7", "node_type": "1", "metadata": {}, "hash": "4d35279b9d87e8447b49fcb8d2dd31dc9f22bb485a86bab4fbf26b6181ed2fe2", "class_name": "RelatedNodeInfo"}}, "hash": "9424b1b87e201df9670464b4228d8f29edf3c4487231a3e9822f851d623fc9aa", "text": "4 of 4\nSupporting School Turnaround\u2014 MacArthur Elementary School, Minnesota 03:05  No matter what your approach is, the relationships that \nwe\u2019re building with our schools have been key. There has been a real \neffort to establish relationships with these schools and get in there \nand stand beside them as they\u2019re doing the work. And so that idea \nof partnership has been really important to us. And not just being a \nmonitor but letting them know that continuous improvement and the \nachievement of those children is really at the heart of all of the work \nthat we do.Betsy Ziemer\n Developed  at least in part with Federal funds from the U.S. Department of Education under contract number ED -PEP-11-C-0068.  The content \nof this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention o f trade names, \ncommercial products, or organizations imply endorsement by the U.S. Government. \nThis content is license d under a Creative Commons Attribution -NonCommercial -NoDerivatives 4.0 International License (CC BY -NC-ND 4.0).", "start_char_idx": 0, "end_char_idx": 1084, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "65cf0dc1-6b34-4094-b2da-7f548069e6c7": {"__data__": {"id_": "65cf0dc1-6b34-4094-b2da-7f548069e6c7", "embedding": null, "metadata": {"page_label": "1", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "21016ceb-e4d2-4109-a145-f62b999175ca", "node_type": "4", "metadata": {"page_label": "1", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6754d96b4802422900c5fac142ef31bd9cc9f3e341e97b5abeb0525fd8c53e02", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "e7b069df-674b-4d9f-8d93-7f383c643aa6", "node_type": "1", "metadata": {"page_label": "4", "file_name": "supporting-school-turnaround.pdf", "file_path": "openaipdf\\supporting-school-turnaround.pdf", "file_type": "application/pdf", "file_size": 797607, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9424b1b87e201df9670464b4228d8f29edf3c4487231a3e9822f851d623fc9aa", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "408357bc-6b9e-4522-bfa0-221c99dc19be", "node_type": "1", "metadata": {}, "hash": "264ce194b2c9cd73f369d5f35a227ea4cec09f4a478703143cf0ff13ef2d316d", "class_name": "RelatedNodeInfo"}}, "hash": "4d35279b9d87e8447b49fcb8d2dd31dc9f22bb485a86bab4fbf26b6181ed2fe2", "text": "1 of 4  AUDIO\n4:54 min \nFull Details and TranscriptSupporting Teachers\u2019 \nConceptual Understanding\nJonathan Wray, M.A.  \nFebruary 2011\nDEVELOPING EFFECTIVE FRACTIONS INSTRUCTION  \nFOR K\u20138\nOPERATIONS WITH FRACTIONS\n \u00bbJohnathan Wray describes his role on the Fractions Panel as a \npractitioner and curriculum specialist. \n \u00bbHe highlights how, because of the Common Core State Standards, \nteachers will need a deeper understanding of mathematics, \nespecially related to fractions, compared to what current \nstate standards require. \n \u00bbMr. Wray describes how his district supports teachers\u2019 practices \nthrough the use of coaches who provide demonstration lessons, \ncoteach, lead professional development, and assist with \nassessments and using data to inform practice. \n \u00bbThe district is also using small professional learning communities \nto empower teachers to examine their teaching practices. \nThey look together at student work, assess understanding, and \nplan interventions.\n \u00bbTeachers\u2019 mathematical content knowledge is assessed as they \nare challenged to solve problems in ways that demonstrate \nconceptual understanding.Topic\nPractice \nHighlights", "start_char_idx": 1, "end_char_idx": 1151, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "408357bc-6b9e-4522-bfa0-221c99dc19be": {"__data__": {"id_": "408357bc-6b9e-4522-bfa0-221c99dc19be", "embedding": null, "metadata": {"page_label": "2", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "a7656a39-7662-464d-955a-72771eba0e07", "node_type": "4", "metadata": {"page_label": "2", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "126916472f4e3cbe35e4956fb9a9a8af32c0f0ffd35591fc72f0feb14801ee91", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "65cf0dc1-6b34-4094-b2da-7f548069e6c7", "node_type": "1", "metadata": {"page_label": "1", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4d35279b9d87e8447b49fcb8d2dd31dc9f22bb485a86bab4fbf26b6181ed2fe2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a9c9ad06-5f37-4186-8767-9fa1bcc964db", "node_type": "1", "metadata": {}, "hash": "d8ca4d90d96797d771cd8d69ec017a59aaf2ce200c6ddffc7f87b8043ddd4975", "class_name": "RelatedNodeInfo"}}, "hash": "264ce194b2c9cd73f369d5f35a227ea4cec09f4a478703143cf0ff13ef2d316d", "text": "2 of 4\nSupporting Teachers\u2019 Conceptual Understanding \u2014Jonathan Wray, M.A. \u00bbThe district also uses walk-throughs of math classes to observe \nthe level of student discourse, the types of questions teachers are \nasking, the amount of communication about math that is taking \nplace, and whether mathematical tasks are worthwhile.\nJonathan Wray, M.A., is the instructional facilitator for secondary \nmathematics curricular programs in the Howard County (Maryland) \nPublic School System. He recently completed a two-year term as \npresident of the Maryland Council of Teachers of Mathematics (MCTM). \nMr. Wray was selected as the MCTM Outstanding Teacher Mentor in \n2002 and as his district\u2019s Outstanding Technology Leader in Education \nby the Maryland Society for Educational Technology in 2004. He \nserves on the editorial panel of Teaching Children Mathematics , a \npeer-reviewed journal produced by the National Council of Teachers \nof Mathematics. Mr. Wray also has served as a classroom teacher for \nprimary and intermediate grades, a gifted/talented resource teacher, \nan elementary mathematics resource teacher, a curriculum and \nassessment developer, and an educational consultant.\n 00:00  My name is John Wray. I served as one of the panelists, and \nmy role in the panel was to serve as both a practitioner and somebody \nwho works as a curriculum specialist in a school district. The school \ndistrict that I work in is the Howard County Public School System. \n 00:20  There is a lot of talk right now around professional development \nand working with teachers on building up their understanding and \nbuilding up through mathematical content knowledge for teaching \nmathematics as well as pedagogical knowledge for teaching \nmathematics. And the reason is because we are really in a transition. \nAs we move toward implementing the Common Core State Standards, \nwhat we are noticing is that there are significant differences between \nthe current standards and indicators that our teachers are teaching, \nmostly in grades kindergarten through eighth grade, and also what the \nexpectations for the Common Core State Standards are for fractions.About the Interviewee\nFull Transcript", "start_char_idx": 1, "end_char_idx": 2181, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a9c9ad06-5f37-4186-8767-9fa1bcc964db": {"__data__": {"id_": "a9c9ad06-5f37-4186-8767-9fa1bcc964db", "embedding": null, "metadata": {"page_label": "3", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4ae30c69-34fd-4eba-8a20-05918d8ec992", "node_type": "4", "metadata": {"page_label": "3", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "811bb4214276150be7840ff479b291471ed89d257ffd41b33cdf60b0d8b4239a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "408357bc-6b9e-4522-bfa0-221c99dc19be", "node_type": "1", "metadata": {"page_label": "2", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "264ce194b2c9cd73f369d5f35a227ea4cec09f4a478703143cf0ff13ef2d316d", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "022c9fe7-537c-42cc-b819-31f1b2f891e3", "node_type": "1", "metadata": {}, "hash": "247ffcfac36d61e246071250595101e2a20e947c3a978a8cd1e32af8dc0c25bb", "class_name": "RelatedNodeInfo"}}, "hash": "d8ca4d90d96797d771cd8d69ec017a59aaf2ce200c6ddffc7f87b8043ddd4975", "text": "3 of 4\nSupporting Teachers\u2019 Conceptual Understanding \u2014Jonathan Wray, M.A. 01:04  What we realize is, as the plate shrinks in terms of the \nnumber of standards the teachers will be teaching, what we also \nknow is that the depth of understanding that they will need to sort of \ngrasp as they prepare to teach the Common Core, and their students \nwill need to master, is very significant in comparison to what they are \ncurrently doing.\n 01:26  There are a number of things we are doing to support \nteachers\u2019 practice in our district. One of them is that we have \ncoaches. They help provide resources and guidance and demonstration \nlessons and help coteach and lead discussions about student data, but \nalso lead discussions about mathematics and mathematics content.\n 01:48  We have been working with smaller professional learning \ncommunities within schools to help empower teachers to examine \ntheir practice, to examine their own assumptions about student \nunderstanding, to look at samples of student work, to examine what \nstudents don\u2019t understand and design interventions, to support student \nmastery, and also look very carefully at the way that we assess students.\n 02:16  We conduct purposeful observations, and in doing that \nwhat we try to do is partner with a school-based administrator or \nsomeone who serves in a leadership role, such as a mathematics \nsupport teacher or math instructional support teacher, and conduct \nperiodic walk-throughs through the building and kind of take stock \nof what\u2019s going on in the classroom in terms of teacher practice \nand student understanding. So a lot of times we will look for things \nlike the level of student discourse that\u2019s taking place and the types \nof questions teachers are asking. What kind of tasks are being used \nin the math classroom? Do they fit the definition of a worthwhile \nmathematical task\u2014in nother words, engaging student intellect, \ndeveloping math understanding and skills, stimulating student interest, \nand making connections in developing a coherent framework for math \nideas\u2014and does it promote communication about mathematics?\n 03:13  In terms of empowering our teachers to do some of this \nimportant work on their own to support their own content knowledge", "start_char_idx": 1, "end_char_idx": 2241, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "022c9fe7-537c-42cc-b819-31f1b2f891e3": {"__data__": {"id_": "022c9fe7-537c-42cc-b819-31f1b2f891e3", "embedding": null, "metadata": {"page_label": "4", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "74142940-8585-4c87-8e97-11727b15e38e", "node_type": "4", "metadata": {"page_label": "4", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1c15b042816d040d63626104f89f22533b230fe95c15fa1d2a7dfda3cf5f3238", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a9c9ad06-5f37-4186-8767-9fa1bcc964db", "node_type": "1", "metadata": {"page_label": "3", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d8ca4d90d96797d771cd8d69ec017a59aaf2ce200c6ddffc7f87b8043ddd4975", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4e835e68-7ee7-4064-b403-35c273e3b725", "node_type": "1", "metadata": {}, "hash": "8b277086c01cd708dc914345ef03151673a92083b6c27b039d7e287c9820da1f", "class_name": "RelatedNodeInfo"}}, "hash": "247ffcfac36d61e246071250595101e2a20e947c3a978a8cd1e32af8dc0c25bb", "text": "4 of 4\nSupporting Teachers\u2019 Conceptual Understanding \u2014Jonathan Wray, M.A.of rational numbers and fractions specifically, one of the models we \nhave developed in our district has involved small professional learning \ncommunities of teachers choosing a topic, such as operations with \nfractions, with connections to the Common Core State Standards. And \nwhat we have done is we have designed pre-assessments of teacher \ncontent knowledge where they have been challenged to demonstrate \ntheir understanding of mathematics content. Oftentimes we ask \nthem to solve problems using whatever strategy they are comfortable \nwith, but then we ask them to solve the same problem without using \nnumbers or symbolic representations of fractions. So we are asking \nthem to do it using a hands-on tool or pictorially. And after we do that \nwhat we do is we discuss their methods and strategies and solutions, \nincluding addressing any confusions or misunderstandings and \nquestions that they have.\n 04:15  The next step we look at is we really need to sort of \naccelerate and deepen teacher understanding. So we examine, \nwhat do the experts say about operations with fractions? And \nthen we discuss, what are teacher assumptions about their own \nstudent understandings, both conceptually and procedurally, of that \nmathematical topic? And in doing that we collect student samples \nand we actually examine student understanding by collecting \nand analyzing those student samples. And we do that in the very \nclassrooms that they work in.", "start_char_idx": 1, "end_char_idx": 1524, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4e835e68-7ee7-4064-b403-35c273e3b725": {"__data__": {"id_": "4e835e68-7ee7-4064-b403-35c273e3b725", "embedding": null, "metadata": {"page_label": "1", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "44a3a8e5-69a6-4021-953d-535b3f4040da", "node_type": "4", "metadata": {"page_label": "1", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4d835dcd0b0e118abace4643d7fb6ae38c1d13ebfff1a9b66f51e3f5b5985a96", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "022c9fe7-537c-42cc-b819-31f1b2f891e3", "node_type": "1", "metadata": {"page_label": "4", "file_name": "supporting-teachers-conceptual-understanding.pdf", "file_path": "openaipdf\\supporting-teachers-conceptual-understanding.pdf", "file_type": "application/pdf", "file_size": 670405, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "247ffcfac36d61e246071250595101e2a20e947c3a978a8cd1e32af8dc0c25bb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "229ab927-df30-42e5-a21c-6cbd367a31bf", "node_type": "1", "metadata": {}, "hash": "1a6a75a5cd09cd947de35ab1f150f9875e726de765f0c26c668fd75b0ee2c4c4", "class_name": "RelatedNodeInfo"}}, "hash": "8b277086c01cd708dc914345ef03151673a92083b6c27b039d7e287c9820da1f", "text": "Topic: Improving K-3 Reading Comprehension\nPractice: Teach Comprehension Strategies\nHighlights\n\u2022 Willis Pracht, principal at Garfield Elementary, reflects on contributing factors to \nthe school\u2019s success, including the value of having a literacy coach.\n\u2022 Kerry Unruh, a literacy coach, describes ways of training and supporting teachers \nin their instruction of reading. Unruh works with teachers in planning for \ninstruction, modeling and co-teaching lessons, and analyzing student data.\n\u2022 Abby Dudley, a kindergarten teacher, explains ways in which Unruh has supported \nher reading instruction.\nAbout the Site\nGarfield Elementary School\nGarden City, Kansas\nDemographics\n81% Hispanic\n13% White\n 4% OtherAudio\nFULL DETAILS AND TRANSCRIPT  \nSupporting Teachers\u2019 Text Selection\nGarfield Elementary School, Kansas \u2022 November 2010", "start_char_idx": 0, "end_char_idx": 826, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "229ab927-df30-42e5-a21c-6cbd367a31bf": {"__data__": {"id_": "229ab927-df30-42e5-a21c-6cbd367a31bf", "embedding": null, "metadata": {"page_label": "2", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "c8509ebf-4f3e-4191-8071-0d82ecde9966", "node_type": "4", "metadata": {"page_label": "2", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "291d26e0c983f12463f3868012c195d53d754d24ec020a5126fdfb47f4dd502e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4e835e68-7ee7-4064-b403-35c273e3b725", "node_type": "1", "metadata": {"page_label": "1", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8b277086c01cd708dc914345ef03151673a92083b6c27b039d7e287c9820da1f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1afa1312-1c83-49f9-9913-f74bbe11b09a", "node_type": "1", "metadata": {}, "hash": "c4c80ce03b36ac66b2081bcc67d8951c1f8f071f2695a16046ac93faee0b42fe", "class_name": "RelatedNodeInfo"}}, "hash": "1a6a75a5cd09cd947de35ab1f150f9875e726de765f0c26c668fd75b0ee2c4c4", "text": "Supporting Teachers\u2019 Text Selection \u2014Garfield Elementary School, Kansas\n                  2% Black\n  83% Free or Reduced-Price Lunch\n  63% English Language Learners\n  12% Special Education\nGarfield Elementary\u2019s engaging and interactive culture is an important component in meeting the individual \nneeds of its high migrant and English language learner student population. At each grade level, staff work to \nincorporate reading, writing, speaking, and listening into lessons.\n\u2022  Cooperative learning strategies are used to facilitate student discussion around texts.\n\u2022  Students learn to identify and implement appropriate meta-cognitive and reading comprehension \nstrategies for selected texts.\n\u2022  Teachers model reading comprehension strategies using puppets and props.\n\u2022  The reading coach works one-on-one with teachers to identify appropriate resources, to provide \nfeedback on instruction, and to model effective practices.\nFull Transcript\nWillis Pracht: I am Willis Pracht, principal at Garfield Elementary, in Garden City, Kansas.\nKerry Unruh: My name is Kerry Unruh. I am a literacy coach at Garfield Elementary School, in Garden City, \nKansas.\nAbby Dudley: My name is Abby Dudley, and I teach kindergarten at Garfield Elementary, in Garden City, \nKansas.\nUnruh: My role as a literacy coach is to do job-embedded professional development. I am here to teach and \ntrain and support teachers in their teaching of reading. And so, during the day at school I observe teachers \nas they teach reading, provide feedback on their lessons, model and co-teach lessons, organize grade-level \nmeetings for teachers where we analyze student data and learn together through book study discussions. I \nalso conduct coach meetings, which are one-on-one meetings with each teacher in order to help them plan \ninstruction and analyze student needs.\nPracht: The literacy coaches have both the time and expertise to help teachers at the grassroots level \nand to do things like task analysis and help extrapolate those results into quality instruction through staff \ndevelopment modeling, things like walkthrough feedback and providing tangible resources that correlate to \nthe students\u2019 needs.\nThe literacy coach, if you will, becomes the onsite expert who has both the knowledge of the pedagogy and \ninstructional research.", "start_char_idx": 0, "end_char_idx": 2313, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1afa1312-1c83-49f9-9913-f74bbe11b09a": {"__data__": {"id_": "1afa1312-1c83-49f9-9913-f74bbe11b09a", "embedding": null, "metadata": {"page_label": "3", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "83a007f9-f0ea-4e90-862c-5546a889af09", "node_type": "4", "metadata": {"page_label": "3", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dde78150efbb96d1dc7db20f96bd7958b974bbd7c6b176eca4fddeb0211931b9", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "229ab927-df30-42e5-a21c-6cbd367a31bf", "node_type": "1", "metadata": {"page_label": "2", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1a6a75a5cd09cd947de35ab1f150f9875e726de765f0c26c668fd75b0ee2c4c4", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c635239e-4d80-4c3e-acb6-4c7ff5510b9f", "node_type": "1", "metadata": {}, "hash": "20abff9440142e1630e07e6f6dd8722372872af5246ac100a47defc151b9a4bb", "class_name": "RelatedNodeInfo"}}, "hash": "c4c80ce03b36ac66b2081bcc67d8951c1f8f071f2695a16046ac93faee0b42fe", "text": "Supporting Teachers\u2019 Text Selection \u2014Garfield Elementary School, Kansas\nUnruh: As teachers supplement the reading series and plan for the differentiated literacy centers, I coach \nthem to incorporate at least two-thirds nonfiction text. We have found that utilizing two-thirds nonfiction \npushes our students to use the comprehension strategies with more difficult texts and also builds their \nbackground simultaneously.\nI meet with teachers individually in order to analyze lessons and plan for instruction. W e first determine \nwhat the data says that students need to work on. We utilize the curriculum to plan around the \ncomprehension strategy of the week. And then I support teachers as they choose text, either from the \nreading series or from our leveled book room according to the type of lesson or specific need.\nWe look for the just-right text to match the lesson\u2019s needs as well as fit the students\u2019 instructional level. \nIf we were going to choose text around visualization, that strategy requires students to create mental \npictures in order to comprehend. So I might assist teachers in choosing text that has vivid details so the \nstudents may practice creating movies in their minds. We have also found that text that doesn\u2019t have very \ndetailed pictures or longer text with fewer pictures gives students the opportunity to use that visualization \nstrategy more, because they are not relying on the picture support.\nDudley: Kerry helps me select appropriate texts in a number of ways. She and I look at all of the data as \nwell as the curriculum strategy focus of the week to then decide what specific comprehension strategies \nwe\u2019re to focus on. Kerry has taught me how to use the curriculum and all of the resources that we have \navailable when I have a difficult time finding the perfect text for my students.\nEvery week, I select different texts for the lesson objective or reading comprehensive strategy I plan to \nuse. I select it for guided reading as well as independent reading time. There are also times when I need to \nselect text for differentiated learning centers as my kindergarteners become more proficient readers.\nA lot of times, when we select the text, Kerry and I will team-teach together. She will come in and model \nwhole-group lessons as well as guided reading, and she and I will work together in our weekly coach \nmeetings to kind of prepare for the lesson and make sure we have the appropriate books.", "start_char_idx": 0, "end_char_idx": 2443, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c635239e-4d80-4c3e-acb6-4c7ff5510b9f": {"__data__": {"id_": "c635239e-4d80-4c3e-acb6-4c7ff5510b9f", "embedding": null, "metadata": {"page_label": "1", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "469689cd-49aa-4689-a374-69929252b4c3", "node_type": "4", "metadata": {"page_label": "1", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ef77874840b4b81760438319d64b36d049f34b4933be9d6dcdfc4685ac2ac4e5", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1afa1312-1c83-49f9-9913-f74bbe11b09a", "node_type": "1", "metadata": {"page_label": "3", "file_name": "supporting-teachers-text-selection.pdf", "file_path": "openaipdf\\supporting-teachers-text-selection.pdf", "file_type": "application/pdf", "file_size": 131127, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c4c80ce03b36ac66b2081bcc67d8951c1f8f071f2695a16046ac93faee0b42fe", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0a3b6a30-ffee-40a3-816a-1d4b6e8df6bc", "node_type": "1", "metadata": {}, "hash": "a3ddabd5c43116c56693b4ba60661bfac29126f49bbd2a4c11f2d2ab19b16ddf", "class_name": "RelatedNodeInfo"}}, "hash": "20abff9440142e1630e07e6f6dd8722372872af5246ac100a47defc151b9a4bb", "text": "Topic: Dropout Prevention \nPractice: Data Systems\nHighlights\n\u2022 The Chicago Public Schools Department of Graduation Pathways supports \nschools in using data on its freshman.\n\u2022 The department provides schools with a Freshman Watch List to help identify \nincoming freshman who need immediate interventions to be on-track for \ngraduation at the end of the freshman year.\n\u2022 The district supports Freshman On-Track Lab Action Research Project Schools \nwith additional staff who design a set of practices for students who are off-\ntrack. The artifacts, practices, and templates from the lab school will be \ndisseminated throughout the district.\nAbout the Interviewee\nPaige Ponder joined the Department of Graduation Pathways at Chicago Public \nSchools in August 2007. As Senior Project Manager, she managed the Freshmen \nOn-Track Labs initiative and developed the Early Warning Indicator reports, \nfocused on piloting and evaluating new ways for the district to better support \nstudents during their critical freshman year. In September 2008, she was named Audio\nFULL DETAILS AND TRANSCRIPT  \nTaking Action Based on Freshman \nIndicators\nPaige Ponder \u2022 June 2009", "start_char_idx": 0, "end_char_idx": 1154, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0a3b6a30-ffee-40a3-816a-1d4b6e8df6bc": {"__data__": {"id_": "0a3b6a30-ffee-40a3-816a-1d4b6e8df6bc", "embedding": null, "metadata": {"page_label": "2", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "65fc2383-56df-473f-88d0-72ed57d3b3ef", "node_type": "4", "metadata": {"page_label": "2", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "dea4df2c242a1235854dba5a97d659fc13e3a047a881576611757005b0297ee8", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c635239e-4d80-4c3e-acb6-4c7ff5510b9f", "node_type": "1", "metadata": {"page_label": "1", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "20abff9440142e1630e07e6f6dd8722372872af5246ac100a47defc151b9a4bb", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "72cd2972-1a93-49fd-bd84-728bc67a2c40", "node_type": "1", "metadata": {}, "hash": "edd295264b6073690a7552ba8ccf38d10bc16aa852854c51dd59c42c5f036747", "class_name": "RelatedNodeInfo"}}, "hash": "a3ddabd5c43116c56693b4ba60661bfac29126f49bbd2a4c11f2d2ab19b16ddf", "text": "Taking Action Based on Freshman Indicators\u2014 Paige Ponder\nDirector and in this role leads district\u2019s comprehensive drop-out prevention strategy which encompasses \nall credit recovery, re-enrollment, and youth development work in addition to the continuing focus on \nprevention and early intervention with freshmen.\nPrior to joining Chicago Public Schools, Paige was Director of Product Research and Development at The \nGrow Network/McGraw-Hill, an internationally recognized leader in assessment reporting and personalized \ninstruction. Before joining The Grow Network in 2002, Paige was Assistant Principal at Holy Cross School, a \nparochial elementary school in South Bronx, NY . At Holy Cross, Paige was a seventh grade advisor, special \nprojects manager, budget director, development director, volunteer liaison, and school gardener.\nPaige earned an MBA in 2002 from the Kellogg School of Management at Northwestern University and a BA \nin 1996 from the Woodrow Wilson School of Public and International Affairs at Princeton University. Paige \nenjoys spending time with her husband and her two bouncing baby boys, Max and Sebastian.\nFull Transcript\nMy name is Paige Ponder. I\u2019m the Director of the Department of Graduation Pathways in the Office of High \nSchools and High School Programs at Chicago Public Schools. \nThe purpose of my department is simply to raise the graduation rate and reduce the dropout rate in CPS \nacross the district, and we have a particular focus on freshmen and the early indicator of the freshman \non-track rates. This is an indicator that we found to be really very useful and really profound in terms of \nunderstanding how well our schools are supporting freshmen in this first really critical watershed year of \nhigh school. A student who, at the end of his freshman year, has earned five credits\u2014and Chicago has a 24 \ncredit graduation requirement, so five credits at the end of the freshman year and failed no more than one \nsemester of a core academic course, that student is considered to be on-track. We have found this indicator \nto be really useful in focusing our efforts around helping students develop those behaviors that we know will \nsupport them as they go towards graduation, and those behaviors are showing up for school, going to class, \nand doing as well as they can and doing all of the work required to pass that class. \nWe\u2019ve developed a set of early-warning indicator reports, the Freshman Watchlist, and that is simply a \nspreadsheet that high schools can download from our internal data system, and it has a list of all of their \nincoming freshmen and information from their eighth-grade experience. After the first quarter, then we \ntransition to what we call the Freshman Success Report, and this is essentially the exact same thing, but \nwe drop all of the eighth-grade data because it\u2019s pretty stale at that point, and we bring in all of the \nfirst quarter ninth-grade data and add all of the academic, the core academic subjects\u2014so English, math, \nsocial studies, and science\u2014and use the exact same system of intervention flags or warning flags to say , if a \nstudent has a D or lower in any of those subject areas or has high absences, then those students are flagged \nfor intervention.", "start_char_idx": 0, "end_char_idx": 3249, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "72cd2972-1a93-49fd-bd84-728bc67a2c40": {"__data__": {"id_": "72cd2972-1a93-49fd-bd84-728bc67a2c40", "embedding": null, "metadata": {"page_label": "3", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0154ca17-90e5-4469-a6f7-60a9cf933d04", "node_type": "4", "metadata": {"page_label": "3", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "af379237bfcd3addc002dbcd035d0b0038d55915156cc2aea0444f9ae0292da1", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0a3b6a30-ffee-40a3-816a-1d4b6e8df6bc", "node_type": "1", "metadata": {"page_label": "2", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a3ddabd5c43116c56693b4ba60661bfac29126f49bbd2a4c11f2d2ab19b16ddf", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "43f34c1e-6595-4d6f-8ce2-ef716ed8b8cf", "node_type": "1", "metadata": {}, "hash": "4719e3556565839d4b063040d26e2aeebc2a9843d17baa2ffad8b03f41cd8406", "class_name": "RelatedNodeInfo"}}, "hash": "edd295264b6073690a7552ba8ccf38d10bc16aa852854c51dd59c42c5f036747", "text": "Taking Action Based on Freshman Indicators\u2014 Paige Ponder\nMy department, Graduation Pathways, supports schools in looking at incoming freshmen in a number of \nways. So we develop these reports, we have a presentation that we do that sort of says, \u201cHere\u2019s what the \nreports look like. Here\u2019s why they are designed this way, and here\u2019s our suggestions for who in a school \nshould be looking at which pieces of data and what those people should be doing about it.\u201d So we have a \nset of suggestions, but of course that\u2019s going to look different at each school. We have what we call the \nFreshman On-Track Labs Action Research Project. We have two full-time staff people in each of six schools \nacross the city whose sole professional mission is to increase the freshman on-track rate at that school and \nreally design a strategy for supporting freshman that is unique to that school, that works for that school \nand implement that strategy and really create some new practices at the school to provide freshman with \nearly supports. We\u2019ll have the benefit of the experience of the Freshman On-Track Labs project and have \nsome much more concrete examples of how schools undertook freshman interventions and be able to give \nall schools different types of artifacts and templates, for example, templates for conducting one-on-one \ngoal-setting conferences with students. So we\u2019ll have all of those kinds of examples that schools can really \nevaluate and use what makes sense to them in terms of how they want to structure their interventions with \nfreshman. The data will always be the foundation and the filter by which schools will know what they need \nto best serve their students.", "start_char_idx": 0, "end_char_idx": 1678, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "43f34c1e-6595-4d6f-8ce2-ef716ed8b8cf": {"__data__": {"id_": "43f34c1e-6595-4d6f-8ce2-ef716ed8b8cf", "embedding": null, "metadata": {"page_label": "1", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "29f0ab7b-9d6f-43ec-b3b2-7134b9e01174", "node_type": "4", "metadata": {"page_label": "1", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4a4c69205726f1cb8a8569ecfd6ac4cf52a92aa0a601cafe231da617b95f8c91", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "72cd2972-1a93-49fd-bd84-728bc67a2c40", "node_type": "1", "metadata": {"page_label": "3", "file_name": "taking-action-based-on-freshman-indicators.pdf", "file_path": "openaipdf\\taking-action-based-on-freshman-indicators.pdf", "file_type": "application/pdf", "file_size": 132147, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "edd295264b6073690a7552ba8ccf38d10bc16aa852854c51dd59c42c5f036747", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "97d2fac8-7fc7-4a13-b5d8-b1d347aa603c", "node_type": "1", "metadata": {}, "hash": "51cc635abafff8861a38884c3a121b8df047ab85a3f331576149f2d304b6a4ff", "class_name": "RelatedNodeInfo"}}, "hash": "4719e3556565839d4b063040d26e2aeebc2a9843d17baa2ffad8b03f41cd8406", "text": "1 of 4TURNING AROUND CHRONICALLY LOW-PERFORMING \nSCHOOLS \n \u00bbAs part of its turnaround, Middleton High School focused on \nchanging its culture of failure and improving its perception across \nthe community. \n \u00bbThey utilized several strategies to engage the community, including \na breakfast for area church leaders, more cooperative partnerships \nwith local law enforcement, and participation in a community trash \npick-up day.  \n \u00bbThe principal transferred his own daughter to the school to show \nhis confidence. \n \u00bbThe school now has a much more positive image, both among \nschool staff and across the community.\nGeorge S. Middleton High School  \nTampa, Florida\nDemographics\n(Source: Public Schools K12, 2009-10)\n \u00bbGrades 9\u201412\n \u00bb74% Black\n \u00bb14% HispanicTopic \nHighlights\nAbout the Site\n  AUDIO\n4:20 min \nFull Details and TranscriptTearing Away the Layers of \nDespair: Changing a School \nCulture\nGeorge S. Middleton High School, Florida  \nJanuary 2014", "start_char_idx": 0, "end_char_idx": 950, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "97d2fac8-7fc7-4a13-b5d8-b1d347aa603c": {"__data__": {"id_": "97d2fac8-7fc7-4a13-b5d8-b1d347aa603c", "embedding": null, "metadata": {"page_label": "2", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b81be71a-b503-4eaa-9d1b-f9ef9ea217f9", "node_type": "4", "metadata": {"page_label": "2", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7c7829841aeaaf8f7de06bf89f56f22ca2e09747fb8f7b521d556b250a056f87", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "43f34c1e-6595-4d6f-8ce2-ef716ed8b8cf", "node_type": "1", "metadata": {"page_label": "1", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "4719e3556565839d4b063040d26e2aeebc2a9843d17baa2ffad8b03f41cd8406", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "21eb160d-5fac-4629-be08-2b0da8778032", "node_type": "1", "metadata": {}, "hash": "fead3914ccd6120a23e15e899036d877fba6a0fdc3c4d5fca5a5f1ddb5472a99", "class_name": "RelatedNodeInfo"}}, "hash": "51cc635abafff8861a38884c3a121b8df047ab85a3f331576149f2d304b6a4ff", "text": "2 of 4\nTearing Away the Layers of Despair: Changing a School Culture\u2014 George S. Middleton High School, Florida \u00bb11% White \n \u00bb  1% Asian\n \u00bb76% Free or Reduced-Price Lunch\n \u00bb  6% English Language Learners\n \u00bb22% Special Education\n \u00bbSchoolwide Title I\nMiddleton High School is a large, comprehensive high school located \nin Tampa, Florida. It began its turnaround in 2010 after being placed \nin Intervene status by the state. The state and district, Hillsborough \nCounty Schools, engaged in a coordinated turnaround approach that \nincluded:\n \u00bbconducting initial assessments of student achievement, \ninstructional practices, and personnel development along with \nMiddleton school staff;  \n \u00bbsupporting changes to address the school\u2019s climate and culture, \nparticularly its negative reputation in the community; and\n \u00bbimplementing scheduling and instructional changes to increase \nstudent involvement and engagement. \nThough the state and district continue to support the school, \nMiddleton is now considered a successful turnaround case.\n 00:03  My name is Owen Young, Principal of Middleton High School \nlocated in Tampa, Florida.\n 00:08  The cultural climate of the school when I arrived as \nprincipal\u2014we were facing close to 10,000 behavioral incidents. The \nfirst question I had to ask myself was, why? Why did this look so \ndifferent than other schools that I have worked and other schools here \nin our county? It was clear that there was a disconnect, not only with \nour kids and the behavioral component, but with the understanding \nand the engagement of stakeholders and their role in that process. It \nwas clear that we had to begin to strip away those aspects of despair.Full Transcript", "start_char_idx": 0, "end_char_idx": 1691, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "21eb160d-5fac-4629-be08-2b0da8778032": {"__data__": {"id_": "21eb160d-5fac-4629-be08-2b0da8778032", "embedding": null, "metadata": {"page_label": "3", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "054bfa24-b372-4b4d-b546-abbaceab5515", "node_type": "4", "metadata": {"page_label": "3", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ad505a9d767a2e36bc204c0bb3df2099a796bf48a4af16c95a5a43c7fe783c5b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "97d2fac8-7fc7-4a13-b5d8-b1d347aa603c", "node_type": "1", "metadata": {"page_label": "2", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "51cc635abafff8861a38884c3a121b8df047ab85a3f331576149f2d304b6a4ff", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "8acc1835-6814-4a43-b665-94684aa8aec7", "node_type": "1", "metadata": {}, "hash": "6ff8b6dcfa8d6af4cac82c507e126d30385f6b28c057f3af42197d94d6605654", "class_name": "RelatedNodeInfo"}}, "hash": "fead3914ccd6120a23e15e899036d877fba6a0fdc3c4d5fca5a5f1ddb5472a99", "text": "3 of 4\nTearing Away the Layers of Despair: Changing a School Culture\u2014 George S. Middleton High School, Florida 00:48  It was important that I touch the spirit of the students to get \nthem to understand that they had a leader who believed in them. We \nthen went to work to reimage the school, to reconnect the community \nto the school, to break down different perceptions of the school and \nto open up the school to the community, because the actual idea of \neducating a child doesn\u2019t rest just in the school setting; it rests as a \ncommunity approach in making sure that all components of that child\u2019s \nwell-being is intact, and we speak that language.\n 01:24  We reached out to the faith-based community, and we had a \nbreakfast for over 100 pastors. We have our neighborhood community \ncleanup every year. We were able to talk to the chief of police and \nto share the idea of police officers being more proactive and not \nantagonists in the process. \n 01:47  We bought several golf carts. Our school has 55 acres, so we \nneed golf carts sometimes to get around the school. But in addition \nto that, every day during the school let-out, we would get in our golf \ncarts and ride with our children through the community, maybe a mile \nto a safe point that allowed students to transition through some of \nthose obstacles.\n 02:11  We were able to revamp our student advisory committee, \nour school advisory committee, and our PTSA, which has become one \nof the strongest groups in the school. With my daughter\u2019s permission, \nI was able to convince her to come to Middleton as an 11th grader. \nThis was so powerful in so many different ways.  One, I could make \nsure that she would receive the quality of instruction that I could \nmonitor as she transitioned to high school. But in this case, and more \nimportantly, it gave the community an idea that I was willing to take \nmy daughter and to put [her] in the school that everyone said was \nunderperforming, as a model that what was good for my daughter was \nalso good for their children.\n 03:02  We, in our transformation, have had several notable \npoliticians, such as the mayor, not only to recognize Middleton in its \nturnaround, but they become an active participant. Where he has", "start_char_idx": 0, "end_char_idx": 2231, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "8acc1835-6814-4a43-b665-94684aa8aec7": {"__data__": {"id_": "8acc1835-6814-4a43-b665-94684aa8aec7", "embedding": null, "metadata": {"page_label": "4", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b610297a-ce77-4ffd-b4d0-719f22c49fd7", "node_type": "4", "metadata": {"page_label": "4", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c14d2845f68263ae416efadd68fece7241d4a48b51723a5acd99c731118d9379", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "21eb160d-5fac-4629-be08-2b0da8778032", "node_type": "1", "metadata": {"page_label": "3", "file_name": "tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_path": "openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "fead3914ccd6120a23e15e899036d877fba6a0fdc3c4d5fca5a5f1ddb5472a99", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0351c475-8f6c-4eb2-89c5-240828bde246", "node_type": "1", "metadata": {}, "hash": "c22c7a9907898318639cccc25841bf3db5da5d9a8ed60e5ed0e4958e2c665144", "class_name": "RelatedNodeInfo"}}, "hash": "6ff8b6dcfa8d6af4cac82c507e126d30385f6b28c057f3af42197d94d6605654", "text": "4 of 4\nTearing Away the Layers of Despair: Changing a School Culture\u2014 George S. Middleton High School, Floridacome to Middleton to do the Mayor\u2019s Hour, and that\u2019s an hour-long \nsegment in which the mayor walks through the school, asks questions, \nand looks at the dynamic things that are taking place in the school \nsetting. We have also had three different commissioners to recognize \nMiddleton, too, to actually visit Middleton to look at what turnaround \nlooks like.\n 03:42  I am proud to say that through this process, instead of \nMiddleton High School being a microcosm of the greater community, \nMiddleton High School is transforming the community through so many \ndifferent reform measures. The idea that in such a short time we were \nable to move a high school which is often stated as an ocean liner \ntrying to turn around in a quick instant\u2014one would never, ever be able \nto identify that the school was once struggling.\n Developed  at least in part with Federal funds from the U.S. Department of Education under contract number ED -PEP-11-C-0068.  The content \nof this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention o f trade names, \ncommercial products, or organizations imply endorsement by the U.S. Government. \nThis content is license d under a Creative Commons Attribution -NonCommercial -NoDerivatives 4.0 International License (CC BY -NC-ND 4.0).", "start_char_idx": 0, "end_char_idx": 1433, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0351c475-8f6c-4eb2-89c5-240828bde246": {"__data__": {"id_": "0351c475-8f6c-4eb2-89c5-240828bde246", "embedding": null, "metadata": {"page_label": "1", "file_name": "the-power-of-data.pdf", "file_path": "openaipdf\\the-power-of-data.pdf", "file_type": "application/pdf", "file_size": 134572, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, 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"openaipdf\\tearing-away-the-layers-of-despair-changing-a-school-culture.pdf", "file_type": "application/pdf", "file_size": 843279, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6ff8b6dcfa8d6af4cac82c507e126d30385f6b28c057f3af42197d94d6605654", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "7c0ccb5c-792a-40a8-ba1d-e96eebcee5fc", "node_type": "1", "metadata": {}, "hash": "ea1e097461a427a50a3d28a18f967ba27552e846aa313aad550195120606e8ec", "class_name": "RelatedNodeInfo"}}, "hash": "c22c7a9907898318639cccc25841bf3db5da5d9a8ed60e5ed0e4958e2c665144", "text": "Topic: Response to Intervention in Elementary-Middle Math \nPractice: Universal Screening\nHighlights\n\u2022 Grade-level teams look at the most important data for making a difference in \nclassroom instruction.\n\u2022 Wes Sever, principal at John Wash Elementary, talks about the significance of \ndata for planning instruction.\n\u2022 He discusses the importance of using common grade-level assessments to \nenable staff collaboration.\n\u2022 He highlights the need for professional development to train teachers in \nunderstanding and using data.\n\u2022 Teachers at John Wash Elementary share strategies focused on improving \nstudent learning and classroom instruction.\n\u2022 The role of the principal in attending professional development sessions and \ncoaching classroom teachers is discussed.\nAbout the Site\nJohn Wash Elementary School\nFresno, CAAudio\nFULL DETAILS AND TRANSCRIPT  \nThe Power of Data\nJohn Wash Elementary School, California \u2022 March 2010", "start_char_idx": 0, "end_char_idx": 922, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "7c0ccb5c-792a-40a8-ba1d-e96eebcee5fc": {"__data__": {"id_": "7c0ccb5c-792a-40a8-ba1d-e96eebcee5fc", "embedding": null, "metadata": {"page_label": "2", "file_name": "the-power-of-data.pdf", "file_path": "openaipdf\\the-power-of-data.pdf", "file_type": "application/pdf", "file_size": 134572, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "78f13c77-f54b-4728-9637-2a173095cedc", "node_type": "4", "metadata": {"page_label": "2", "file_name": "the-power-of-data.pdf", "file_path": "openaipdf\\the-power-of-data.pdf", "file_type": "application/pdf", "file_size": 134572, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "17ee51cf6df6fcb1219192bd7549eccd325f9230dc308fe9d38d55445cabec1b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0351c475-8f6c-4eb2-89c5-240828bde246", "node_type": "1", "metadata": {"page_label": "1", "file_name": "the-power-of-data.pdf", "file_path": "openaipdf\\the-power-of-data.pdf", "file_type": "application/pdf", "file_size": 134572, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c22c7a9907898318639cccc25841bf3db5da5d9a8ed60e5ed0e4958e2c665144", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "30dc6dd5-279e-4713-a0fe-b0ce782d0eb9", "node_type": "1", "metadata": {}, "hash": "0713881156d608dbb96a0f17d233c1f370ad65c441bc04a822fa31f843edd921", "class_name": "RelatedNodeInfo"}}, "hash": "ea1e097461a427a50a3d28a18f967ba27552e846aa313aad550195120606e8ec", "text": "The Power of Data \u2014John Wash Elementary School, California\nDemographics\n 41% Hispanic \n 37% Asian\n18% White\n  2% Black \n  1% Other\n53% Free or Reduced-Price Lunch \n22% English Language Learners\n  4% Special Education\nJohn Wash Elementary School staff work collaboratively to improve teaching and learning. Through principal \nleadership, district support, and professional development, John W ash established: \n\u2022 A three-tiered pyramid of instruction and intervention,\n\u2022 Systematic and explicit instructional practices that support and engage all students, including English \nlanguage learners,\n\u2022 Professional learning communities for using data and planning evidence-based instruction,\n\u2022 Systems of mutual accountability for student learning.\nFull Transcript\nMy name is Wes Sever, principal of John Wash Elementary.\nData drives really everything we do. In fact, when we look at data, what\u2019 s important is that we don\u2019t get \ndata overload, but we are looking at data that can make the most difference in the classroom. W e sit down \nin grade-level teams. We call them Student Growth and Curriculum Conferences, where the teachers meet a \nhalf day with the principal, myself, and my curriculum support provider , and we go over the data. \nWhen I first became a principal, I\u2019d give them all the data sheets that I had. W ell, they were staring at these \nthings, some were getting confused, they didn\u2019t understand why are we getting this, why are we looking \nat it; it was more work for them. And data shouldn\u2019t be more work. Data should give us more of a focus in \nthe classroom, and that\u2019s what we\u2019ve got to target. And after that, I learned that, as a principal, I need to \nscreen the data.\nWhen we examine data, a lot of people don\u2019t readily understand the significance of the information. And so \nwe really sit down with our teachers by grade level and explain the specific data, and what it means, and \nhow they can apply it to their classroom. Some data, you get these big numbers and what do they really \nmean? And a lot of data, we really have to look at our past history. And if we get information on 84% of your \nstudents got these problems right, well, what does that really mean? Is that better than what it was last \nyear? It doesn\u2019t really help in isolation. So we really look at past scores so that we can say , you know what,", "start_char_idx": 0, "end_char_idx": 2338, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "30dc6dd5-279e-4713-a0fe-b0ce782d0eb9": {"__data__": {"id_": "30dc6dd5-279e-4713-a0fe-b0ce782d0eb9", "embedding": null, "metadata": {"page_label": "3", "file_name": "the-power-of-data.pdf", "file_path": "openaipdf\\the-power-of-data.pdf", "file_type": "application/pdf", "file_size": 134572, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "23679cd6-a7c9-44b3-b113-0153f9d7a184", "node_type": "4", "metadata": {"page_label": "3", "file_name": "the-power-of-data.pdf", "file_path": "openaipdf\\the-power-of-data.pdf", "file_type": "application/pdf", "file_size": 134572, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "63a4b472f3e0b3f3093e84847e23ffc647294038bb95dc18ffd02b073ef08b17", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "7c0ccb5c-792a-40a8-ba1d-e96eebcee5fc", "node_type": "1", "metadata": {"page_label": "2", "file_name": "the-power-of-data.pdf", "file_path": "openaipdf\\the-power-of-data.pdf", "file_type": "application/pdf", "file_size": 134572, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ea1e097461a427a50a3d28a18f967ba27552e846aa313aad550195120606e8ec", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5208c62c-8c5b-4d0a-87c7-db9049a04753", "node_type": "1", "metadata": {}, "hash": "27d9855019c7bf5d9623692c045e65725dadb1174ec1408476541c0e09602d92", "class_name": "RelatedNodeInfo"}}, "hash": "0713881156d608dbb96a0f17d233c1f370ad65c441bc04a822fa31f843edd921", "text": "The Power of Data \u2014John Wash Elementary School, California\n85% of our kids got this question correct; last year only 70% of our students got that correct. What does that \nmean? That means that we are more effective in the classroom for teaching that specific standard. And so \nwe look at data, and data that\u2019s in isolation that we don\u2019t understand, we put aside and we go on to data \nthat we can learn from. And that is important to explain that to teachers.\nThe power of data is that you\u2019re looking at what\u2019s happening in your classroom with these particular \nstudents. The issue that we had several years ago with data is that at each grade level, teachers were giving \ndifferent assessments. That\u2019s a problem because on a day-to-day basis, teachers need to be communicating \non the success of their children, on whether their children are learning. And the only way we can determine \nif they are learning is their performance on particular assessments. W e have what we call the Pacing \nCalendar for assessments. The grade levels give weekly common assessments. So every assessment that is \ngiven, you will know that my peer also gave that particular assessment. And that\u2019s important because we \ncan focus our conversations on the learning of students. We might not bring the data for every assessment, \nbut you know what? If my class bombs an assessment and they don\u2019t do very well, I can go to two other \nteachers in my grade level and talk to them about how did your students do, how did you teach this that \nmade it effective because my students didn\u2019t do very well. \nAnd so, when we actually decided that this is where we need to go, the conversation started to change \nbecause we were all doing the same thing but we also all had the same expectations because we were all \ngiving the same assessments. And if we were determined that hey, you know what, this assessment wasn\u2019t \nmatching the rigor, then we all knew it and we could change it and focus on learning, not just teaching. \nIt is important that we stay focused. And professional development is a key to our success. It is vital that \neverybody that is involved in the classroom receives the same professional development so that we can \nlearn and grow, because not all professional development actually works in every single classroom. But you \nknow what? If we have received the same professional development, we can share strategies and ideas, \nand that is so important that every single teacher at my site receives the same professional development. \nIn fact, it\u2019s vital that I receive the same professional development that they do. I sit and have been trained \nin every professional development and every training that they have sat through. And I have sat there \nwith them and I have learned with them so that when we come back to John W ash, we can apply that \nprofessional development in the classroom. I go into classrooms to coach, to make you a better teacher , to \nmake me a better principal. I have this philosophy that every teacher comes to school not saying, \u201cI want \nto teach the same way I taught yesterday.\u201d They are coming to John Wash saying, \u201cI want to be a better \nteacher than I was yesterday.\u201d And that\u2019s how I treat every teacher, and that\u2019s my job, is to make them a \nbetter teacher than they were yesterday.", "start_char_idx": 0, "end_char_idx": 3303, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5208c62c-8c5b-4d0a-87c7-db9049a04753": {"__data__": {"id_": "5208c62c-8c5b-4d0a-87c7-db9049a04753", "embedding": null, "metadata": {"page_label": "A1", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "8e4f030f-0e2c-484a-8f8d-55baf4a827ed", "node_type": "4", "metadata": {"page_label": "A1", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "267c39a1e0c39ed850159101f8d5f3d12ccc850ac6abee3056b63b61d4c9a0d4", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "30dc6dd5-279e-4713-a0fe-b0ce782d0eb9", "node_type": "1", "metadata": {"page_label": "3", "file_name": "the-power-of-data.pdf", "file_path": "openaipdf\\the-power-of-data.pdf", "file_type": "application/pdf", "file_size": 134572, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0713881156d608dbb96a0f17d233c1f370ad65c441bc04a822fa31f843edd921", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "991d5071-aa55-4801-ade2-2bd536641d00", "node_type": "1", "metadata": {}, "hash": "b312993bd0a01b0ccd013697b5e004632c212be22e5e17487e4024bb72619209", "class_name": "RelatedNodeInfo"}}, "hash": "27d9855019c7bf5d9623692c045e65725dadb1174ec1408476541c0e09602d92", "text": "1 of 3\n  AUDIO\n3:06 min \nFull Details and TranscriptThe Right Fit for Ninth \nGraders\nJefferson Davis High School, Texas  \nApril 2011\nHELPING STUDENTS NAVIGATE THE PATH TO COLLEGE \nASSESS AND INTERVENE\n \u00bbDavis High School administrators examine middle school data to \ncreate a complete picture of incoming freshmen in order to place \nstudents in appropriate courses.\n \u00bbTeachers and administrators discuss which students should be \nmoved into honors or pre-Advanced Placement classes.\n \u00bbIt is important not to assume that a student\u2019s placement in eighth \ngrade is the right fit. Staff at Davis make adjustments as soon as \npossible to ensure that students are prepared for postsecondary \neducation.\nJefferson Davis High School  \nHouston, TX \nDemographics\n \u00bb89% Hispanic\n \u00bb10% Black\n \u00bb  1% White\n \u00bb92% Free or Reduced-Price Lunch\n \u00bb 15% Special EducationTopic \nPractice \nHighlights\nAbout the Site", "start_char_idx": 1, "end_char_idx": 894, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "991d5071-aa55-4801-ade2-2bd536641d00": {"__data__": {"id_": "991d5071-aa55-4801-ade2-2bd536641d00", "embedding": null, "metadata": {"page_label": "A2", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d4192b9c-5fc3-4911-ad58-05bd8f6c60ef", "node_type": "4", "metadata": {"page_label": "A2", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "50bd8dc41ec2032dea4fda54bc37f756c3e75ef568b3815348327487e71ec268", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5208c62c-8c5b-4d0a-87c7-db9049a04753", "node_type": "1", "metadata": {"page_label": "A1", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "27d9855019c7bf5d9623692c045e65725dadb1174ec1408476541c0e09602d92", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "b3dfa0f4-83f4-4579-850e-e08545fd87be", "node_type": "1", "metadata": {}, "hash": "d975d83d9c409c42d98f4bdb44991bf48daac4c99caaefec1595a5c52431aaf9", "class_name": "RelatedNodeInfo"}}, "hash": "b312993bd0a01b0ccd013697b5e004632c212be22e5e17487e4024bb72619209", "text": "2 of 3\nThe Right Fit for Ninth Graders\u2014 Jefferson Davis High School, Texas(Houston Independent School District, District and School Profiles, \n2009\u201310)\nJefferson Davis High School implements multiple strategies to ensure \nall students graduate fully prepared to pursue their postsecondary \ngoals:\n \u00bbStaff use middle school student achievement and nonacademic \noutcome data to monitor students\u2019 progress toward graduation \nand postsecondary readiness, providing interventions for struggling \nstudents and those at risk\n \u00bbA ninth-grade mentoring program provides students with supportive \nadult relationships\n \u00bbStudents can enroll in programs that provide tutoring, family \nsupport, college workshops, counseling, and dropout recovery \nsuccess\n \u00bbTo foster a sense of community among students, the school sets \nhigh expectations, holds students accountable, and celebrates their \nsuccesses\n 00:04  My name is Ruth Kravetz. I am the Davis High School dean of \ninstruction (I also teach AP Calculus) in Houston Independent School \nDistrict in Houston, Texas. \n 00:14  Davis uses middle school data to figure out where middle \nschool students need to go when they come to high school. We want to \nteach the whole child, so we start with an ethnographic story of each \nkid as much as is possible when we have 450 to 600 kids coming over to \nour campus every single year.\n 00:36  We first try to get to know them as people, so we meet them \nbefore we look at their attendance data, and before we look at their \nStanford data\u2014those are their norm-referenced test scores, and before \nwe look at their TAKS [Texas Assessment Knowledge and Skills] data, \nwhich is a criterion-based test that we give in Texas. And before we Full Transcript", "start_char_idx": 1, "end_char_idx": 1728, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "b3dfa0f4-83f4-4579-850e-e08545fd87be": {"__data__": {"id_": "b3dfa0f4-83f4-4579-850e-e08545fd87be", "embedding": null, "metadata": {"page_label": "A3", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "ada9b442-61b1-4f2c-ad0b-86317e21c5ed", "node_type": "4", "metadata": {"page_label": "A3", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a69c21a208608f133faf185c7d5aa55ae1296936fcc494a627a4f1a9e1b8563b", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "991d5071-aa55-4801-ade2-2bd536641d00", "node_type": "1", "metadata": {"page_label": "A2", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b312993bd0a01b0ccd013697b5e004632c212be22e5e17487e4024bb72619209", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "6bf20504-fc15-4bef-b5b5-d9f44972f72b", "node_type": "1", "metadata": {}, "hash": "25c8cd289a2de96743773b94cdca5798cd5db7ee43a523abd5dfc19a56742fc7", "class_name": "RelatedNodeInfo"}}, "hash": "d975d83d9c409c42d98f4bdb44991bf48daac4c99caaefec1595a5c52431aaf9", "text": "3 of 3\nThe Right Fit for Ninth Graders\u2014 Jefferson Davis High School, Texaslook at their discipline data, we try to get as many of the people at \nthis campus to meet the children over there.\n 01:02  And then we look at the Stanford data, and we rank kids. And \nthen we look for kids whose Stanford data, attendance data, discipline \ndata all correlate, and then we just move them along, hoping to give \nthem great quality instruction while they are here.\n 01:16  We get together in the spring each year. All of the content \nteams meet twice a week in the morning, and they do lesson planning \nand they talk about what works best. People sit down and we say, \n\u201cOkay, all of these kids are in honors classes now, they are ninth \ngraders in algebra, or they are in regular classes in algebra. They \ncame to us from all over the place. And who needs to go into an \nhonors course? Who needs to go into fast track?\u201d At our school fast \ntrack means you are going to take Algebra II and Geometry as tenth \ngraders so that they can take calculus as seniors. So that when they \nstart college they aren\u2019t going to be a year behind if they want to be \nengineering or math majors. So they compile a list on Excel, they talk \nto each other the first week or two of school, and the big push at the \nbeginning of every year is, \u201cWho do we have? Where are they sitting? \nAnd where do we need to move them?\u201d\n 02:02  We look at their data. We don\u2019t know what their faces are. \nWe only see their names and we see their data. And we see that they \nhave been in a regular class since sixth grade and they have a 95% on \ntheir Stanford, which means they are doing better than 95% of the \npeople in the country. They have been in regular classes, and we move \nthem into pre-AP classes. And then we follow them because we keep a \nlist of all the kids we moved, and we give them extra help. \n 02:28  When we start assessing where an eighth grader moving into \nninth grade needs to fit on the continuum at Davis\u2014whether they need \nto be in a pre-AP class pushed farther, whether they need to be moved \nout of an ESL class into a regular English class\u2014we don\u2019t assume that \ntheir previous fit is the right fit. If we do it wrong in eighth grade, we", "start_char_idx": 1, "end_char_idx": 2220, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "6bf20504-fc15-4bef-b5b5-d9f44972f72b": {"__data__": {"id_": "6bf20504-fc15-4bef-b5b5-d9f44972f72b", "embedding": null, "metadata": {"page_label": "1", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d4588dad-2d15-4191-9c75-183dc7c84600", "node_type": "4", "metadata": {"page_label": "1", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "b60e16a489247e12303218e2c5e364e1ab39903aaf4ef618aa7f85f259bf7d76", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "b3dfa0f4-83f4-4579-850e-e08545fd87be", "node_type": "1", "metadata": {"page_label": "A3", "file_name": "the-right-fit-for-ninth-graders.pdf", "file_path": "openaipdf\\the-right-fit-for-ninth-graders.pdf", "file_type": "application/pdf", "file_size": 632970, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d975d83d9c409c42d98f4bdb44991bf48daac4c99caaefec1595a5c52431aaf9", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "5e680cfd-52b7-4e66-8d7a-893cc2c553c8", "node_type": "1", "metadata": {}, "hash": "cd60e23f7418d79bb58a194d6be47fd69a98de9db6a4bfa7305ee4d3b379a957", "class_name": "RelatedNodeInfo"}}, "hash": "25c8cd289a2de96743773b94cdca5798cd5db7ee43a523abd5dfc19a56742fc7", "text": "Audio\nFULL DETAILS AND TRANSCRIPT\n \nTraining Coaches/Mentors to Work with \nTeachers\nTempe Early Reading First Partnership, Arizona \u2022 June 2007\nTopic:  Preschool Language and Literacy  \nPractice:  Use Interactive and Dialogic Reading\nHighlights\n\u2022 Training approach for mentors used by Tempe program\n\u2022 Including teachers in planning for mentoring\n\u2022 Mentors\u2019 role in developing effective lesson plans and modeling in \ndifferent settings\n\u2022 Principles for managing a mentoring program and training mentors\n\u2022 Learning to provide effective feedback\n\u2022 What to avoid when designing a mentoring program\n\u2022 Clarity about roles of mentors and mentees\nAbout the Site\nTempe Early Reading First Partnership\nTempe, Arizona\nDemographics:\n80% or more: Qualified for free or reduced lunch\n50% or more: Spoke a language other than English at home", "start_char_idx": 0, "end_char_idx": 825, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "5e680cfd-52b7-4e66-8d7a-893cc2c553c8": {"__data__": {"id_": "5e680cfd-52b7-4e66-8d7a-893cc2c553c8", "embedding": null, "metadata": {"page_label": "2", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], 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"last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "25c8cd289a2de96743773b94cdca5798cd5db7ee43a523abd5dfc19a56742fc7", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "933302dc-b9f7-4521-9eb4-2f44bb4e68a8", "node_type": "1", "metadata": {}, "hash": "e95c9be5de3c01e753ca6b0a0a1b53f74a02af397cf6c34c804f7fbfddbc3a23", "class_name": "RelatedNodeInfo"}}, "hash": "cd60e23f7418d79bb58a194d6be47fd69a98de9db6a4bfa7305ee4d3b379a957", "text": "Training Coaches/Mentors to Work with Teachers\nTempe Early Reading First Partnership, Arizona\nFull Transcript\nMy name is Shelley Gray. I\u2019m an associate professor in the Department of Speech and Hearing Science \nat Arizona State University; that\u2019s in Tempe, Arizona. And I\u2019m the principal investigator of the Tempe \nEarly Reading First Partnership. \nWhen we first started the project there weren\u2019t a lot of resources available for early childhood \nmentors, but we did use a book called, The Early Childhood Mentoring Curriculum Handbook for \nMentors . We taught a class to our mentors and then for skills-based mentor training, we met weekly \nwith the mentors, we previewed what the professional development would be, and they helped us, \nalong with the teachers, develop and refine the skills checklist that we used for feedback and for \nmentoring trainings.\nTo help mentors come into a classroom situation where they\u2019re going to be where the teachers will \nbe receptive, first you have to include the teachers and the teaching assistants, administrators, in \nthe planning for the mentoring so that they\u2019re part of the goal setting. On site, our mentors and \ncoaches have really helped teachers improve their skills. First, helping them, teachers develop \neffective lesson plans ahead of time, thoughtfully using the curriculum, pointing out a lot of teacher More than 10%: Received special education services\nSite Highlights:\n\u2022 Developmental approach that guides phonological awareness instruction\n\u2022 Phonological awareness instruction integrated into daily center \nactivities and transitions\n\u2022 Systematic, explicit small-group instruction\n\u2022 Differentiated instruction based on child\u2019s performance on curriculum-\nbased measures\n\u2022 Dialogic reading using PEER interaction strategies and CROWD question \nstrategies, including distancing language and story retelling \n\u2022 Targeted vocabulary\n\u2022 Extensive professional development including classes/coursework; \nintensive in-classroom mentoring, including videotaping and \nobservational rubrics; guided teacher practice in the classroom; and \nself and peer assessment \n\u2022 Mentor logs used to develop modeling, observation and action plans, \nand guide feedback sessions with teachers", "start_char_idx": 0, "end_char_idx": 2223, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "933302dc-b9f7-4521-9eb4-2f44bb4e68a8": {"__data__": {"id_": "933302dc-b9f7-4521-9eb4-2f44bb4e68a8", "embedding": null, "metadata": {"page_label": "3", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4e955aa2-f4e2-4fd5-9057-3494a4bcefdb", "node_type": "4", "metadata": {"page_label": "3", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "0b722ce14bb1d2d46c0d4804a08e4beb82171e5de3118dfbf828f5338722632f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "5e680cfd-52b7-4e66-8d7a-893cc2c553c8", "node_type": "1", "metadata": {"page_label": "2", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cd60e23f7418d79bb58a194d6be47fd69a98de9db6a4bfa7305ee4d3b379a957", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a4381b86-2f5d-4813-b316-f8daba08a3ed", "node_type": "1", "metadata": {}, "hash": "1e3d2fcbe86245bfe0038d2c54e0af235884c39763815a1932ac69107357ea38", "class_name": "RelatedNodeInfo"}}, "hash": "e95c9be5de3c01e753ca6b0a0a1b53f74a02af397cf6c34c804f7fbfddbc3a23", "text": "Training Coaches/Mentors to Work with Teachers\nTempe Early Reading First Partnership, Arizona\nresource books that can give teachers new ideas about fun ways to teach specific objectives. Another \nthing was to model teaching several times in different teaching settings\u2014so, for example, model how \nyou might teach the same objective to a large group of children and to a small group of children and \nthen to an individual child. \nSo not just modeling it in one setting, modeling different kinds of teaching methods for the same \nskills. So, for example, if we wanted to teach initial sounds during small group it might be direct \ninstruction, where the teacher\u2019s leading instruction. In a large group you might practice initial \nsounds during music and circle. And for individuals, as children are transitioning between activities, \nhow you could give children practice identifying initial sounds as they\u2019re transitioning from inside to \noutside.\nWe\u2019ve learned some key principles for training coaches and mentors, and for implementing a mentor \nprogram. First, mentors need a clear job description. They need to know exactly what they\u2019re \nexpected to accomplish and how their own job performance will be evaluated. And then you need to \ntrain mentors how to do these things. You need to look for mentors who are flexible themselves, and \nyou need to design your mentoring program so that it can be flexible; and it could change based on \nfeedback from mentors and mentees. For example, in some of our professional development training \nwe found that the way we were teaching teachers to do a particular skill wasn\u2019t very effective and \nthe mentors knew this at the time. So they were able to feedback to us and we changed some of the \nformat for the way we did training.\nMentors need to learn how adults learn. It\u2019s different from how children learn. And they need to \nlearn how to provide effective feedback to mentees. And this can be very challenging because we \nall like to say only very nice things to people and have a good relationship. So it\u2019 s a real skill to be \nable to provide effective feedback. We found that role playing feedback sessions with teachers and \nmentors both\u2014so that teachers would know what to expect from a mentoring feedback session and \nmentors would know how to provide that\u2014was really important. So everybody knew what was going \non in feedback sessions. It wasn\u2019t a mystery or something to be hidden or not discussed openly .\nWe also need to help mentors refine their skills by actually observing their mentoring as they\u2019re \ndoing it\u2014observing their own feedback sessions, videotapes of mentors doing mentoring, so that \nthey can improve their skills just like the teachers are improving their skills. And this implies that \nsomebody needs to be in charge of mentors. And in a lot of situations in education, we don\u2019t have \na lot of extra people around. So someone needs to be invested in mentor training and mentor \nsupervision, just like they are for teachers.", "start_char_idx": 0, "end_char_idx": 2996, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a4381b86-2f5d-4813-b316-f8daba08a3ed": {"__data__": {"id_": "a4381b86-2f5d-4813-b316-f8daba08a3ed", "embedding": null, "metadata": {"page_label": "4", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "f5e3cfc0-75bb-4e7a-98fe-ee9976769a94", "node_type": "4", "metadata": {"page_label": "4", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d04e65e27221b00be1f19dda611bd26ceacdb3741730324ad0f24d72bc9a2089", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "933302dc-b9f7-4521-9eb4-2f44bb4e68a8", "node_type": "1", "metadata": {"page_label": "3", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e95c9be5de3c01e753ca6b0a0a1b53f74a02af397cf6c34c804f7fbfddbc3a23", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3bcd25f5-4dbc-4dc8-8888-3a56a51e0f5c", "node_type": "1", "metadata": {}, "hash": "6ad1f70f801a257cdf70f653cba361a10e23183425b3c17ed86354e8fc15d25e", "class_name": "RelatedNodeInfo"}}, "hash": "1e3d2fcbe86245bfe0038d2c54e0af235884c39763815a1932ac69107357ea38", "text": "Training Coaches/Mentors to Work with Teachers\nTempe Early Reading First Partnership, Arizona\nSome things should be avoided because they just don\u2019t work very well. First of all, avoid starting \na mentoring relationship if there isn\u2019t sufficient protected time for it to succeed. It takes time for \nmentors and teachers to meet and talk with each other. They have to have time when children \naren\u2019t there to do it. And avoid mentoring a teacher if they simply don\u2019t want to be mentored. \nIn many cases that happens because it\u2019s a misunderstanding of what the mentoring is about, or a \nteacher hasn\u2019t been involved in the planning of it or they think they\u2019re being singled out because \nthey have poor skills. So how the mentoring program is developed is really important to that.\nYou shouldn\u2019t expect mentors to train and support teachers in skill areas they haven\u2019t received \ntraining in. So you might have a teacher who\u2019s very strong in a lot of areas and it looks like a great \npotential for being a mentor, but perhaps they received a lot of their teaching training 20 years ago \nand there are many skill areas that they need to be brought up to speed on before they can mentor \nsomeone else.\nYou have to be careful not to foster a dependency relationship between teachers and their mentors. \nThere needs to be this social understanding of what the roles each of them will have and that \nmentors aren\u2019t teaching assistants. And even though they are very helpful and supportive for \nteachers\u2014they collect materials for them, they do everything they can to help them be successful\u2014\nthey need to be clear about what their role is and that\u2019s to help teachers improve their skills. \nSo there needs to be a kind of social distance between a mentor and a mentee. For example, if \nsomeone was tapped to be a mentor in a particular school district, and the year before that they \nwere teaching side by side with someone, now this year they\u2019re supposed to mentor that person\u2014\nthat would probably be very difficult for the person to take because they feel they already know as \nmuch as the mentor, and perhaps it would be even embarrassing to both of them.\nYou need to be very clear about defining mentor and mentee roles and how both of those relate to \nthe agency administration. If there\u2019s going to be a trusting relationship between a mentor and a \nmentee, the mentee has to feel free to be vulnerable and to admit they don\u2019t know things. And they \nmight not feel comfortable doing that if they know an administrator is going to hear about it. So the \nground rules for that really need to be laid out.\nKnow that just because someone is an excellent teacher, doesn\u2019t mean that they\u2019ll be an excellent \nmentor. Because it really requires different skill sets to mentor someone. You need to set ground \nrules for confidentiality that will really help a mentor/mentee develop trust, and there must be very \ncareful adherence to not violating those confidentiality rules. \nAlso, mentors really need time to meet with other mentors. They need time to brainstorm. They", "start_char_idx": 0, "end_char_idx": 3056, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3bcd25f5-4dbc-4dc8-8888-3a56a51e0f5c": {"__data__": {"id_": "3bcd25f5-4dbc-4dc8-8888-3a56a51e0f5c", "embedding": null, "metadata": {"page_label": "5", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "95e3ccad-8abb-4c0b-8000-7218f44df1cc", "node_type": "4", "metadata": {"page_label": "5", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9f6dfba267e61831bd26f26f119fa6616ab2332b920b94c526eccb8dfff0a2a4", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a4381b86-2f5d-4813-b316-f8daba08a3ed", "node_type": "1", "metadata": {"page_label": "4", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1e3d2fcbe86245bfe0038d2c54e0af235884c39763815a1932ac69107357ea38", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "13d1253c-38ea-4000-901f-fb7b7e46284a", "node_type": "1", "metadata": {}, "hash": "37c9b45e10c2bdd9db4081c408f284942818bebd181a0700a1e455642aace005", "class_name": "RelatedNodeInfo"}}, "hash": "6ad1f70f801a257cdf70f653cba361a10e23183425b3c17ed86354e8fc15d25e", "text": "Training Coaches/Mentors to Work with Teachers\nTempe Early Reading First Partnership, Arizona\nneed to compare notes and they need to vent because they have a very hard job. So they need \ncolleagues, just like all of us need colleagues, who face the same challenges they are dealing with. \nSo that needs to be built into their job description and their job time. \nAnd also, it\u2019s also good to mix up mentoring. In some cases, we had mentors who are very good at \na particular skill so they mentored everybody on that skill. And then we also had classrooms that \nhad a home mentor who always did the lesson planning in that classroom. So we all like to see how \ndifferent people do things, so mixing that up\u2019s really important, too. \nI think teaching people new skills and then having them become the teachers is a real key to \nsustainability. And also institutionalizing the things, the practices, so that you get your colleagues \ndoing the same thing\u2014that\u2019s another way to really help ensure sustainability.", "start_char_idx": 0, "end_char_idx": 1006, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "13d1253c-38ea-4000-901f-fb7b7e46284a": {"__data__": {"id_": "13d1253c-38ea-4000-901f-fb7b7e46284a", "embedding": null, "metadata": {"page_label": "1", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "08404bcf-7959-4905-95f6-d9686c9db75a", "node_type": "4", "metadata": {"page_label": "1", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2d21df4cd11fef07c0c8b35ff2ec0e78456bfa3ba90ccbeaa6108b2e27df99f9", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3bcd25f5-4dbc-4dc8-8888-3a56a51e0f5c", "node_type": "1", "metadata": {"page_label": "5", "file_name": "training-coachesmentors-to-work-with-teachers.pdf", "file_path": "openaipdf\\training-coachesmentors-to-work-with-teachers.pdf", "file_type": "application/pdf", "file_size": 154364, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "6ad1f70f801a257cdf70f653cba361a10e23183425b3c17ed86354e8fc15d25e", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "0a279a6f-3dd7-4435-850f-8684bd97bcbd", "node_type": "1", "metadata": {}, "hash": "7fb13d3d944ac47de552cbf49041308ecf749c612487d96c3ba0cbeac5579312", "class_name": "RelatedNodeInfo"}}, "hash": "37c9b45e10c2bdd9db4081c408f284942818bebd181a0700a1e455642aace005", "text": "Topic: Dropout Prevention \nPractice: Data Systems\nHighlights\n\u2022 Chicago Public Schools (CPS) uses a centralized data system and works with \nthe Consortium on Chicago School Research to use these data to support its \ndropout prevention and recovery program.\n\u2022 Researchers use the freshman on-track indicator (less than two F\u2019s in core \nsubjects and earning five credits in the freshman year) to predict with 80 \npercent accuracy who will graduate from high school.\n\u2022 Other indicators are used to help schools identify students who are off-track: \nfailures, course grades, and absences. They also look at school climate. \nAbout the Interviewee\nNicholas Montgomery is a Research Analyst at the Consortium on Chicago School \nResearch. Nicholas holds a master\u2019s degree in Education Research and Policy \nfrom the University of Michigan\u2019s School of Education and a bachelor\u2019s degree in \nComputer Science from Brown University. Currently, Nicholas is a leader of the \nData and Practice Collaborative, a new effort to deliver coherent data reports to \nschools based on the Consortium\u2019s research and to work with networks of schools Audio\nFULL DETAILS AND TRANSCRIPT  \nTwo or More Core F\u2019s in Grade 9, Won\u2019t \nGraduate Anytime\nNicholas Montgomery \u2022 June 2009", "start_char_idx": 0, "end_char_idx": 1246, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "0a279a6f-3dd7-4435-850f-8684bd97bcbd": {"__data__": {"id_": "0a279a6f-3dd7-4435-850f-8684bd97bcbd", "embedding": null, "metadata": {"page_label": "2", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "b25427c1-84bb-46bd-93e4-436060eb8126", "node_type": "4", "metadata": {"page_label": "2", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d5217100a39cc2594d3650d2b8f7489be1d51f1e570773640dd1905e1d405c1a", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "13d1253c-38ea-4000-901f-fb7b7e46284a", "node_type": "1", "metadata": {"page_label": "1", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "37c9b45e10c2bdd9db4081c408f284942818bebd181a0700a1e455642aace005", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a838d324-a3f9-4b59-9731-66693a385cf0", "node_type": "1", "metadata": {}, "hash": "da29a29d86fa63ac31a5dc865f951afcbcbafb9fbbbbe466a65218a4e388001b", "class_name": "RelatedNodeInfo"}}, "hash": "7fb13d3d944ac47de552cbf49041308ecf749c612487d96c3ba0cbeac5579312", "text": "Two or More Core F\u2019s in Grade 9, Won\u2019t Graduate Anytime\u2014 Nicolas Montgomery\nto improve the reports and their usage. Nicholas is also researching the effects of high school curriculum \npolicy changes in the Chicago Public Schools.\nFull Transcript\nMy name is Nicholas Montgomery, and I am a Research Analyst for the Consortium on Chicago School \nResearch located at the University of Chicago in Chicago, Illinois. \nWe have a data system which is a comprehensive set of data that is input by teachers and administrators \nand then centralized by the district\u2014Chicago Public Schools or CPS. That data is then transferred to the \nConsortium on Chicago School Research. Researchers here and at CPS then use that data to address a whole \nvariety of questions and provide information back to teachers and school leaders.\nThe indicators that we use are, first, to focus on the freshman year . By looking at the freshman year, we\u2019re \nable to accurately tell for 80 out of 100 students whether or not they\u2019ld graduate from high school four \nyears later. So by looking at the freshman year, we\u2019ve got an 80% accuracy. And we look at a variety of \nindicators. We look at the on-track indicator, which a student is on track if they have failed no more than \none semester in a core class \u2014that being science, social science, English, or math\u2014and they have enough \ncredits to become a sophomore. So that\u2019s five credits at the end of the freshman year, and that makes up \nthe on-track indicator.\nWe also look at other components of the freshman year to understand what\u2019s really going on with students \nand how severe their risk is of dropping out. So the next thing that we look at is failures. For every F that a \nstudent gets in the freshman year, they become less likely to graduate from high school. The next indicator \nthat we look at is grades. The grades that the students get in their class, beyond just whether or not they\u2019re \npassing or failing, give us an indication of how much effort they are really putting in and how connected are \nthey. So students who have a B average or higher have over a 90% chance of graduating from high school.\nWe also look at absences because absences are highly predictive of whether or not students will fail their \nclasses and also whether or not they\u2019ll get good grades. You don\u2019t show up to your class, how are you going \nto do well and perform in that class? Similarly if you\u2019re not showing up to class there\u2019s an indication that \nyou don\u2019t see high schools relevant for your future, and you become disconnected from the high school. And \nso we also can look at absences. If students have high absences, just going from less than one week to one \nweek of absence make students more likely to fail courses as well as drop out from high school.\nSo those are some of the indicators that are related to student behavior in the freshman year, and then \nwe also look at school culture. We work with these networks of dedicated schools that are already coming \ntogether to improve their practice and first start by using a process that we call a data form where we \npresent the research on a particular topic. So, in this case, on the freshman year and how it\u2019s critical for \npreventing student dropout. Once we\u2019ve provided them with that research on the freshman year, we then", "start_char_idx": 0, "end_char_idx": 3299, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a838d324-a3f9-4b59-9731-66693a385cf0": {"__data__": {"id_": "a838d324-a3f9-4b59-9731-66693a385cf0", "embedding": null, "metadata": {"page_label": "3", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "768445ee-0ab1-4add-9d7d-fc5786022a90", "node_type": "4", "metadata": {"page_label": "3", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "8ff87c1897ba0ad885e2028eebe36294745e69da741844e73f678e36b82fcd2f", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "0a279a6f-3dd7-4435-850f-8684bd97bcbd", "node_type": "1", "metadata": {"page_label": "2", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7fb13d3d944ac47de552cbf49041308ecf749c612487d96c3ba0cbeac5579312", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c82c0669-beca-4815-afd2-9b13c0510c2a", "node_type": "1", "metadata": {}, "hash": "618c704c92132d5800e75b33f47f3dac8d15f7899d0a11b2c436468d3c3123a8", "class_name": "RelatedNodeInfo"}}, "hash": "da29a29d86fa63ac31a5dc865f951afcbcbafb9fbbbbe466a65218a4e388001b", "text": "Two or More Core F\u2019s in Grade 9, Won\u2019t Graduate Anytime\u2014 Nicolas Montgomery\nwalk them through understanding an individual school\u2019s data so that every school can see how to analyze a \nparticular school\u2019s data. And then we have them each break up into individual school groups, provide them \nwith their individual school data, and support them in walking through and understanding that.\nWe also have a proverb that we\u2019ve been using to help school leaders and teachers remember and understand \nwhat the on-track indicator is. And that proverb is, \u201cTwo or more core Fs in grade 9 won\u2019t graduate \nanytime.\u201d  What we have also done is worked with the principals and administrators to help them present \nthe information themselves so that they are really taking ownership over this information on what\u2019s \nimportant for preventing dropout and getting students to graduate. So we help them understand that data \nso that they can then present it to their teachers and support their work.\nWe integrate the feedback from the schools and what we\u2019re learning from the schools into our reports and \nthen create these reports for all schools in the network. The outcome that we expect after working with \nschools is for them to have a better understanding of how students become dropouts and what the early \nwarning signs are. We want them to have an improved understanding of the current dropout risk within \ntheir school and an understanding of whether or not the programs they have implemented or have been \nimplementing have made a difference by looking at trends over time.", "start_char_idx": 0, "end_char_idx": 1562, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c82c0669-beca-4815-afd2-9b13c0510c2a": {"__data__": {"id_": "c82c0669-beca-4815-afd2-9b13c0510c2a", "embedding": null, "metadata": {"page_label": "1", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9ef29b82-4b1c-4ccd-b64b-fd1eb1e5edca", "node_type": "4", "metadata": {"page_label": "1", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "ed7604defda997f419bc124861af4be27236708074150491520a0f921f69efec", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a838d324-a3f9-4b59-9731-66693a385cf0", "node_type": "1", "metadata": {"page_label": "3", "file_name": "two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_path": "openaipdf\\two-or-more-core-fs-in-grade-9-wont-graduate-anytime.pdf", "file_type": "application/pdf", "file_size": 132605, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "da29a29d86fa63ac31a5dc865f951afcbcbafb9fbbbbe466a65218a4e388001b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "35467946-a725-4572-928f-e58c2f87b002", "node_type": "1", "metadata": {}, "hash": "7154b8cc397b791cb9bd59950dc3c7246021b4462dbedfc149b709ec319db0dd", "class_name": "RelatedNodeInfo"}}, "hash": "618c704c92132d5800e75b33f47f3dac8d15f7899d0a11b2c436468d3c3123a8", "text": "1 of 5TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \nWRITING PROCESS\n \u00bbStudents need to learn to write for multiple purposes: to inform, to \npersuade, and to convey experience.\n \u00bbStudents are more likely to be engaged and motivated to write if \nthe task is meaningful and they understand the purpose of what \nthey are writing.\n \u00bbIt is important for teachers to look for opportunities for students to \nwrite for different purposes across the curriculum.\n \u00bbTeachers can use collaborative modeling to help students generate \ncontent.\nCharles A. MacArthur is a professor of special education and literacy \nin the School of Education at the University of Delaware. A former \nspecial education teacher, he teaches courses on literacy problems, \nwriting instruction, and educational research. His major research \ninterests include writing development and instruction for struggling \nwriters, development of self-regulated strategies, adult literacy, \nand applications of technology to support reading and writing. He is \ncurrently principal investigator of a research project developing a Topic \nPractice \nAbout the Interviewee\n  AUDIO\n6:09 min \nFull Details and TranscriptUnderstanding the Purpose \nof What You\u2019re Writing\nCharles MacArthur, Ph.D.  \nFebruary 2012\nHighlights", "start_char_idx": 0, "end_char_idx": 1282, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "35467946-a725-4572-928f-e58c2f87b002": {"__data__": {"id_": "35467946-a725-4572-928f-e58c2f87b002", "embedding": null, "metadata": {"page_label": "2", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "856b1d66-8230-440b-a25b-be0c46c53b52", "node_type": "4", "metadata": {"page_label": "2", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "34e027a1387f7292dfe6c0b17e5030f5d215db1193ec29c278b66571e6e84bb2", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c82c0669-beca-4815-afd2-9b13c0510c2a", "node_type": "1", "metadata": {"page_label": "1", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "618c704c92132d5800e75b33f47f3dac8d15f7899d0a11b2c436468d3c3123a8", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "37d5b7ee-1452-4496-9807-20977ec5864c", "node_type": "1", "metadata": {}, "hash": "92277597f081215bc8e9e046ddc63e37c9ae790c27a97bd6bba11e45a0d7dd95", "class_name": "RelatedNodeInfo"}}, "hash": "7154b8cc397b791cb9bd59950dc3c7246021b4462dbedfc149b709ec319db0dd", "text": "2 of 5\nUnderstanding the Purpose of What You\u2019re Writing\u2014 Charles MacArthur, Ph.D.writing curriculum for developmental writing courses in community \ncolleges, and co-principal investigator of a study of writing instruction \nin first grade. Major funded research projects have focused on \ndecoding instruction in adult education, development of a writing \ncurriculum for students with learning disabilities, writing strategy \ninstruction, development of multimedia tools to support reading and \nwriting, speech recognition as a writing accommodation, and project-\nbased learning in social studies in inclusive classrooms. Dr. MacArthur \nserved as co-editor of The Journal of Special Education  for five years \nand serves on the editorial boards of several other journals. He has \npublished over 100 articles and book chapters and edited several \nbooks, including the Handbook of Writing Research and Best Practices \nin Writing Instruction .\n 00:04  Hello, this is Charles MacArthur. I\u2019m a professor at the \nUniversity of Delaware, and I was a member of the panel that \ndeveloped the Practice Guide Teaching Elementary School Students to \nBe Effective Writers . \n 00:16  Students need to learn to write for a variety of different \npurposes. It\u2019s part of the Common Core State Standards, which talk \nabout writing to inform, writing to persuade, and writing to convey \nexperience. And in school and in real life, people write for many, \nmany different purposes. It\u2019s important, first of all, that students \nunderstand the purpose of what they\u2019re writing. So if students see \nthe purpose of what they\u2019re writing, they\u2019re much more likely to be \nmotivated and engaged in doing it. So what sorts of purposes do we \nwant students to write for? Well, there\u2019s many. Students naturally like \nto write about their own experiences, and so personal narrative is \nusually a good way to get the year started\u2014have students write about \nexciting experiences they had or write memoirs about times in their \npast. What about writing to inform? Well, the school day is full of \nthings that students are learning\u2014in science, in social studies, things \nabout their daily life\u2014all of those are opportunities to write to inform. Full Transcript", "start_char_idx": 1, "end_char_idx": 2220, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "37d5b7ee-1452-4496-9807-20977ec5864c": {"__data__": {"id_": "37d5b7ee-1452-4496-9807-20977ec5864c", "embedding": null, "metadata": {"page_label": "3", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4740f376-287a-491c-9844-064c68822cfe", "node_type": "4", "metadata": {"page_label": "3", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2adb74eb8c1973bd10ec2b4d9542cfc592a2ef1062805654a02ba176eed128bd", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "35467946-a725-4572-928f-e58c2f87b002", "node_type": "1", "metadata": {"page_label": "2", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7154b8cc397b791cb9bd59950dc3c7246021b4462dbedfc149b709ec319db0dd", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1a0cb473-d461-431c-a132-61a5c0608cd3", "node_type": "1", "metadata": {}, "hash": "805db15c490446c2950747a3cc9d929a9caa1b36019385b376d2d225e717a0a0", "class_name": "RelatedNodeInfo"}}, "hash": "92277597f081215bc8e9e046ddc63e37c9ae790c27a97bd6bba11e45a0d7dd95", "text": "3 of 5\nUnderstanding the Purpose of What You\u2019re Writing\u2014 Charles MacArthur, Ph.D.And then you also have to look for opportunities for persuasive writing. \nSo it\u2019s important for teachers to try to arrange opportunities for \nstudents to write across the curriculum for a wide range of different \npurposes.\n 01:34  It\u2019s important to teach students strategies to help them \nplan what they have to say and how to organize it. And this will look \ndifferent depending on the grade level and the type of writing that \nthey\u2019re doing. For example, suppose you were a fourth- or fifth-grade \nteacher and you had decided that it was time for your students to \nhave some practice and some experience to learn something about \npersuasive writing. So how would you go about teaching that? Well, the \nfirst thing is you want students to have some understanding about what \npersuasion is. So they connect what they\u2019re going to be doing in their \nwriting to what they already know.\n 02:11  Most planning strategies connect the organizational \nelements of a type of writing to planning. So what are the elements \nof persuasive writing? Well, one is your opinion, your belief, what it is \nyou\u2019re trying to persuade people about. Another key one is reasons; \nwhat are your reasons for your argument? And a third one is what\u2019s \nthe supports, what\u2019s the details and the examples that support those \nreasons? And then of course you want to have a conclusion. So there\u2019s \ndifferent ways to organize that. You might use a graphic organizer, or \nyou might use a mnemonic, like sometimes we use the mnemonic TREE \nfor Topic , which is the belief, Reasons , Examples  to support those \nreasons, and Ending .\n 02:55  So how do we use that to teach planning? Well, we model \nit for students. So we say, \u201cFirst we have to think who we\u2019re writing \nto and why we\u2019re writing to them. So, for example, perhaps we\u2019re \nwriting to our parents to convince them to let us go to the mall with \nour friends. Okay, so we have our purpose for writing now. Now, we \nneed to think about our elements; let\u2019s write TREE on the board here \nand think, \u2018Okay, well we have what we\u2019re trying to convince them: let \nus go to the mall. Now what would our reasons be?\u2019 So let\u2019s brainstorm \nsome reasons.\u201d And so this is the teacher modeling, the teacher is", "start_char_idx": 1, "end_char_idx": 2301, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1a0cb473-d461-431c-a132-61a5c0608cd3": {"__data__": {"id_": "1a0cb473-d461-431c-a132-61a5c0608cd3", "embedding": null, "metadata": {"page_label": "4", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3d43a494-825b-4020-9e13-0970043e6db9", "node_type": "4", "metadata": {"page_label": "4", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "cb31cbb80c1ad0091dff424fc145623332a592c6ec5cb37c75897e8a85cad7a0", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "37d5b7ee-1452-4496-9807-20977ec5864c", "node_type": "1", "metadata": {"page_label": "3", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "92277597f081215bc8e9e046ddc63e37c9ae790c27a97bd6bba11e45a0d7dd95", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "55a6222d-09d8-4ab2-b47c-15d9b3c8c888", "node_type": "1", "metadata": {}, "hash": "9f61089022af1977cff9af1228df986625f4ed29ce7e6959ac8a4b972971ab0f", "class_name": "RelatedNodeInfo"}}, "hash": "805db15c490446c2950747a3cc9d929a9caa1b36019385b376d2d225e717a0a0", "text": "4 of 5\nUnderstanding the Purpose of What You\u2019re Writing\u2014 Charles MacArthur, Ph.D.thinking out loud through this process. And then go back through \nyour brainstorm and choose the reasons that you think will work for \nthis purpose. Then write them down, then do your draft, include all \nyour reasons. Use your plan while you\u2019re writing. After you\u2019ve been \nthrough that once and the teachers model it, we usually recommend \ncollaborative modeling. And in collaborative modeling, the teachers \nand students work together. The teacher controls the strategy, but the \nstudents generate the content so they have the experience that they \ncan do it.\n 04:02  I\u2019m going to give an example of a writing activity that might \ntake place, perhaps in the second half of first grade or in second \ngrade, that would introduce young students to persuasive writing. So \nwhat kind of persuasive writing might very young students do? One \nexample would be writing book reviews. And so if you were a teacher \nand you were planning to ask students to write a book review, how \nwould you go about doing that? Well, first of all, you have to provide \na meaningful context for it, and a good way to do that is to, during \nyour read-aloud times, read some short book reviews to students and \nlet them choose which book they want you to read based on the book \nreview. And when students have that model, then you help them to \nplan their own. The book: what is their opinion, what did they think \nabout it? And then a reason or two about why they liked it or why they \ndidn\u2019t like it.\n 04:56  So it begins with giving them an opportunity to read some \nexamples. We sometimes call them mentor texts ; they\u2019re good \nexamples of writing of the type you want students to do that are \nwritten at the level that you expect students to be able to do. It\u2019s \nimportant for students to write things that are meaningful to them. \nThey should have a purpose and a goal for the writing tasks that they \nengage in. Students are much more likely to be engaged in the task \nif they understand why they\u2019re doing it, who\u2019s going to read it, what \nthey\u2019re going to learn from doing it. In addition, the purpose of writing \nis very much connected to the form and content of that writing and to \nthe strategies that students will use in planning and revising it.", "start_char_idx": 1, "end_char_idx": 2314, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "55a6222d-09d8-4ab2-b47c-15d9b3c8c888": {"__data__": {"id_": "55a6222d-09d8-4ab2-b47c-15d9b3c8c888", "embedding": null, "metadata": {"page_label": "5", "file_name": "understanding-the-purpose-of-what-youre-writing.pdf", "file_path": "openaipdf\\understanding-the-purpose-of-what-youre-writing.pdf", "file_type": "application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], 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"2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "805db15c490446c2950747a3cc9d929a9caa1b36019385b376d2d225e717a0a0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "edcff8a3-9e0b-4ca5-8342-d44aa0f54fb0", "node_type": "1", "metadata": {}, "hash": "87ed6670d7fe8b01cdccfc6a5463a326ac7ef925faa57601768052cbfec0fd90", "class_name": "RelatedNodeInfo"}}, "hash": "9f61089022af1977cff9af1228df986625f4ed29ce7e6959ac8a4b972971ab0f", "text": "5 of 5\nUnderstanding the Purpose of What You\u2019re Writing\u2014 Charles MacArthur, Ph.D. 05:45  By giving students meaningful purposes and goals for their \ntasks, it helps them to understand why different pieces of writing are \norganized in different ways, how to go about planning different kinds \nof writing, and what to look for when you\u2019re evaluating and revising \nthose writing pieces.\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 1, "end_char_idx": 763, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "edcff8a3-9e0b-4ca5-8342-d44aa0f54fb0": {"__data__": {"id_": "edcff8a3-9e0b-4ca5-8342-d44aa0f54fb0", "embedding": null, "metadata": {"page_label": "1", "file_name": "using-evaluation-data-to-improve-teaching.pdf", "file_path": "openaipdf\\using-evaluation-data-to-improve-teaching.pdf", "file_type": "application/pdf", "file_size": 131711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", 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"application/pdf", "file_size": 707656, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9f61089022af1977cff9af1228df986625f4ed29ce7e6959ac8a4b972971ab0f", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a741ba08-9231-42e2-b065-cf8e64193829", "node_type": "1", "metadata": {}, "hash": "57bac80130429879a403777ba17d8205176e63f7cd961bedc45e5b8da87f4671", "class_name": "RelatedNodeInfo"}}, "hash": "87ed6670d7fe8b01cdccfc6a5463a326ac7ef925faa57601768052cbfec0fd90", "text": "Audio\nFULL DETAILS AND TRANSCRIPT\n \nUsing Evaluation Data to Improve Teaching\nWayne County Literacy Acceleration Project, Tennessee \nJune 2007\nTopic:  Preschool Language and Literacy \nPractice:  Teach Phonological Awareness\nHighlights\n\u2022\tDescription of how one program used evaluation data to identify \ninstructional needs and develop improvement plans\n\u2022\tDefining\tthe\trole\tof\tevaluators\n\u2022\tUsing evaluation data to shape a professional development plan for \nimproving instructional practice\n\u2022\tHelping staff understand and use data to support children\u2019s learning\n\u2022\tValue of using classroom observation and videotaping as part of a \nprofessional development program\nAbout the Site\nWayne County Literacy Acceleration Project\nWaynesboro, Tennessee\nDemographics:\n\u2022\tHigh unemployment rate \n\u2022\t 60% ECS", "start_char_idx": 0, "end_char_idx": 792, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a741ba08-9231-42e2-b065-cf8e64193829": {"__data__": {"id_": "a741ba08-9231-42e2-b065-cf8e64193829", "embedding": null, "metadata": {"page_label": "2", "file_name": "using-evaluation-data-to-improve-teaching.pdf", "file_path": "openaipdf\\using-evaluation-data-to-improve-teaching.pdf", "file_type": "application/pdf", "file_size": 131711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "e77de794-0a60-4097-8754-dfd08bc4cc12", "node_type": "4", "metadata": {"page_label": "2", "file_name": "using-evaluation-data-to-improve-teaching.pdf", "file_path": "openaipdf\\using-evaluation-data-to-improve-teaching.pdf", "file_type": "application/pdf", "file_size": 131711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "71114a563320c7e141a9ef0f15a3e7c1584be2770c5bf77e527996cc45f8e7aa", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "edcff8a3-9e0b-4ca5-8342-d44aa0f54fb0", "node_type": "1", "metadata": {"page_label": "1", "file_name": "using-evaluation-data-to-improve-teaching.pdf", "file_path": "openaipdf\\using-evaluation-data-to-improve-teaching.pdf", "file_type": "application/pdf", "file_size": 131711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "87ed6670d7fe8b01cdccfc6a5463a326ac7ef925faa57601768052cbfec0fd90", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "54dcc8c4-4ecc-4fec-ac1a-6eb2c248e1f3", "node_type": "1", "metadata": {}, "hash": "464f6ec5917cfcc41576aaa66e82391dfe8d882aa7ff93517f2b5887a378fc84", "class_name": "RelatedNodeInfo"}}, "hash": "57bac80130429879a403777ba17d8205176e63f7cd961bedc45e5b8da87f4671", "text": "Using Evaluation Data to Improve Teaching\nWayne County Literacy Acceleration Project, Tennessee\nFull Transcript\nI am Shirley Curry with the Wayne County Early Reading First preschool program here in Waynesboro, \nTennessee. In 2004, we got an Early Reading First grant. Our relationship with Vanderbilt then \nexpanded exponentially and they then began to not only take a look at the student outcome, but \nthey began to take a look at the classroom itself, the environment of the classroom, the workshops \nwhich provided professional development for the teachers, as well as the student activity in the \nclassroom and the students\u2019 results. \nWe\thad\ta\tvery\tdefined\trole\tfor\tour\tevaluator.\t They\twere\tto\tassess,\tin\ta\ttimely\tmanner,\tthe\t\nstudents\u2019 outcome. They were to take the analysis and summarize the data. They were to provide \nthe feedback to the administrators and they were to communicate information to the teachers \nin an understandable format. And then they were to assist the administration in our professional \ndevelopment.\nWe would meet with our assessors at least three or four times a year, or as often as we needed. And \nthey would meet with the teachers, and they would come at least twice a year to meet with the \nteachers and explain to the teachers what the data said and what it meant, as well as giving some \nideas about what do you do with it. \nThey used various assessments. Our main assessment was the Woodcock-Johnson. There was \u2022\tLess than 1% ELL\n\u2022\t8% Disabilities\nSite Highlights:\n\u2022\tTeacher training in interactive and dialogic reading focused on \nincreasing vocabulary and comprehension using multiple readings, \nimplementing interactive techniques, and helping children reconstruct \nthe story\n\u2022\tExternal evaluators work with teachers (including videotaping of \ninstruction), help staff understand how to use evaluation data to \nidentify where programmatic changes are needed, and follow up by \nrecommending professional development training and assisting with the \ndevelopment of action plans\n\u2022\tExtensive, daily on-site mentoring and a classroom visitation program \nfor teachers and assistants", "start_char_idx": 0, "end_char_idx": 2120, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "54dcc8c4-4ecc-4fec-ac1a-6eb2c248e1f3": {"__data__": {"id_": "54dcc8c4-4ecc-4fec-ac1a-6eb2c248e1f3", "embedding": null, "metadata": {"page_label": "3", "file_name": "using-evaluation-data-to-improve-teaching.pdf", "file_path": "openaipdf\\using-evaluation-data-to-improve-teaching.pdf", "file_type": "application/pdf", "file_size": 131711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "aa0c8f27-3db9-48ff-8717-d55761b1a7f7", "node_type": "4", "metadata": {"page_label": "3", "file_name": "using-evaluation-data-to-improve-teaching.pdf", "file_path": "openaipdf\\using-evaluation-data-to-improve-teaching.pdf", "file_type": "application/pdf", "file_size": 131711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "9bc50f842f8884560720da84608521e6fa3b23ddb2ff453009d4c9387080d329", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a741ba08-9231-42e2-b065-cf8e64193829", "node_type": "1", "metadata": {"page_label": "2", "file_name": "using-evaluation-data-to-improve-teaching.pdf", "file_path": "openaipdf\\using-evaluation-data-to-improve-teaching.pdf", "file_type": "application/pdf", "file_size": 131711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "57bac80130429879a403777ba17d8205176e63f7cd961bedc45e5b8da87f4671", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "354cefd0-0fbd-4f39-95a4-4e7a03395110", "node_type": "1", "metadata": {}, "hash": "705b9f7b79d50ea87fbf89777486e4f03ce5eb99d7174fa05dfa92462c975ae0", "class_name": "RelatedNodeInfo"}}, "hash": "464f6ec5917cfcc41576aaa66e82391dfe8d882aa7ff93517f2b5887a378fc84", "text": "Using Evaluation Data to Improve Teaching\nWayne County Literacy Acceleration Project, Tennessee\nsomeone from Vanderbilt in those classrooms nearly every day and they had special instruments in \nwhich they coded what was going on in the classroom. What was the teacher doing? What were the \nchildren doing?  What about the conversations?  What about the arrangement of the classroom?  Then \nwe also videotaped each of our teachers and provided them a videotape so that they might look at \nthemselves in action, make whatever corrections they felt they needed to make, and then at the \nend of the grant we videotaped them again. \nSo I looked over all of our information and I found six areas which had just been particularly \nprofitable\tto\tus\u2014as\tinformation\twas\tgiven\tus\tfrom\tour\tevaluator.\tFirst\tof\tall\tis\tour\toutliers.\t They\t\nshowed us the kids that were really, really low so that we could take those and begin to follow \nthem through, because those are the ones who would really fall out had they not had the pre-K \nexperience.\tSecondly,\tthey\tshowed\tus\tthe\tgender\tdifferences\u2014that\tall\tof\tour\tboys,\tnearly\tevery\tone\t\nof them, scored less than the girls. Then the conversations between the teachers and the students, \nthey\tdid\ta\trecording\tof\tdid\tthe\tteachers\ttalk\tto\tthe\tchildren\u2014if\tthey\tdo,\tdo\tthey\task\tthem\tquestions?\t\nIs\tit\tone-way\tquestions?\tIs\tit\tfive-way\tquestions?\tSo\twe\thad\tto\tsee\tthat\twe\twere\ta\tlittle\tweak\ton\t\nthat and we had to have some training on the teachers\u2019 interchange between the teachers and the \nstudents.\nThen our PALS scores were not what we wanted them to be. So we brought in professional \ndevelopment experts to help us with that. Then our spelling and our writing, which was always our \nlowest\tscore\u2014they\tgave\tus\tsome\tsuggestion\tabout\twhat\tto\tdo\twith\tthat.\t And\tthen\tour\tclassroom\t\nmanagement\u2014we\tlooked\tto\tsee\tthat\twe\twere\tspending\ta\tgood\tbit\tmore\ttime\u2014exactly,\twe\twere\t\nspending four times more time in transition than our curriculum had suggested. So we had to have \nsome special help. Their information was so very helpful to us, that they could give us an instrument \nthat measured it. They could tell us what the outcome was. Then they suggested to us where we \nmight get professional help to strengthen that weak area. Then they came back, addressed the weak \narea and showed us our results.\nLet them do their job, don\u2019t be defensive of everything that might come up, be cooperative and \ntrust each other because you\u2019re on a team and the whole idea is to improve the learning of the \nchild.", "start_char_idx": 0, "end_char_idx": 2523, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "354cefd0-0fbd-4f39-95a4-4e7a03395110": {"__data__": {"id_": "354cefd0-0fbd-4f39-95a4-4e7a03395110", "embedding": null, "metadata": {"page_label": "1", "file_name": "using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_path": "openaipdf\\using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_type": "application/pdf", "file_size": 167423, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "52c168c6-6724-485c-bcfb-a7fcbdc83505", "node_type": "4", "metadata": {"page_label": "1", "file_name": "using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_path": "openaipdf\\using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_type": "application/pdf", "file_size": 167423, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "25e1be29e7e6771cebe50fdc0fecd79c4e18f6f071db3e5400b164a479dda196", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "54dcc8c4-4ecc-4fec-ac1a-6eb2c248e1f3", "node_type": "1", "metadata": {"page_label": "3", "file_name": "using-evaluation-data-to-improve-teaching.pdf", "file_path": "openaipdf\\using-evaluation-data-to-improve-teaching.pdf", "file_type": "application/pdf", "file_size": 131711, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "464f6ec5917cfcc41576aaa66e82391dfe8d882aa7ff93517f2b5887a378fc84", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a784f56f-ffe2-4b74-a385-c2a8c02f8e33", "node_type": "1", "metadata": {}, "hash": "bf5ebdf78a7db4399251d7631e66e068cbb135f0856709a8d0f0cd0060f5ad43", "class_name": "RelatedNodeInfo"}}, "hash": "705b9f7b79d50ea87fbf89777486e4f03ce5eb99d7174fa05dfa92462c975ae0", "text": "Topic: Reducing Behavior Problems \nPractice: Schoolwide Approach\nHighlights\n\u2022 The principal at Baxter Elementary explains the social-emotional learning \n(SEL) standards used at the school and how these standards are intertwined \ninto many aspects of the school day.\n\u2022 Teachers at Baxter Elementary use an SEL curriculum which provides a \ncommon language and expectations for all students.\n\u2022 The Achorage School District developed the SEL standards on which the \ncurriculum is based.  The SEL standards include four goals: Self-Awareness, \nSelf-Managment, Social Awarness and Social Managment. \nAbout the Site\nBaxter Elementary School\nAnchorage, Alaska\nDemographics\n48% White\n10% HispanicAudio\nFuLL  DETAiLS AnD TRAnScRiPT  \nUsing Social-Emotional Learning Standards \nto Guide a Schoolwide Approach\nBaxter Elementary School, Alaska \u2022 April 2009", "start_char_idx": 0, "end_char_idx": 843, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a784f56f-ffe2-4b74-a385-c2a8c02f8e33": {"__data__": {"id_": "a784f56f-ffe2-4b74-a385-c2a8c02f8e33", "embedding": null, "metadata": {"page_label": "2", "file_name": "using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_path": "openaipdf\\using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_type": "application/pdf", "file_size": 167423, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "109136d7-99b1-4010-bf08-f75f51b0add4", "node_type": "4", "metadata": {"page_label": "2", "file_name": "using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_path": "openaipdf\\using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_type": "application/pdf", "file_size": 167423, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3483817bb145ab9eeec7043dd8bb9b3b36b06b3e41416162d215192775959568", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "354cefd0-0fbd-4f39-95a4-4e7a03395110", "node_type": "1", "metadata": {"page_label": "1", "file_name": "using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_path": "openaipdf\\using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_type": "application/pdf", "file_size": 167423, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "705b9f7b79d50ea87fbf89777486e4f03ce5eb99d7174fa05dfa92462c975ae0", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "912f05e3-cdba-4280-94d8-1da6d75de8b7", "node_type": "1", "metadata": {}, "hash": "baee6e8a7571fddc87edaf8696afb4033e90db8b9ddbb54860115eb4af2b6188", "class_name": "RelatedNodeInfo"}}, "hash": "bf5ebdf78a7db4399251d7631e66e068cbb135f0856709a8d0f0cd0060f5ad43", "text": "Using Social-Emotional Learning Standards to Guide a Schoolwide Approach\nBaxter Elementary School, Alaska\n9% Native American\n6% Black7% Asian\n47% Free or Reduced-Price Lunch\n3% Special Education\nBaxter Elementary School implements a schoolwide positive discipline plan as a framework on which all \nschool behavior-related practices, policies, and expectations are based. Key features include:\n\u2022 integration of social-emotional learning (SEL) and character education lessons into the curriculum;\n\u2022 Organizational practices to promote a climate of safety, respect, and caring; and\n\u2022 Supplemental enrichment lessons for students with office referrals. \nFull Transcript\nMy name is Vicki Hodge. i\u2019m Principal of Baxter Elementary School in Anchorage, Alaska. i\u2019ve been at Baxter \nElementary School for five years. The first year that I was here, we started a positive schoolwide discipline \nplan. And with that, we have set four expectations that we call our school matrix, and those are to be safe, \nbe respectful, be responsible, and be positive. And out of that, all of the classroom rules, expectations, our \nwhole school procedures are founded on those four simple procedures. \nWe believe that, at Baxter, the research that says that students make the biggest difference when there\u2019s a \ncore curriculum that\u2019s taught consistently so that students learn the language and understand the concepts \nrelated to making good choices and with problem solving. And so we have a core curriculum that we use, \nand every Monday, the whole school focuses on social and emotional learning. The teachers teach lessons \nfrom the core curriculum or an alternate curriculum related to a focus that they want to have for the week. \nFor example, respect, maybe that\u2019s been an issue within the classroom. And so, they will focus on, choose a \nlesson that relates to respect, and then, throughout the week, they will infuse the idea of respect through \nthe rest of the curricula, through the reading program or through social studies or through other teachable \nmoments. \nThen we also believe that students should be rewarded for doing the right thing. A lot of times students do \nthe right thing all the time, don\u2019t get recognized; the students that are having issues or the ones that are \ngetting attention. So, what we do is we reward students for doing the right thing. So, students that do not \nhave any office referrals for the month earn bubble gum recess, and that\u2019 s a 30-minute extra recess that \nwe have the first Friday of the month for any student that\u2019s made it successfully without an office referral. \nWe also use caught coupons, and those are passed out around the playground, in the halls, throughout the \nschool area. And so students can get a caught coupon for following our four components of our matrix. And \nthen those students are invited to have lunch with me. \nThen, for the students that may have difficulty following those, they\u2019re invited then to participate in the", "start_char_idx": 0, "end_char_idx": 2972, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "912f05e3-cdba-4280-94d8-1da6d75de8b7": {"__data__": {"id_": "912f05e3-cdba-4280-94d8-1da6d75de8b7", "embedding": null, "metadata": {"page_label": "3", "file_name": "using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_path": "openaipdf\\using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_type": "application/pdf", "file_size": 167423, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "822250f9-1f4f-40e7-b369-1b0b7f8dcae2", "node_type": "4", "metadata": {"page_label": "3", "file_name": "using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_path": "openaipdf\\using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_type": "application/pdf", "file_size": 167423, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7a95a547ca70b4ce8c736a988cb9efbbb3a056b9cc3d277c84281d9651763b04", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "a784f56f-ffe2-4b74-a385-c2a8c02f8e33", "node_type": "1", "metadata": {"page_label": "2", "file_name": "using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_path": "openaipdf\\using-social-emotional-learning-standards-to-guide-a-schoolwide-approach.pdf", "file_type": "application/pdf", "file_size": 167423, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "bf5ebdf78a7db4399251d7631e66e068cbb135f0856709a8d0f0cd0060f5ad43", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "9c712af9-bc92-44f7-9f98-1ca6a6240c1b", "node_type": "1", "metadata": {}, "hash": "c003e2ba2e9e0255958632879987dd8cd5f8c7fd569382e0ba07939ec396527c", "class_name": "RelatedNodeInfo"}}, "hash": "baee6e8a7571fddc87edaf8696afb4033e90db8b9ddbb54860115eb4af2b6188", "text": "Using Social-Emotional Learning Standards to Guide a Schoolwide Approach\nBaxter Elementary School, Alaska\nactivities that are going to help them review and understand and be able to better follow our matrix. So, we \nhave our rebound program, which is an after-school program. We don\u2019t call it detention, but the rebound \nteacher sits down with students, and they talk about what happened. They review the matrix, and then \nthey do problem solving and talk about how the student could make different choices next time and be \nsuccessful. And then, during bubble gum recess, for students that did receive office referrals, those students \nparticipate in activities that are also related to whatever their infraction was where they can again practice \nfollowing the matrix. And that\u2019s a program we call MinT or Making it next Time. And then throughout the \nmonth, the teachers mentor those students and help them, encourage them to make the choices so that \nthey\u2019ll be able to participate in bubble gum recess the next time. \nThe leadership team, we have found, has been really the whole core behind the success of the program \nhere. We meet at least twice a month. We have updates at staff meetings so that we\u2019re making sure that \nwe are continually training the teachers on like, for example, reviewing the matrix or of the procedures \nfor our rebound program. The leadership team is representative of all grade levels, and then they not \nonly take ideas back from the team to their grade-level partners, but they also bring any kind of questions \nor suggestions from their grade-level partners to the team for discussion. And then, yearly, we have a \nretreat where we have subs for a day, and the SEL team meets away from the school. We look at what was \nsuccessful over the course of the year, what maybe wasn\u2019t so successful, and then out of that, we generate \nour plan for the next year.", "start_char_idx": 0, "end_char_idx": 1890, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "9c712af9-bc92-44f7-9f98-1ca6a6240c1b": {"__data__": {"id_": "9c712af9-bc92-44f7-9f98-1ca6a6240c1b", "embedding": null, "metadata": {"page_label": "1", "file_name": "using-the-three-week-assessment-cycle.pdf", "file_path": "openaipdf\\using-the-three-week-assessment-cycle.pdf", "file_type": "application/pdf", "file_size": 136855, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", 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"last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "baee6e8a7571fddc87edaf8696afb4033e90db8b9ddbb54860115eb4af2b6188", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "4552adab-3b26-4a55-ab0b-1bb6206dc9e6", "node_type": "1", "metadata": {}, "hash": "7d1a720954bf23858853296536e41666ebfba1835fbb2f129da7a66464cb15ea", "class_name": "RelatedNodeInfo"}}, "hash": "c003e2ba2e9e0255958632879987dd8cd5f8c7fd569382e0ba07939ec396527c", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Cycle of Improvement\nHighlights\n\u2022 It\u2019s important for assessment data to be analyzed quickly so that instructional \nstaff may act on the results.\n\u2022 The administration at MacArthur Ninth Grade School uses data to monitor teacher \nand student progress throughout the building. \n\u2022 Teachers use the data to monitor student progress and improve their instruction.\nAbout the Site\nMacArthur Ninth Grade School\nHouston, TX\nDemographics\n83% Hispanic\n12% Black\n 4% White\n79% Free or Reduced-Price LunchAudio\nFULL DETAILS AND TRANSCRIPT  \nUsing the Three-Week Assessment Cycle\nMacArthur Ninth Grade School, Texas \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 712, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "4552adab-3b26-4a55-ab0b-1bb6206dc9e6": {"__data__": {"id_": "4552adab-3b26-4a55-ab0b-1bb6206dc9e6", "embedding": null, "metadata": {"page_label": "2", "file_name": "using-the-three-week-assessment-cycle.pdf", "file_path": "openaipdf\\using-the-three-week-assessment-cycle.pdf", "file_type": "application/pdf", "file_size": 136855, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "4913c925-155d-4c7c-9575-c85eae5d91f3", "node_type": "4", "metadata": {"page_label": "2", "file_name": "using-the-three-week-assessment-cycle.pdf", "file_path": "openaipdf\\using-the-three-week-assessment-cycle.pdf", "file_type": "application/pdf", "file_size": 136855, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "93aebf779c1bedbde3b539264385ddf93500c02f2dac5ac6b950045a66891b5e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "9c712af9-bc92-44f7-9f98-1ca6a6240c1b", "node_type": "1", "metadata": {"page_label": "1", "file_name": "using-the-three-week-assessment-cycle.pdf", "file_path": "openaipdf\\using-the-three-week-assessment-cycle.pdf", "file_type": "application/pdf", "file_size": 136855, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "c003e2ba2e9e0255958632879987dd8cd5f8c7fd569382e0ba07939ec396527c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "a4a2282b-5081-46ba-8775-1cafcd8ccb2f", "node_type": "1", "metadata": {}, "hash": "01a507644ea07634153894c6382243f527d4bf01ba2dc66ff37a532d50bf2984", "class_name": "RelatedNodeInfo"}}, "hash": "7d1a720954bf23858853296536e41666ebfba1835fbb2f129da7a66464cb15ea", "text": "Using the Three-Week Assessment Cycle\u2014 MacArthur Ninth Grade School, Texas\nMacArthur Ninth Grade School uses student achievement data to support instructional decision making \nthrough such activities as:\n\u2022 Engaging in three-week and six-week assessment cycles\n\u2022 Embedding data use into the school\u2019s mission and vision\n\u2022 Using data to develop curriculum and key areas of focus for instruction\n\u2022 Implementing tools for students that provide clear expectations and grading criteria for all core \nclasses\n\u2022 Accessing and analyzing data from the districtwide data warehouse system\nFull Transcript\nSusan Baker: I am Susan Baker, the testing coordinator at MacArthur Ninth Grade School, in the Aldine \nIndependent School District, in Houston, Texas. \nThe data that\u2019s available to our teachers is the data warehouse that our district provides; we scan the tests, \nand that will provide us with the answers that have been broken down into the state standards. But we also \ncreate our own objective spreadsheets, and that\u2019s where we break it down by objective rather than just the \nbroad state standards. This helps the teachers and the students to identify which overall objective needs to \nbe worked on specifically. \nAnalyzing these spreadsheets has become easier for the teachers because I have formatted them so that \nthey come out colored. If a student is not successful, then obviously the number is red; if they are on the \nborderline, if they have just passed it but they are not commended performance yet, the cell will be yellow; \nbut if they are 90%, which is the commended performance, it comes green. So when the teacher inserts all \nof the data, right there they can look instantly and see if there is an awful lot of green or if there is a lot of \nred or something, and that will instantly show them that they need to identify that objective and proceed \nfrom there in their department. If the analysis indicates that it was a very low percentage that passed, \nthen we look at the questions and then we look at how it was taught to see if perhaps we did not teach \nthe objective long enough. The overall results are looked at and determined if we need to review through \ntutorials or if we need to do pull-outs out of elective classes or additional classes or if we need to reteach \nthat objective as well. \nDoing data analysis in a very timely manner really quickly is a very important component of this teaching \ncycle because if we do not get right back on track and reteach immediately , we have moved on to another \nobjective and then we are just spiraling out of control. We need to analyze immediately and then determine \nif we are going to redesign or do another assessment or if we could just move on and incorporate these \nobjectives at another time. So time is of the essence.", "start_char_idx": 0, "end_char_idx": 2793, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "a4a2282b-5081-46ba-8775-1cafcd8ccb2f": {"__data__": {"id_": "a4a2282b-5081-46ba-8775-1cafcd8ccb2f", "embedding": null, "metadata": {"page_label": "3", "file_name": "using-the-three-week-assessment-cycle.pdf", "file_path": "openaipdf\\using-the-three-week-assessment-cycle.pdf", "file_type": "application/pdf", "file_size": 136855, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3128b4a6-7e23-433a-8007-b3bae0b43ad9", "node_type": "4", "metadata": {"page_label": "3", "file_name": "using-the-three-week-assessment-cycle.pdf", "file_path": "openaipdf\\using-the-three-week-assessment-cycle.pdf", "file_type": "application/pdf", "file_size": 136855, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "869e463942080e556a9efbaf4c73207bef50e23538c04bca22c6c18991b67b67", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "4552adab-3b26-4a55-ab0b-1bb6206dc9e6", "node_type": "1", "metadata": {"page_label": "2", "file_name": "using-the-three-week-assessment-cycle.pdf", "file_path": "openaipdf\\using-the-three-week-assessment-cycle.pdf", "file_type": "application/pdf", "file_size": 136855, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7d1a720954bf23858853296536e41666ebfba1835fbb2f129da7a66464cb15ea", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "f5dd5423-b490-4c76-88f1-1a79cc4aa389", "node_type": "1", "metadata": {}, "hash": "4363c8c78e815656b9a80afa1843456bdb1305a9ab7cf7af6ecffc1d68ade0e3", "class_name": "RelatedNodeInfo"}}, "hash": "01a507644ea07634153894c6382243f527d4bf01ba2dc66ff37a532d50bf2984", "text": "Using the Three-Week Assessment Cycle\u2014 MacArthur Ninth Grade School, Texas\nValerie Trembacki: Hi, my name is Valerie Trembacki. I am an algebra and pre-AP algebra teacher at \nMacArthur Ninth Grade School, in Aldine Independent School District, in Houston, Texas. \nMacArthur uses an assessment cycle that is by the six weeks, and we have six-weeks and three-weeks major \nassessments. We also have some smaller assessments within the three weeks, such as quizzes or projects. \nWe use the results of our tests to analyze the data, and then we make instructional decisions based on that \ndata. We collaborate as a math department and look at our individual data to determine if content needs \nto be addressed in individual classes or as a department as a whole. If that is the case where we need to \naddress an objective as a whole, we will figure out a new way to teach that content, if necessary; we will \nlook at what teachers did do well in that content area and see what they did. After we go back and reteach \nif necessary, when that content is retested again, we look at did the class improve or did they not. If the \nstudents did not improve a second time being tested on that objective, then again the teachers go back \nand look at what can be done to improve the presentation of that content area. So it is a continuous cycle \nwhere the teachers are constantly going back and reflecting on their students\u2019  progress as well as their own \nteaching strategies. \nI think the assessment cycle we use is very beneficial to teachers as well as students. It gives me an \nopportunity to see which objectives my students have mastered and which, if any , need to be retaught and \nreviewed.", "start_char_idx": 0, "end_char_idx": 1686, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "f5dd5423-b490-4c76-88f1-1a79cc4aa389": {"__data__": {"id_": "f5dd5423-b490-4c76-88f1-1a79cc4aa389", "embedding": null, "metadata": {"page_label": "1", "file_name": "visualizing-data-in-the-progress-pad.pdf", "file_path": "openaipdf\\visualizing-data-in-the-progress-pad.pdf", "file_type": "application/pdf", "file_size": 133258, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", 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"01a507644ea07634153894c6382243f527d4bf01ba2dc66ff37a532d50bf2984", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "c3258d11-f3a8-4892-85cc-b48663cd9586", "node_type": "1", "metadata": {}, "hash": "3483d04c6c02a52b7ba478a7fc795b4037d2f18ed4cf52517ab3a6e9b01d70f1", "class_name": "RelatedNodeInfo"}}, "hash": "4363c8c78e815656b9a80afa1843456bdb1305a9ab7cf7af6ecffc1d68ade0e3", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Data-Driven Culture\nHighlights\n\u2022 It is important for schools to devise ways to organize all the data that needs to be \nanalyzed.\n\u2022 Staff at River Ridge Elementary use a special room called the Progress Pad to help \nquickly visualize the progress of their students.\n\u2022 A color-coded system of pocket charts tells staff which students need extra help, \nwhich students are falling behind, and which students are doing well.\nAbout the Site\nRiver Ridge Elementary School\nVilla Hills, KY\nDemographics\n91% White\n  3% Hispanic\n  3% Black \n  1% AsianAudio\nFULL DETAILS AND TRANSCRIPT  \nVisualizing Data in the Progress Pad\nRiver Ridge Elementary School, Kentucky \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 764, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "c3258d11-f3a8-4892-85cc-b48663cd9586": {"__data__": {"id_": "c3258d11-f3a8-4892-85cc-b48663cd9586", "embedding": null, "metadata": {"page_label": "2", "file_name": "visualizing-data-in-the-progress-pad.pdf", "file_path": "openaipdf\\visualizing-data-in-the-progress-pad.pdf", "file_type": "application/pdf", "file_size": 133258, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], 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"last_accessed_date": "2024-01-17"}, "hash": "4363c8c78e815656b9a80afa1843456bdb1305a9ab7cf7af6ecffc1d68ade0e3", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1ffcc069-e225-4d95-a244-87ac9d63ab75", "node_type": "1", "metadata": {}, "hash": "18e13d15ce6d5f45060f3bf6fac097804504e8f16eaeca09896d12e29e82483b", "class_name": "RelatedNodeInfo"}}, "hash": "3483d04c6c02a52b7ba478a7fc795b4037d2f18ed4cf52517ab3a6e9b01d70f1", "text": "Visualizing Data in the Progress Pad \u2014River Ridge Elementary School, Kentucky\n39% Free or Reduced-Price Lunch \n10% English Language Learners\n26% Special Education\nRiver Ridge Elementary uses data to support instructional decision making and to provide support for \nstudents. The school leadership team works collaboratively with staff to engage in the following practices:\n\u2022 Establishing a vision for data use\n\u2022 Analyzing data in team meetings to identify students who do not meet the benchmark goals\n\u2022 Providing supports for staff to embed data use into everyday practice\n\u2022 Helping students understand their own data and set learning goals\nFull Transcript\nHi, I am Deneen Zimmerman. Currently, I am the director of elementary education for the Kenton County \nSchool system in Kentucky.\nThe Progress Pad is a room that we have set aside to display our data for our students, and the focus of \nthe data is around reading. Our Progress Pad has charts for every classroom, and they\u2019re pocket charts and \nthey\u2019re color-coded, starting with green at the top, then yellow , and then red. We put the students\u2019 scores \nin the pockets. So if a student scores in a stanine one, two, or three, their name card is red and it gets put \nin the red section of the pocket chart. Stanines four, five, and six are on yellow cards and in the yellow \nsection of the pocket chart. And then stanines seven, eight, and nine are on green cards, and they go in the \ngreen pocket chart. \nIn the Progress Pad, our goal is to get everyone to the green, which would be in the average or above-\naverage range. The students in the yellow zone, stanines four, five, and six, we also monitor closely to make \nsure that they do not fall down in the red, and the red would be our at-risk students in reading and that\u2019 s \nstanines one, two, and three. \nSo we give the students a test two to three times a year to gather this data on the stanines and to look at \ntheir growth, and move them out of the color of pocket chart and so hopefully everyone is in the green. It\u2019 s \na great visual; when we go into the Progress Pad to have meetings, we are able to look at a class as a whole \nto see which students we\u2019re concerned about, which students we need to make sure that we\u2019re challenging. \nThe Progress Pad is used in many different ways. As administrators, we would gather the data for the \nteachers, and the teachers would then put the data on their students\u2019  cards. Then we have a visual of \nthe makeup of each classroom. As we have team meetings in there, we can see areas of concern for each \nclassroom. Also, our speech language pathologists would also meet in there to see how their students were \ndoing in reading so that they could see the connection between the language-delayed students and their", "start_char_idx": 0, "end_char_idx": 2771, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1ffcc069-e225-4d95-a244-87ac9d63ab75": {"__data__": {"id_": "1ffcc069-e225-4d95-a244-87ac9d63ab75", "embedding": null, "metadata": {"page_label": "3", "file_name": "visualizing-data-in-the-progress-pad.pdf", "file_path": "openaipdf\\visualizing-data-in-the-progress-pad.pdf", "file_type": "application/pdf", "file_size": 133258, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "d0425c34-73fe-412c-badf-56ec57a722a7", "node_type": "4", "metadata": {"page_label": "3", "file_name": "visualizing-data-in-the-progress-pad.pdf", "file_path": "openaipdf\\visualizing-data-in-the-progress-pad.pdf", "file_type": "application/pdf", "file_size": 133258, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "860a24a0926baa5b1a93ba2fcdf39498aec08debed51486c2b456654067c4f87", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "c3258d11-f3a8-4892-85cc-b48663cd9586", "node_type": "1", "metadata": {"page_label": "2", "file_name": "visualizing-data-in-the-progress-pad.pdf", "file_path": "openaipdf\\visualizing-data-in-the-progress-pad.pdf", "file_type": "application/pdf", "file_size": 133258, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "3483d04c6c02a52b7ba478a7fc795b4037d2f18ed4cf52517ab3a6e9b01d70f1", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1542ae4d-2ad7-4784-8f4d-a234e58825de", "node_type": "1", "metadata": {}, "hash": "81d0072587275ef2c826e40276db7f592eb162853ae99a35c300f101cc036aa2", "class_name": "RelatedNodeInfo"}}, "hash": "18e13d15ce6d5f45060f3bf6fac097804504e8f16eaeca09896d12e29e82483b", "text": "Visualizing Data in the Progress Pad \u2014River Ridge Elementary School, Kentucky\nreading scores. The teachers are involved in the process by putting the data on the card as well as when the \nstudent takes the test again, they are there to move the student to a different color , and hopefully it will be \nmoving up the chart until eventually getting to the green. On the back of the cards, the teacher will write \nwhat she is using with that student in the area of interventions, small groups with research-based strategies, \nsmall groups with research-based programs, and also progress monitoring information.", "start_char_idx": 0, "end_char_idx": 607, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1542ae4d-2ad7-4784-8f4d-a234e58825de": {"__data__": {"id_": "1542ae4d-2ad7-4784-8f4d-a234e58825de", "embedding": null, "metadata": {"page_label": "1", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "9814f9d9-c079-49b7-b27e-e0c9748695e1", "node_type": "4", "metadata": {"page_label": "1", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "568f94dd529394286f99278ab8e974b2d305d20a42ce69c402e4d430eca9d884", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1ffcc069-e225-4d95-a244-87ac9d63ab75", "node_type": "1", "metadata": {"page_label": "3", "file_name": "visualizing-data-in-the-progress-pad.pdf", "file_path": "openaipdf\\visualizing-data-in-the-progress-pad.pdf", "file_type": "application/pdf", "file_size": 133258, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "18e13d15ce6d5f45060f3bf6fac097804504e8f16eaeca09896d12e29e82483b", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "3e813d97-c5e8-4858-a715-508350bd857f", "node_type": "1", "metadata": {}, "hash": "7137d27cd8fc23655aae3bed4fedf5932596de62bb5b6f68b30b46c92d5abea6", "class_name": "RelatedNodeInfo"}}, "hash": "81d0072587275ef2c826e40276db7f592eb162853ae99a35c300f101cc036aa2", "text": "1 of 4TEACHING ELEMENTARY SCHOOL STUDENTS TO BE \nEFFECTIVE WRITERS \nDAILY TIME\n \u00bbIt is important that students learn and practice every day. Daily \npractice time is beneficial to both struggling and advanced writers. \n \u00bbIn reading classes, students can respond in writing to the texts \nthat they read. Writing can be integrated into all subject areas, \nincluding social studies, math, and science. \n \u00bbIn one school, students researched types of energy and wrote about \ntheir research. Students were motivated to write because these \nwere topics they learned about in science class and that they found \nmeaningful.\nAlisha A. Bollinger received her B.A. from Benedictine College and \nher M.Ed. from the University of Nebraska at Kearney. She has 10 \nyears of experience as an elementary teacher and special education \nteacher. Ms. Bollinger has served as a mentor for new teachers, a \nstaff development facilitator, and a curriculum leader, in addition \nto participating in professional learning communities. She also has \nworked on both building- and districtwide teams to develop writing \ncurricula and has worked as a teacher leader in the implementation \nof those plans. Ms. Bollinger currently teaches fourth grade at Norris \nElementary School in Firth, Nebraska.Topic \nPractice \nHighlights\nAbout the Interviewee\n  AUDIO\n4:32 min \nFull Details and TranscriptWriting Every Day in Every \nClass\nAlisha Bollinger  \nMarch 2012", "start_char_idx": 0, "end_char_idx": 1424, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "3e813d97-c5e8-4858-a715-508350bd857f": {"__data__": {"id_": "3e813d97-c5e8-4858-a715-508350bd857f", "embedding": null, "metadata": {"page_label": "2", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "cf96e18a-0ee0-41bb-bd5e-9cdd92d42516", "node_type": "4", "metadata": {"page_label": "2", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "5556fe08a79786042463a9252a7aaef17f7a921d88686b7519a06fba7216e5fb", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1542ae4d-2ad7-4784-8f4d-a234e58825de", "node_type": "1", "metadata": {"page_label": "1", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "81d0072587275ef2c826e40276db7f592eb162853ae99a35c300f101cc036aa2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1ef6e30d-eef6-4d28-a4d6-791fb5eb647e", "node_type": "1", "metadata": {}, "hash": "a3c199c95fcfbc2c00a30f5569317f0aa8ce3fcd01985fff098eeab8fbcaf62c", "class_name": "RelatedNodeInfo"}}, "hash": "7137d27cd8fc23655aae3bed4fedf5932596de62bb5b6f68b30b46c92d5abea6", "text": "2 of 4\nWriting Every Day in Every Class\u2014 Alisha Bollinger 00:05  My name is Alisha Bollinger. I\u2019m a fourth-grade teacher at \nNorris Elementary School in Firth, Nebraska.  \n 00:11  In the Practice Guide we suggest that teachers find a way to \nincorporate an hour of writing instruction every day. And that seems \nlike a lot at first glance, but really we\u2019re asking teachers to do a \nhalf an hour of instruction, where they teach a variety of different \nstrategies related to being an effective writer, and then to find time \nfor half an hour for students to practice those strategies during the \nschool day. And that can be stretched throughout the school day into \nother subject areas.\n 00:40  Students need daily practice to improve on the skills that \nwe\u2019re teaching them but also to gain confidence in their own writing. \nAnd it takes time to teach students all the skills they need to be \neffective writers.\n 00:54  One suggestion is to teach your writing skills and strategies \nearly in the day and then take opportunities throughout the rest of the \nday to reinforce those concepts. There are so many ways that teachers \ncan incorporate writing into other parts of the school day.\n 01:12  One easy way to do that is in reading class. Having students \nrespond to what they\u2019re reading; give their opinions or evaluate what \nthey\u2019re reading and write about that.\n 01:22  In a social studies class, you might ask students to create a \njournal as though they were a historical character from the timeframe \nthat you\u2019re studying. You might ask them to write an opinion about a \ncurrent event that\u2019s happening or an event that\u2019s happened in history.\n 01:38  In science there are great opportunities to teach students \nabout descriptive writing\u2014doing science experiments and then asking \nthem to write and describe what they observe.Full Transcript", "start_char_idx": 1, "end_char_idx": 1847, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1ef6e30d-eef6-4d28-a4d6-791fb5eb647e": {"__data__": {"id_": "1ef6e30d-eef6-4d28-a4d6-791fb5eb647e", "embedding": null, "metadata": {"page_label": "3", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "0f1df7c0-0111-4d5b-953c-feb86a3ce0ee", "node_type": "4", "metadata": {"page_label": "3", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "64d494a940dd6384f57d295a5cabd1367ede8434c8ba922e641739e9a4b96f2e", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "3e813d97-c5e8-4858-a715-508350bd857f", "node_type": "1", "metadata": {"page_label": "2", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "7137d27cd8fc23655aae3bed4fedf5932596de62bb5b6f68b30b46c92d5abea6", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "1af474e1-e8e9-4ef4-a498-4a37242de467", "node_type": "1", "metadata": {}, "hash": "d1783ab21fe7a2f3bb14c0bc0b8a3ff81ab91ec32c1e0cac073e0475ef5d14e2", "class_name": "RelatedNodeInfo"}}, "hash": "a3c199c95fcfbc2c00a30f5569317f0aa8ce3fcd01985fff098eeab8fbcaf62c", "text": "3 of 4\nWriting Every Day in Every Class\u2014 Alisha Bollinger 01:50  Even in math\u2014a subject that we don\u2019t always think about \nhaving a lot of opportunities to write\u2014we can ask students to write \nabout the process that they used to solve a problem. Or we can allow \nthem to research the subjects that they\u2019re learning about there in \nmath. And in all of those ways we can reinforce the skills that we\u2019re \nteaching them in the writing classroom.\n 02:10  One of my favorite experiences teaching writing throughout \nthe curriculum came from teaching writing as a part of my science \ncurriculum. We were studying the different types of energy, so we \nwere studying wind energy and hydroelectric power and nuclear energy \nand talking with the students about that. And then we asked students \nto research one of those and then come back and write an opinion \npiece about the type of energy they had researched: What were the \npros, what were the cons? It was something where my teammates and \nI had sat down and looked at, this would be a nice place to reinforce \nwhat we were teaching in writing about opinion writing. But it was \nwonderful to see, once the students got started with it, how excited \nthey were to write about something that they were learning about in \nthe science classroom. \n 02:58  I think integrating our writing instruction into other areas \nhelps students build skills because it\u2019s building upon other things that \nthey\u2019re learning and things that they see a value in. So when they\u2019re \nwriting, they\u2019re writing about something that is important to them or \nthey\u2019re writing about something that they\u2019re being held accountable \nfor in another subject area, and we have the opportunity not only to \nreinforce a writing skill but also to reinforce that science or social \nstudies concept or to reinforce what they\u2019re reading.\n 03:31  Sometimes teachers are unsure of how to incorporate writing \ninto other subject areas, and one of the first places that I would \nencourage them to start is look at the opportunities that are already \nthere. In a textbook it may ask questions that ask students to write \nabout what they\u2019re learning. Have them answer that question that \nasks, \u201cPlease explain how you found your answer\u201d in math, and make \nthem use the written language to show that explanation.", "start_char_idx": 1, "end_char_idx": 2303, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "1af474e1-e8e9-4ef4-a498-4a37242de467": {"__data__": {"id_": "1af474e1-e8e9-4ef4-a498-4a37242de467", "embedding": null, "metadata": {"page_label": "4", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "3ddeb9da-72f7-471b-b4bd-47f616e45002", "node_type": "4", "metadata": {"page_label": "4", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "1b9dc51ffe057d3a6b31d77608295a0cfa34234c49be87d391a9dddd95532337", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1ef6e30d-eef6-4d28-a4d6-791fb5eb647e", "node_type": "1", "metadata": {"page_label": "3", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "a3c199c95fcfbc2c00a30f5569317f0aa8ce3fcd01985fff098eeab8fbcaf62c", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "eda9d77b-cc91-408a-b13a-ed27864ef77e", "node_type": "1", "metadata": {}, "hash": "64603a6bc636e19684a1b493444aa2fd85ce207343242b4ac0780b197fde8296", "class_name": "RelatedNodeInfo"}}, "hash": "d1783ab21fe7a2f3bb14c0bc0b8a3ff81ab91ec32c1e0cac073e0475ef5d14e2", "text": "4 of 4\nWriting Every Day in Every Class\u2014 Alisha Bollinger 03:58  It\u2019s important for every student, whether they be a student \nwho\u2019s struggling with writing or a student who\u2019s already very proficient \nat writing, to have that opportunity to practice every day. That daily \npractice allows them to improve on their writing. And even for our \nstrongest writers, we want them to continue to improve. And for those \nstruggling writers, it gives them a much-needed way of building their \nconfidence and building their skill levels.\n This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-PEP-11-C-0068. \nThe content of this publication does not necessarily reflect the views or policies of the U.S. Department of  Education nor does mention of trade \nnames, commercial products, or organizations imply endorsement by the U.S. Government.", "start_char_idx": 1, "end_char_idx": 905, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "eda9d77b-cc91-408a-b13a-ed27864ef77e": {"__data__": {"id_": "eda9d77b-cc91-408a-b13a-ed27864ef77e", "embedding": null, "metadata": {"page_label": "1", "file_name": "you-cant-hide-from-data.pdf", "file_path": "openaipdf\\you-cant-hide-from-data.pdf", "file_type": "application/pdf", "file_size": 136146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "587646ab-0990-4796-a663-5d0ec535a30f", "node_type": "4", "metadata": {"page_label": "1", "file_name": "you-cant-hide-from-data.pdf", "file_path": "openaipdf\\you-cant-hide-from-data.pdf", "file_type": "application/pdf", "file_size": 136146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "e2a1fa856f6cfc7a1248c69832440df8894f8c4819c203ec9b4fe1b4092263b6", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "1af474e1-e8e9-4ef4-a498-4a37242de467", "node_type": "1", "metadata": {"page_label": "4", "file_name": "writing-every-day-in-every-class.pdf", "file_path": "openaipdf\\writing-every-day-in-every-class.pdf", "file_type": "application/pdf", "file_size": 911912, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "d1783ab21fe7a2f3bb14c0bc0b8a3ff81ab91ec32c1e0cac073e0475ef5d14e2", "class_name": "RelatedNodeInfo"}, "3": {"node_id": "55def454-5a22-407e-a764-8891924f0d8f", "node_type": "1", "metadata": {}, "hash": "b1339b3df3e57ccdf61ec2e9aa9475e32916e0d949ea3c859a6be528d39b254e", "class_name": "RelatedNodeInfo"}}, "hash": "64603a6bc636e19684a1b493444aa2fd85ce207343242b4ac0780b197fde8296", "text": "Topic: Using Student Achievement Data to Support    \n  Instructional Decision Making \nPractice: Vision for Data Use\nHighlights\n\u2022 The principal at Norview High School has established a high degree of \naccountability among staff by monitoring data often.\n\u2022 Teachers often ask themselves if they are helping students be successful.\n\u2022 Staff constantly ask questions about data to improve instruction and student \nachievement.  \nAbout the Site\nNorview High School\nNorfolk, VA\nDemographics\n59% Black\n30% White \n 3% Asian\n 3% Hispanic\n42% Free or Reduced-Price Lunch Audio\nFULL DETAILS AND TRANSCRIPT  \nYou Can\u2019t Hide From Data\nNorview High School, Virginia \u2022 December 2009", "start_char_idx": 0, "end_char_idx": 666, "text_template": "{metadata_str}\n\n{content}", "metadata_template": "{key}: {value}", "metadata_seperator": "\n", "class_name": "TextNode"}, "__type__": "1"}, "55def454-5a22-407e-a764-8891924f0d8f": {"__data__": {"id_": "55def454-5a22-407e-a764-8891924f0d8f", "embedding": null, "metadata": {"page_label": "2", "file_name": "you-cant-hide-from-data.pdf", "file_path": "openaipdf\\you-cant-hide-from-data.pdf", "file_type": "application/pdf", "file_size": 136146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "excluded_embed_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "excluded_llm_metadata_keys": ["file_name", "file_type", "file_size", "creation_date", "last_modified_date", "last_accessed_date"], "relationships": {"1": {"node_id": "2213f22a-50fa-463a-9d12-f99cfae26fcf", "node_type": "4", "metadata": {"page_label": "2", "file_name": "you-cant-hide-from-data.pdf", "file_path": "openaipdf\\you-cant-hide-from-data.pdf", "file_type": "application/pdf", "file_size": 136146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "2d36c9ef0c68d1dea6d5162c1141e44c3788498d10b5547b1d36546c074cd786", "class_name": "RelatedNodeInfo"}, "2": {"node_id": "eda9d77b-cc91-408a-b13a-ed27864ef77e", "node_type": "1", "metadata": {"page_label": "1", "file_name": "you-cant-hide-from-data.pdf", "file_path": "openaipdf\\you-cant-hide-from-data.pdf", "file_type": "application/pdf", "file_size": 136146, "creation_date": "2024-01-17", "last_modified_date": "2023-06-01", "last_accessed_date": "2024-01-17"}, "hash": "64603a6bc636e19684a1b493444aa2fd85ce207343242b4ac0780b197fde8296", "class_name": "RelatedNodeInfo"}}, "hash": "b1339b3df3e57ccdf61ec2e9aa9475e32916e0d949ea3c859a6be528d39b254e", "text": "You Can\u2019t Hide From Data \u2014Norview High School, Virginia\nNorview High School staff maintain a data-driven culture and hold each other accountable for using data to \nsupport instructional decision making. Teachers work in content area teams to enact a cycle of instructional \nimprovement. The cycle includes the following steps:\n\u2022 Develop a database of test items\n\u2022 Construct unit tests for progress monitoring\n\u2022 Examine teaching strategies\n\u2022 Make adjustments to instruction to improve teaching and learning\nFull Transcript\nI am Marjorie Stealey, principal of Norview High School, in Norfolk, Virginia.\nBecause we are constantly in the classroom, we are constantly talking about instruction, we are constantly \ntalking about and looking at data and having instructional conversations in this building, there is a high \ndegree of accountability both from our district with the principals, as well as the principals and the \nteachers. And so we are very reflective about, are we doing the job that benefits the students, are we \nhelping our students to be able to demonstrate an understanding of material, and have we fostered the \nability, collectively, for students to be successful? And so it\u2019s not just about the teacher, but have we done a \ngood job\u2014the administration, principals, department chairmen\u2014have we all done a good job supporting the \nteacher so that the teacher can deliver the material so the students can demonstrate an understanding of \nthe material?\nWhen we first started to look at data, it really was rather an eye-opener . We looked at it every which way, \nand we saw disaggregated data, we saw the data from all 11 of the state tests from that first year . Looking \nat data is like looking into the window of a classroom. It really started a conversation about what we needed \nto do in this building. And it\u2019s really all connected. Instruction should be the heart of a school. And if you \nwant to improve SAT scores, if you want to improve AP scores, if you want to improve numbers in these \nclasses, if you want more kids to go to college, it\u2019s all about improving instruction. When we came together \nas a school and made a committed effort that we were going to hold each other accountable for improving \ninstruction, we became better teachers, better listeners, better instructors, better counselors, better \nprincipals because we were all working together and you can\u2019t hide from data. It wasn\u2019t pretty . Oftentimes \nwe disagreed, but now we can say that we are constantly looking for answers, and most of the time, we \nknow the questions to ask. Not always do we know how to fix it, but at least we know the questions to ask \nabout data. And I think if you know the questions to ask, there should be someone out there who knows the \nanswers. 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