http://www.sedl.org/new/ Your source for news about SEDL projects and resources en-us Copyright 2012 SEDL Tue, 17 Jan 2012 10:20:11 CDT http://www.sedl.org/common/images/sedl-logo-ffffff.jpg http://www.sedl.org/new/ 101 24 SEDL carries out an integrated program of education applied research and development, information provision, technical assistance, and professional development to improve teaching and learning for all students. http://www.sedl.org/new/pressrelease/20120117_296.htmlhttp://www.sedl.org/new/pressrelease/20120117_296.html SEDL has obtained funding for groundbreaking new work with educators and researchers in five states. The award to serve as the regional educational laboratory for the Southwest (REL-SW) will enable SEDL and its partners to establish innovative alliances that tackle such persistent issues as closing the achievement gap, strengthening rural school performance, and improving Hispanic student achievement. Funded by the U.S. Department of Education's Institute of Education Sciences, the 5-year, $40 million contract encompasses work in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. SEDL will lead the REL-SW in partnership with the American Institutes of Research and RAND Corporation, two of the largest social science research organizations in the world, as well as several small businesses and a cadre of national experts. According to SEDL President and CEO Wes Hoover, This initiative holds tremendous promise for studying persistent educational problems and their potential solutions, and—ultimately—for improving the quality of critical decisions about educational policy and practice. The new work includes an emphasis on building educators' capacity to understand and apply data and research as they seek to improve educational outcomes. Activities are carried out through research alliances that, as Hoover explains, bring researchers, practitioners, and policy makers to the same table not merely to talk, but to work together to address common concerns. Alliance members focus on a high-priority topic, identifying research questions for which they need answers; REL-SW staff will then work with the alliances to design and conduct studies that can help to illuminate problems and solutions. To learn more about the REL-SW, visit the program Web site. Tue, 17 Jan 2012 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20111212_295.htmlhttp://www.sedl.org/new/pressrelease/20111212_295.html For Glenn Crast, a 25 year old with autism spectrum disorder (ASD), working at Panera Bread provides a sense of achievement and an opportunity to save money so he can enjoy his love for travel. I really enjoy working at Panera Bread, says Glenn. Everyone is friendly, always treating me with respect. Glenn found his job at Panera with the help of Wildwood Programs, an organization in Latham, New York, that helps people with ASD find jobs and advance in their careers. Recently, Wildwood was recognized for its exceptional history of helping people with ASD find employment and integrate into the workplace. This recognition was received from the Vocational Rehabilitation Service Models for Individuals with ASD project, which aims to provide research and resources about effective practices in helping people with ASD find employment and succeed in the workforce. The rate of ASD is rising, but only about 15 percent of working-aged adults with ASD are employed, says John Westbrook, who directs the project. We want to identify and share effective practices for improving employment rates and success among people with ASD. Before finding work at Panera, Glenn had successfully worked part time as a dishwasher at a family-owned restaurant. When the restaurant acquired new management, Glenn's schedule often changed, and his pay was no longer predictable. While change is difficult for many people, it can be especially problematic for people with ASD. Glenn began experiencing anxiety as a result of the uncertainty in his job. With help from staff at Wildwood Programs and his family, Glenn looked for a more stable work setting and ultimately found a job at Panera. He now works the same hours Tuesday through Friday and has regained the predictable schedule and paychecks that are important to him. Wildwood staff have worked with managers at Panera to support Glenn's transition into the new job. Glenn enjoys a sense of achievement and the positive feedback he receives. As Panera's general manager Mike Moriarty explains, Glenn is a great example of a person who, when committed, can achieve almost anything. Mon, 12 Dec 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/article/20111129_294.htmlhttp://www.sedl.org/new/article/20111129_294.html SEDL's 2010 annual report, Roadmaps to Results, received a platinum MarCom award in the annual report/nonprofit category. Roadmaps to Results provides an overview of our successes and achievements for the past year. Highlights include our national research projects, the ongoing work of our two comprehensive centers, and our fee-for-service work with districts and schools to improve teaching and learning. MarCom Awards is administered and judged by the Association of Marketing and Communication Professionals. The MarCom competition has grown to perhaps the largest of its kind in the world with about 5,000 entries per year. The Platinum Award is the organization's top honor. Download Roadmaps to Results. Tue, 29 Nov 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/article/20111108_293.htmlhttp://www.sedl.org/new/article/20111108_293.html The Comprehensive Technical Assistance Centers are charged with providing states with support in implementing the Elementary and Secondary Education Act. A recent report from the U.S. Department of Education's Institute of Education Sciences, National Evaluation of the Comprehensive Technical Assistance Centers, has found that the Comprehensive Centers have been effective in helping state education agencies build capacity for school improvement. Knowledge Alliance and SEDL recently hosted a webinar to provide policy makers, education leaders, and the media with an overview of the effectiveness and significance of the Comprehensive Centers. A recording of this webinar is available online. Webinar Overview Moderator: Judy Wurtzel, Former Deputy Assistant Secretary for Planning, Evaluation and Policy Development for the U.S. Department of Education Presenter: Brenda J. Turnbull, Principal, Policy Study Associates and author of the National Evaluation of the Comprehensive Technical Assistance Centers Discussants: State officials from Alabama, Minnesota, and Montana and director of the Southeast Comprehensive Center Background The Comprehensive Technical Assistance Centers is a federally funded program that provides technical assistance to states in connection with the Elementary and Secondary Education Act. The law authorizing the Centers, the Educational Technical Assistance Act of 2002, mandated that a national evaluation of the program be conducted by the Institute of Education Sciences (IES). The legislation indicated that the evaluation should "include an analysis of the services provided . . . and whether such services meet the educational needs of State educational agencies, local educational agencies, and schools in the region." With the redesign of the Center program, the primary focus of technical assistance was directed to states. In order to build states' capacity for carrying out NCLB responsibilities, which include assistance to struggling school districts and schools as well as other areas of NCLB program administration, the Center program was designed to provide ongoing technical assistance in using research knowledge and promising practices. Tue, 08 Nov 2011 08:00:00 CDT info@sedl.org (SEDL News) http://muskogeephoenix.com/local/x975850408/Math-measures-uphttp://muskogeephoenix.com/local/x975850408/Math-measures-up The Muskogee Phoenix has an article, Math Measures Up—Sadler Students Take Part in Study of Everyday Mathematics, about Muskogee Public Schools who are participating in SEDL's effectiveness study of Imagine It! and Everyday Mathematics. You can learn more about the study by visiting our Research and Evaluation Web site. Read the article. Thu, 25 Aug 2011 08:00:00 CDT info@sedl.org (SEDL News) http://secc.sedl.org/resources/newsletter/ebulletin/eBulletinv5n2.htmlhttp://secc.sedl.org/resources/newsletter/ebulletin/eBulletinv5n2.html The latest issue of the Southeast Comprehensive Center's eBulletin reviews some of the considerations and recommendations for increasing high school graduation rates and improving college enrollment for high-need students. Read more. Fri, 19 Aug 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20110727_288.htmlhttp://www.sedl.org/new/pressrelease/20110727_288.html Nearly 50 state education leaders will be meeting in New Orleans, Louisiana, at the Renaissance Pere Marquette Hotel, to learn more about teacher evaluation systems. Sponsored by SEDL's Southeast and Texas Comprehensive Centers, the conference will take place on July 27 and 28 and will include participants from Louisiana, Alabama, Georgia, Mississippi, South Carolina, and Texas. The conference, Designing and Implementing Teacher Evaluation Systems, is being held in response to an increased focus on teacher evaluation and how best to measure a teacher's effectiveness. Until recently teacher evaluations were often a checklist: excellent, satisfactory, or unsatisfactory explains SEDL program director Robin Jarvis. Now, districts have access to much richer data. They might use a combination of observations and performance data, depending on what's best for the educators and students in that district. Each state team will have an opportunity to participate in Conversations With Experts—meetings with national teacher effectiveness educators and researchers Charlotte Danielson, Laura Goe, and Lynn Holdheide—to learn about best practices and current work in the area of teacher evaluation systems. We want educators to have the information and resources to either revise their existing teacher evaluation systems or develop new ones, says Jarvis. She notes that the next step is to align professional development with teacher evaluations. When districts use teacher evaluations to identify teachers' strengths and weaknesses and then help them improve, both the teacher and students benefit. Wed, 27 Jul 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.learningforward.org/getinvolved/voteforhordaward.cfmhttp://www.learningforward.org/getinvolved/voteforhordaward.cfm Both of these South Carolina schools are finalists for Learning Forward's Learning Team Awards. SEDL is proud to have helped these schools implement professional learning teams as part of their school improvement efforts. Watch the schools' videos of professional learning teams in action. Read more about SEDL's work in South Carolina. Tue, 14 Jun 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/article/20110506_276.htmlhttp://www.sedl.org/new/article/20110506_276.html Creating a work force that can lead the world in areas like biomedicine, information technology, and clean energy is a national priority. Yet, in 2009, only 38% of U.S. fourth graders and 33% of eighth graders were rated proficient or advanced in math on the National Assessment of Educational Progress. With the support of private funders, SEDL is working to ensure that more students develop the math and science skills needed to meet the demands of the 21st century work force. Two programs—Connecting Kids to Math and Science and Mosaic: An integrated Approach to Mathematics, Science, Technology, and Language—aim to provide students with high-quality instruction that will engage them and boost learning. Rigorous. Challenging activities aligned with state standards and incorporating research on math and science instruction help build a strong foundation of skills. Engaging. Hands-on lessons, real-life scenarios, and integrated math, science, and technology instruction grab students' interest and make math and science exciting and relevant. Free. To ensure that all students and teachers can benefit, the completed programs will be available free of charge on SEDL's Web site. Fri, 06 May 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/article/20110506_278.htmlhttp://www.sedl.org/new/article/20110506_278.html Ask a group of young children what they want to be when they grow up, and you will likely hear, A doctor! and An astronaut! among other enthusiastic responses. As children approach their teenage years, however, the answers may change. This change is often due to a decline in interest and ability in math and science. Such a decline is especially true among economically disadvantaged, minority, and female students, who often underestimate their abilities in math and science—an erosion of confidence that begins well before high school. With funding from the Educational Foundation of America, the KDK-Harman Foundation, and the RGK Foundation, SEDL is working to help students enjoy and excel at math and science. Connecting Kids to Math and Science is a 2-year pilot program designed to get upper elementary and middle school students excited about math and science and expose them to the numerous career options available in these fields. The 40 Austin-area teachers participating in the program are receiving intense professional development, follow-up support, and technology resources to hone their instructional skills. Learning sessions, such as It's the End of the World as We Know It, teach math and science concepts through change—rapid change, as in natural disasters, and slow change, as in erosion, mountain building, or tectonic plate movement. Teaching Concepts With Digital Imagery challenges teachers to create video presentations to teach a specific math or science concept and to develop lesson plans in which their students do the same. Facilitator guides provide a detailed outline of each session. The program is expected to benefit more than 800 students during the 2-year pilot period. Once the project ends, the instructional materials developed will be provided online for teachers to use free of charge. Fri, 06 May 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/article/20110506_279.htmlhttp://www.sedl.org/new/article/20110506_279.html English Language Learners in U.S. schools face the daunting challenge of mastering academic content while learning a new language. Their teachers face the challenge of helping them succeed in an environment of rigorous standards and limited resources. With support from the Sid W. Richardson Foundation, SEDL is helping both students and teachers meet these challenges by updating and expanding a highly popular supplemental instructional program that integrates math, science, literature, and language. The program currently provides rich and challenging lesson plans and resources to boost math and science achievement among Spanish-speaking students in kindergarten through Grade 3. Called Mosaic, the updated program will include new units for grades 4 and 5. SEDL is also revising the existing materials to ensure they are grounded in current research and aligned to state and national curriculum standards. Working with teachers in Austin and Fort Worth, SEDL will collect data regarding the relevance and usability of the existing materials. Staff will then use this data to design the new curriculum materials, which will use an integrated approach to teaching mathematics, science, and technology while building academic language skills. The updated program will be available next year and provided online for teachers to use free of charge. This project addresses not only the academic challenges English language learners face but also two critical issues: the need for higher achievement in math and science among Texas K–5 students and the alarming achievement gap between English language learners and other students in both Texas and the nation. Fri, 06 May 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20110216_275.htmlhttp://www.sedl.org/new/pressrelease/20110216_275.html More than 800 fourth through eighth graders in six Austin schools and up to 40 teachers can continue their work to boost achievement in math and science thanks to renewal grants from the Educational Foundation of America and the KDK-Harman Foundation. Through SEDL's Connecting Kids to Math and Science, area teachers are participating in a 2-year pilot program designed to get students excited about math and science and expose them to the numerous career options available in these fields. The program offers intense professional development, follow-up support, and technology resources to help teachers hone their instructional skills while improving kids' ability to demonstrate critical thinking skills. Learning sessions such as It's the End of the World as We Know It, bring math and science to life by demonstrating the concept of change—rapid change, as in natural disasters, and slow change, as in erosion, mountain building, or tectonic plate movement. Teaching Concepts With Digital Imagery challenges teachers to create video presentations to teach a specific math and/or science concept and to develop lesson plans in which their students would do the same. Facilitator guides are created for each session and will reside on the SEDL Web site for anyone to access. Technology plays a central role in Connecting Kids, and through the foundations' support each teacher receives several field kits to share with their students for field-based learning. The kits include laptops, digital cameras, calculators, probes, field guides, and digital microscopes, which the schools will keep after the program ends. Through a protected online social networking Web site, teachers and kids alike can share their work. We are thankful for this support that allows us to demonstrate how good instructional strategies and engaging hands-on activities can benefit children from a variety of backgrounds as they actively participate and master key math and science concepts. Ultimately, we hope these students pursue careers in math and science, said SEDL President and CEO Wes Hoover. KDK-Harman Foundation's Executive Director, Jennifer Esterline said, We are delighted to once again support Connecting Kids to Math and Science, as it directly relates to our number one strategic initiative of integrating technology into teaching and learning. As the materials are developed and placed on SEDL's Web site, they can be used by anyone with an Internet connection free of charge, and that's an added bonus. Wed, 16 Feb 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20110208_273.htmlhttp://www.sedl.org/new/pressrelease/20110208_273.html South Carolina teachers are working more collaboratively to improve instruction thanks to SEDL's partnership with the Georgetown County School District. The partnership between Austin-based SEDL and South Carolina's Georgetown County School District is featured in the current issue (February 1, 2011) of JSD, the journal of staff development published by Learningforward. We are very pleased with our partnership with Georgetown County School District and the progress we have seen in developing strong professional learning teams focused on student learning, said SEDL program manager Robin Jarvis. Georgetown County School District partnered with SEDL to strengthen school-based teams and their ability to unpack student data to improve instruction. Building on reforms already in place, Georgetown educators have taken their professional development and collaboration to the next level. Through partnerships such as this one, SEDL is able to learn with our district partners about the conditions and capacities required to support teacher learning and improve student achievement, said Wes Hoover, president and CEO of SEDL. Georgetown's teachers, instructional coaches, and principals embraced SEDL's customized approach for working in highly collaborative teams to analyze data, reflect on student work, and see the connections between curriculum goals, state standards, and instructional strategies. Initial test results are promising. Tue, 08 Feb 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20110208_274.htmlhttp://www.sedl.org/new/pressrelease/20110208_274.html Do you ever wonder how the instructional curriculum, materials, and professional development you use affect student achievement? You may be in a position to help answer that question. Schools and districts across the United States have an opportunity to participate in a study of widely used elementary reading and math programs. Researchers at SEDL and the University of Wisconsin-Madison are undertaking a study that will determine the impact of Imagine It!, an Open Court Reading program, and Everyday Mathematics on teacher practices and student academic achievement. We are currently looking for volunteers to participate in the study. By participating, your school or district will help researchers take steps toward identifying effective core math and reading programs. Your actions may also increase students' performance on state-mandated reading and math assessments. To be eligible to participate, districts need to have at least four elementary schools containing kindergarten through fifth grade that are willing to implement either Imagine It! or Everyday Mathematics. Each school must have at least 44 students in each grade (K–5) included in the study. Participating schools will receive approximately $3,200 worth of either Imagine It! or Everyday Mathematics materials for each classroom as well as training and technical support for the duration of the study. The study will begin with the 2011–2012 school year and last for 3 years. Learn more about the study by visiting www.sedl.org/new/es-study.html. If you have questions or would like to nominate your district, contact Dewi Smith at (800) 476-6861 or by e-mail at dewi.smith@sedl.org. Tue, 08 Feb 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20110203_272.htmlhttp://www.sedl.org/new/pressrelease/20110203_272.html Texas students will soon have additional free tools to help them improve their math and science skills. Austin-based SEDL is the recipient of a $165,000 grant from the Sid W. Richardson Foundation of Fort Worth to update and enrich the organization's highly popular supplemental instructional program that integrates math, science, literature, and language. Called Paso Partners, the program currently provides rich and challenging lesson plans and resources designed to boost math and science achievement among Spanish-speaking students in kindergarten through Grade 3. With support from the Richardson Foundation, SEDL will now develop new units for grades 4 and 5 and revise existing materials to ensure they are grounded in current research and aligned to state and national curriculum standards. The updated program will be available next year and provided online for teachers to use free of charge. For many years, the Richardson Foundation has been a major player in efforts to improve teaching and learning in our schools, said Val Wilkie, Executive President of the Richardson Foundation. We have recognized the great importance of the elementary school programs, particularly in developing an early interest in math and science. We are very pleased to assist SEDL in the further development of these materials through grades 4 and 5. For more than 60 years, the Richardson Foundation has supported innovative and effective programs and projects in Texas in education, healthcare, human services, and the arts. The Foundation was created in 1947 by legendary Fort Worth oilman and businessman Sid W. Richardson. We are very grateful to the Sid W. Richardson Foundation for supporting this effort, said Wesley A. Hoover, President and CEO of SEDL. The program will not only provide free resources to Texas elementary school math and science teachers, but in the long term, it will help address the growing state and national need for trained scientists, engineers, and mathematicians. Thu, 03 Feb 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20110106_270.htmlhttp://www.sedl.org/new/pressrelease/20110106_270.html Educators know that involving parents and the community in student learning is vital to successful school improvement. SEDL has developed a new resource, Working Systemically in Action: Engaging Family & Community, to help reframe the way educators work with parents, families, and community members. Through real-life examples and practical guidance, this resource shows educators how to engage family and community members to support every aspect of school improvement. Districts and schools that effectively engage families and the community often see higher attendance rates, increased student achievement, and stronger community support, says Catherine Jordan, program manager of SEDL's Afterschool, Family, and Community group and one of the book's authors. This publication shows educators how to engage families and community members as partners in school improvement. Working Systemically in Action: Engaging Family & Community incorporates SEDL's systemic approach to school improvement, described in Working Systemically in Action: A Guide for Facilitators (2008). This approach focuses on key components and competencies at all levels of the local educational system to improve school performance and, ultimately, student achievement. For each phase of this approach, the new publication provides best practices, step-by-step guidance, and tools for involving family and community members. In addition, the guide includes a synopsis of the research on family and community engagement as part of a systemic improvement strategy. SEDL is part of a nationwide effort to promote bold, innovative policies and programs for effective family engagement and school-community partnerships. Staff recently helped host the National Policy Forum for Family, School, and Community Engagement and are active members of the National Family, School, and Community Engagement Working Group. The knowledge gained through these associations helped inform the concepts, processes, and actions presented in SEDL's new publication. This 123-page guide is designed for educators, but anyone who supports effective family and community engagement will find it useful. A free digital version is available for download on SEDL's Web site at http://www.sedl.org/pubs/catalog/items/family126.html. A print version is available for $45. Professional development services to help educators and others get the most from Working Systemically in Action: Engaging Family & Community are also available. For information, contact Catherine Jordan at catherine.jordan@sedl.org. Thu, 06 Jan 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/successstories/20110101_280.htmlhttp://www.sedl.org/new/successstories/20110101_280.html Pointing the Way Which reading program should we adopt? Which math program will raise student achievement? Rigorous research can point the way. Unfortunately, strong research evidence is not always available because randomized controlled trials (RCTs), which produce the strongest evidence, can be costly, difficult to conduct in school settings, and limited in their results. Charting a Better Course Researchers at SEDL and the University of Wisconsin-Madison are using innovative methods to overcome these hurdles. The team is conducting national RCTs of two widely used math and reading programs: McGraw-Hill Education's Everyday Mathematics and Imagine It!, the newest edition of Open Court Reading. The trials are evaluating the programs' effectiveness at scale (i.e., as typically implemented) and across diverse populations and conditions in a large sample of elementary schools. Co-principal investigators are Michael Vaden-Kiernan, SEDL director of research and evaluation, and Geoffrey Borman, professor of education at the University of Wisconsin-Madison. Instead of recruiting separate samples for each RCT, the team conceived an ingenious design to make the best use of funds and other resources. They are running the RCTs simultaneously so they can use one combined sample. The schools using the math program are serving as the control group for those using the reading program, and vice versa. This design has enabled the team to increase the sample size, improving the RCTs' ability to detect program effects under real conditions. As an added benefit, the combined sample ensures that every school receives a program, giving schools more incentive to participate. To broaden the utility of the RCTs' results, the team is also conducting implementation studies to examine how each program is implemented across various populations. The resulting information will enable the team to better interpret and explain the RCTs' findings. For instance, the studies will shed light on how factors such as teacher experience may have affected outcomes. For more information, please contact Michael Vaden-Kiernan, director of research & evaluation at 512-391-6562 or via e-mail at michael.vaden-kiernan@sedl.org. Sat, 01 Jan 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/successstories/20110101_281.htmlhttp://www.sedl.org/new/successstories/20110101_281.html Setting a Course to Success Turning around low-performing schools requires strong support, not only locally but also at the state level. However, state education agencies often lack the funds and staff to provide the extensive support struggling districts and schools need. SEDL's Southeast and Texas Comprehensive Centers provide technical assistance and professional development to boost states' capabilities and make the most of scarce resources. In addition, we identify targeted and innovative solutions to states' unique problems—all to improve teaching and student success. In 2010, our comprehensive center work included helping Alabama train coaches for three major initiatives in academic language strategies for English learners. We assisted Georgia with implementing the Thinking Maps™ program to improve student achievement. We supported South Carolina and Louisiana in monitoring school improvement grants, and we helped Mississippi shift to the Common Core State Standards. In addition, for Texas educators, we developed a free online course on linguistic accommodations for English learners. Navigating Policy and Reform Federal policies are often in transition, and new research is always emerging. For this reason, we also help state educators keep up so they can ensure their policies and practices meet federal expectations and incorporate the latest evidence. Our comprehensive centers hosted the regional forum Turning Around Low-Achieving Schools: A Blueprint for Reform on July 21–22, 2010, in Austin, Texas. Some 100 educators, including teams from each state we serve, attended. U.S. Department of Education officials discussed the blueprint for reauthorizing the Elementary and Secondary Education Act and received state feedback. Other sessions explored research-based practices for supporting proposed priorities. In addition, networking and planning sessions enabled state teams to learn from each other and strategize for the year ahead. For more information, please contact Robin Jarvis, Program Manager at 800-644-8671 or via email at robin.jarvis@sedl.org. Sat, 01 Jan 2011 08:00:00 CDT info@sedl.org (SEDL News) http://www.sedl.org/new/successstories/20110101_282.htmlhttp://www.sedl.org/new/successstories/20110101_282.html Shifting Instruction into High Gear This mudslide looks horrible. Kids will love it! A group of teachers gathers around a computer. They are choosing images for a video on the concept of change—rapid change, like natural disasters, and slow change, like erosion. The activity is part of SEDL's Connecting Kids to Math and Science program. This 2-year pilot program, which began in 2010, involves intensive professional development to hone teachers' instructional skills and technology use. The goal is to help students excel at—and enjoy—math and science. Some 40 fourth through eighth grade teachers are taking part, reaching more than 800 students in six schools in Austin, Texas. The schools all serve high-need student populations. Grades 4–8 are the focus as many students, especially low-income and female students, begin losing interest in these subjects or confidence in their ability to master them during these grade levels. The Connecting Kids program presents project- and inquiry-based strategies to engage students, build their confidence, and boost achievement. Teachers also explore strategies to integrate math and science, deepen students' critical thinking skills, and incorporate technology. To further aid technology use, SEDL provided teachers with kits including laptops, digital cameras, calculators, and field guides. We also created a protected online social networking site where teachers and students can share work and ideas. Jourdan Simmang, a fifth grade teacher, says his students have seen a renewed interest in technology . . . and are eager to use the notebooks and digital cameras. As follow-up, staff are visiting classrooms to observe teachers in action and provide support. After the program, we will post the materials online to share nationwide. The program is funded through grants from the Educational Foundation of America and the KDK-Harman Foundation. Improving math and science education has become a national priority to ensure a strong workforce for fields like clean energy and biomedicine. Through the Connecting Kids program, SEDL is helping students gain the skills, confidence, and desire to pursue math and science careers. For more information, please contact Danny Martinez, SEDL program associate at 512-391-6533 or via email at danny.martinez@sedl.org. Sat, 01 Jan 2011 08:00:00 CDT info@sedl.org (SEDL News)