http://www.sedl.org/new/ Your source for news about SEDL projects and resources en-us Copyright 2008 SEDL Tue, 06 May 2008 16:09:59 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/20080506_148.html Finding the right technology curriculum or technology resources for an afterschool program can be difficult because the programs often serve a diverse group of students, have limited budgets, and try to meet multiple goals. Help is available from The National Partnership for Quality Afterschool Learning, which is funded by the U.S. Department of Education and based at SEDL. In the past 2 years, the National Partnership has launched a series of free online curriculum guides designed especially for afterschool programs. The Partnership’s newest release is The Afterschool Curriculum Choice: Technology Resources, created by Education Development Center (EDC). http://www.sedl.org/afterschool/guide/technology/ Catherine Jordan, director of the National Partnership, said the technology section of The Afterschool Curriculum Choice aims to help afterschool educators make good programmatic decisions. “The resources included in the guide help balance the need to meet academic goals and provide engaging activities that capture students’ imaginations,” she said. The online guide includes a description for each resource, a page describing staff and planning needed to effectively use the resource, and a page that discusses standards, research, and evaluation related to the resource. The resources were selected to meet a number of needs including cost and flexibility in terms of program duration. Tony Streit, director of EDC’s YouthLearn project, said, “If educators are seeking a technology-enriched activity for a particular group, such as teens or English language learners, for a particular purpose--career exploration, community engagement--or on a particular theme, like media literacy or global issues this database identifies a handful of the strongest materials for afterschool from among the vast array of resources available.” More good news: Regular classroom teachers may find these resources useful, too. As Wendy Rivenburgh, YouthLearn associate and one of the database creators, explained, “Many of these resources support robust project-based learning experiences and integrate academic content in a way that responds to the demands of the K-12 classrooms. There are online games and activities such as Windward and My Pop Studio that young people can work on independently, and there are collaborative projects that teachers can implement in addition to or as part of the regular curriculum.” About the National Partnership for Quality Afterschool Learning The National Partnership is supported by the U.S. Department of Education's Office of Elementary and Secondary Education under contract number MRED-03-CO-0048. The National Partnership is based at SEDL and includes the following partners: SEDL; National Center for Research on Evaluation, Standards, and Student Testing (CRESST); Mid-continent Research for Education and Learning (McREL), Northwest Regional Educational Laboratory (NWREL); SERVE Center at the University of North Carolina at Greensboro; WGBH Educational Foundation; and the U.S. Department of Education, Office of Elementary and Secondary Education. For more information about the Partnership, visit http://www.sedl.org/afterschool/about/. The Partnership helps state education agencies and local practitioners develop high-quality, balanced programs that promote academic achievement and youth development activities in a safe, engaging environment. Tue, 06 May 2008 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20080410_147.html CEO Wes Hoover and SEDL Board President Matthew Causey cutting the ribbon With about 175 people present, SEDL President and CEO Wes Hoover and SEDL Board Chairman Matthew Causey, cut the ribbon in celebration of SEDL's new headquarters in Austin, Texas. Hoover said, This new headquarters is not just a new building, it is a reminder that new ideas, hopes and expectations must be made concrete in order for us to accomplish our mission: solving education challenges facing schools and communities. SEDL's new headquarters is located at 4700 Mueller Blvd., in the growing Mueller community. Mueller is a planned community that includes health care facilities, office space, retail space, and homes. The new building was designed to meet silver-level Leadership in Energy and Environmental Design (LEED) certification. Some of the environmental practices used in construction include the following: Materials used in the building come from rapidly renewable resources such as bamboo. The building is cooled using Austin Energy’s chilled water loop, which runs throughout the Mueller development. The stone used for the building’s exterior was quarried locally, saving fuel used in shipping. The concrete used in the tilt wall panels contains fly ash which is residue generated in the combustion of coal. The building was designed around the way SEDL staff collaboratively work with each other and with partners and clients. There is approximately 5,000 square feet of conference space within the building and a boardroom that seats 35. Thu, 10 Apr 2008 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20080331_146.html SEDL staff members Zena Rudo, Sarah Caverly, and Lisa Raphael made presentations at the 2008 Annual Meeting of the American Educational Research Association (AERA) in New York City on March 24-28, 2008. Rudo and Caverly presented “Education Renewal Zones: Increasing Partnerships and Sharing Resources for School Improvement” on Wednesday, March 26 in a session titled “Community-School Collaboration: Opportunities and Challenges.” Rudo and Caverly’s paper is based on SEDL’s evaluation of the Arkansas Education Renewal Zone (ERZ) initiative over a 2-year period. This ongoing state initiative helped identify and implement strategies to improve public school performance and student achievement while coordinating resources of higher education institutions, regional education service cooperatives, and other service providers. Eight ERZs were formed throughout Arkansas, and SEDL surveyed partners involved in each ERZ— including teachers, administrators, and parents—to see what types of progress were made over the 2-year period. Rudo and Caverly report that the ERZs helped strengthen professional development by offering more professional development opportunities, including opportunities to share classroom practices with other schools. They also found that communication and collaboration improved between the schools and partners in the ERZs. Raphael presented “Balancing Academic and Socioemotional Needs: Lessons Learned from Departmentalizing Middle Grades in an Urban District.” Her paper was part of a session titled “Investigations of Middle Grade Students,” also held on March 26. Raphael’s presentation is a result of her work as a researcher at the University of Illinois where she conducted research and evaluation projects in Chicago Public Schools. Upon evaluating a middle grades initiative, Raphael’s team found that participating educators and administrators wanted supports to address students’ socioemotional issues such as mental health needs. The educators felt that the students’ socioemotional needs affected the implementation of the initiative and often dominated key aspects of the implementation. About AERA AERA is a national research society with approximately 25,000 members. It has more than 160 special interest groups and publishes six peer-reviewed journals. Mon, 31 Mar 2008 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20080208_145.html WGBH Educational Foundation, one of the seven partners in the National Partnership for Quality Afterschool Learning that is supported by the US Department of Education 21st Century Learning Centers program, has won a highly acclaimed CINE Golden Eagle Award for video production on the Toolkit for Afterschool Learning. The Golden Eagle Awards recognize excellence in documentary and informational film and video production. Recipients of CINE Golden Eagles include Steven Spielberg, George Lucas, John Lasseter, Barbara Kopple, Charles Guggenheim, Ken Burns, Martin Scorsese, Ron Howard, Robert Zemeckis, Mike Nichols, Robert Altman, George Lucas, Spike Lee, Mel Brooks and many others distinguished for their work with film and video. The three winning videos were Rehearsing The Tempest, Integrating Science Across the Curriculum, and Investigating Science Through Inquiry. Cynthia McKeown, video producer at WGBH, worked with associate producer Jayne Sportelli, editors Karen Silverstein and Mary-Kate Shea, and executive producer Amy Tonkonogy worked to create all the videos for the site. McKeown says, It is an honor to be recognized by CINE with a Golden Eagle Award, and it is also very gratifying to know that the Partnership's important work in promoting promising practices in afterschool is being honored as well. CINE’s Golden Eagle Film and Video Awards event has been held annually since 1957. Originally founded to present a realistic view of the U.S. by showcasing the best American documentary films to overseas audiences, CINE’s mission has broadened to include recognizing and fostering overall excellence in film and video production, especially among new and emerging talent. The National Partnership for Quality Afterschool Learning is a partnership of seven organizations that helps state education agencies and local practitioners develop high-quality, balanced afterschool programs that provide a safe and fun environment for academic enrichment as well as youth development activities. The partners include • U.S. Department of Education, Office of Elementary and Secondary Education (OESE) 21st Century Community Learning Centers • SEDL • WGBH Educational Foundation (WGBH) • National Center for Research on Evaluation, Standards, and Student Testing (CRESST) • Mid-Continent Research for Education and Learning (McREL) • Northwest Regional Educational Laboratory (NWREL) • SERVE Center at the University of North Carolina at Greensboro (SERVE) Fri, 08 Feb 2008 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20080204_143.html The past few years have brought a proliferation of books about professional learning communities (PLCs). PLCs are often seen as a way to increase student achievement, heighten teacher reflection and collaboration, and even enforce compliance with prescribed programs. SEDL scholar emerita Shirley Hord and Bill Sommers, a former SEDL program associate, believed many of the books provide only part of the picture of what a PLC is and how to establish one. “Some of the recent books focus almost entirely on collaboration, which is certainly part of a PLC, but there is so much more to a professional learning community, especially for the principal or other leaders,” said Hord. “Bill and I saw that many of these books weren’t thorough in their discussion of what a PLC really is, the learning that must take place within the community, and what it takes to lead a staff to become a PLC.” Thus, Hord and Sommers wrote Leading Professional Learning Communities: Voices from Research and Practice, recently published by Corwin Press. The book explores the critical role of the principal and other leaders in the development of a PLC by discussing what research literature says as well as what really happens in schools. It also discusses the constant focus needed on student and teacher learning and the commitment and courage necessary to lead a PLC. In the forward of Leading Professional Learning Communities, Andy Hargreaves, the Thomas More Brennan Chair at Boston College, explained that the book addresses the paradoxical nature of PLCs. “In essence, leadership entails working with and indeed thriving on paradox, not merely trying to eliminate or endure it,” he wrote. The book illustrates how PLCs can help increase leadership capacity, embed professional development in daily work, create a positive school culture and develop accountability. But it also addresses how to manage the conflict that arises, the creativity needed for problem solving, and the courage to challenge existing systems and ways of thinking when necessary. Leading Professional Communities was published by Corwin Press in conjunction with the National Staff Development Council and the National Association of Secondary School Principals. It may be ordered from SEDL’s publications department either online at www.sedl.org/pubs/ or by calling 800-476-6861. The cost is $30 for the paperback. Mon, 04 Feb 2008 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20080130_142.html Lucy Wang, a 6th-grade student from Holmdel, New Jersey, is the grand prize winner in SEDL’s national student art contest. Wang’s colorful drawing, titled “Education Makes a Difference,” was one of 178 entries. SEDL held the contest to celebrate the organization’s move into a new headquarters facility in Austin, Texas. The contest theme was “Education and My Future.” “This contest reflects SEDL’s emphasis on education as critical to our future as individuals and as a society,” said SEDL President and CEO Wesley A. Hoover. “In our work with schools, communities, and state departments of education we strive for a bright future for all students, and the winning art work beautifully illustrates that future.” The other winners are as follows: Grades Pre-K–2 • First place – Wenyi Ouyang, 2nd grade, Highland Park, NJ • Second place – Meagan Killian, 2nd grade, Whitehouse, TX • Third place – Andrea Rhea, 2nd grade, Medford, OK Grades 3–6 • First place – Tiffany Guo, 3rd grade, Hillsborough, NJ • Second place – Katherine Liu, 4th grade, Saratoga, CA • Third place – Mia King, 5th grade, Fairburn, GA Grades 7–9 • First place – Alicia Feng, 8th grade, West Windsor, NJ • Second place – Grace Li, 7th grade, Monmouth Junction, NJ • Third place – Sean Underwood, 7th grade, Wichita Falls, TX Grades 10–12 • First place – Athena Xie, 11th grade, Plainsboro, NJ • Second place – Katelyn Dacus, 11th grade, Jacksonville, TX • Third place – Arturo Hernandez, 11th grade, Dallas, TX The artwork of the 13 student winners is on display in SEDL’s new building as well as online at http://www.sedl.org/artcontest/index.html. Each winner’s school will receive $100 in commemoration of the student’s achievement. Wed, 30 Jan 2008 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20080110_141.html The Southwest Educational Development Laboratory is pleased to announce it has officially changed its name to SEDL and moved to a new headquarters facility in Austin, Texas. The 501(c)3 officially changed its name on December 1, 2007, to move away from the regional connotation of “Southwest.” SEDL President and CEO Wes Hoover said, “Our partners, clients, and colleagues in the field of education have always known us as ‘SEDL.’ We now have significant work in the south and southeast and we have long had projects that are national in scope, such as the National Center for the Dissemination of Disability Research and the National Partnership for Quality Afterschool Learning. We decided it was time to move away from the regional emphasis implied by Southwest Educational Development Laboratory and draw on the solid reputation of the name SEDL.” On December 15, 2007, SEDL moved into its new headquarters building at 4700 Mueller Blvd. in Austin’s Mueller community at the site of the former Robert Mueller Airport. The new building has received a silver-level Leadership in Energy and Environmental Design (LEED) certification. It has office capacity for 110 employees, more than 5,000 square feet of conference space, and a 35-person boardroom to accommodate board meetings and community events. Hoover said SEDL is looking forward to becoming an active neighbor in the Mueller community, which includes the new Dell Children’s Medical Center. “Our new facility was designed to support the way we work, teach, and learn. We hope it is inviting to partners, clients, and the community as well as our employees,” he said. A building dedication is planned for Thursday, April 10, 2008. SEDL’s new address is 4700 Mueller Blvd., Austin, TX 78723. For directions to SEDL’s new building, see http://www.sedl.org/about/directions.html. Thu, 10 Jan 2008 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20071130_140.html A new book co-authored by SEDL program director K. Victoria Dimock and former SEDL employee Mary Burns has been released by Rowman and Littlefield Publishers. Technology as a Catalyst for School Communities: Beyond Boxes and Bandwidth shows how three very different schools handle the many challenges of integrating technology into their classrooms. The book has received rave reviews from administrators and professors around the world. “The book is more about creating a community of practice than it is about integrating technology into the classroom,” says Dimock. “We present a framework of professional development to help teachers to become a community of practice as they learn to integrate technology into their classrooms. This framework makes it possible for teachers to collaborate and adopt new ways of thinking and learning. As they collaborate and learn together, teachers become much more enthusiastic about teaching, learning, and technology.” Burns and Dimock refer to the framework as the 5J approach. It ensures that each professional development activity has the following characteristics: • Job-related: The professional development is focused on instructional and curricular needs. • Just enough: The professional development emphasizes increased comfort, not proficiency with computers. • Just in time: The professional development provides teachers with skills when needed and focuses on using only the tools they have at their disposal. • Just in case: The professional development encourages teachers to plan sufficiently in the event of a computer malfunction. • Just try it: The professional development includes enough pressure and support to compel teachers to use computers in their classrooms. The three case studies illustrate how the teacher-centered professional development created around the five J’s and the technology helped bring about personal, interpersonal, and institutional changes over a two-year period that led to the formation of communities of practice. Kathleen Fulton, director of Reinventing Schools for the 21st Century says, “The cases presented give one optimism that even veteran teachers can become the vanguard of school change in the right circumstances. The framework Dimock and Burns present shows what is at the heart of teacher change: a supportive community.” That support, says Dimock, is essential in adopting technology practices that will lead to improved student learning. “As we wrote in the book, technology may promote revolution, but educators must aim for evolution. That evolution is possible when a supportive community is in place that helps members adopt new practices at their own rate. The support network can be a safe harbor for individuals who may resist and fear change but also welcome it and will work toward it, if the change means improved outcomes for students.” To order Technology as a Catalyst for School Communities, call SEDL’s publications department at 1-800-476-6861. Fri, 30 Nov 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20071127_139.html SEDL board member Carola Garcia Lemke passed away on November 21, 2007, at Hospice Austin's Christopher House. Carola was a great asset to the SEDL board—a lively, knowledgeable presence and the perfect blend of warmth, enthusiasm, and practicality. She served on the board from November 2004 until her death and most recently served as board secretary. Juanita Carola Garcia Lemke was born and raised in San Diego, Texas. Carola came to Austin in 1969 after graduating from San Diego High School to attend the University of Texas. After receiving a Bachelor of Science degree in Speech in 1972, she went to work for the Austin Independent School District as a speech pathologist at Dawson Elementary. Wanting to expand her career options, she completed her Master's degree in Education at the University of Texas in 1978, and also received her administrator's certification from Southwest Texas State University. In 2001, she accepted employment with the University of Texas Charter Schools and served as principal of several campuses until her retirement at the end of March 2007. Carola touched the lives of many students and their parents and was a mentor and friend to many teachers and fellow administrators. We extend our condolences to Carola’s large and loving family, especially her husband, Cliff Lemke. Memorial donations may be made to the following organizations:• Hospice Austin's Christopher House, 4107 Spicewood Springs Road, Suite 100, Austin, Texas 78759 • The University Catholic Center, 2010 University Avenue, Austin, Texas 78705• SafePlace, 1515 Grove Blvd., Austin, Texas 78741 Tue, 27 Nov 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20071120_138.html Elementary school teachers with large classes often realize the need to organize their classrooms more effectively to address a wide range of instructional needs. Reading specialist and SEDL project director Jill Slack discusses just how easily it can be done in the latest issue of SEDL Letter. The issue’s theme is “Reading: Practices to Help Improve Instruction.” It is now available online at www.sedl.org/pubs/sedl-letter. In addition to Slack’s article, which provides tips for grouping students for instruction and organizing the classroom environment, there is an overview on Response to Intervention written by SEDL program associate Ada Muoneke. It discusses the essential components to Response to Intervention and the challenges to implementation. Other articles include a look at teacher study groups as a way to focus on instruction, an article about literacy strategies being used in New Orleans’s Recovery School District schools, and an article about literacy strategies to use with dads and kids. To order a print copy of SEDL Letter, contact SEDL’s publications department at 800-476-6861. Tue, 20 Nov 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20071031_137.html Madison Parish Public School System, the Delta Community Action Association Head Start, and SEDL are pleased to announce the receipt of an Early Reading First grant in the amount of $3,060,535. The three are partners in the Bright Futures Early Reading First Project to develop three Preschool Centers of Educational Excellence. Madison Parish Public School System is the only Louisiana district to receive Early Reading First funding to date and is one of only 32 agencies to receive funding nationwide in the latest competition. Madison’s Bright Futures project will serve 286 preschool students in one of the poorest counties in the nation. The students attend Tallulah and Wright elementary schools and the Tallulah Head Start Center, all located in Tallulah, Louisiana. Thirty-three teachers and paraprofessionals at the three schools will receive high-quality professional development provided by SEDL and core reading program consultants. Patricia Candler, the chief academic officer for the parish, said, “Our district wants to get our students on the right track through the Bright Futures project. Literacy is a problem here in the district and it has contributed to a high dropout rate. We put all of the right elements into the Bright Futures project to move our young students ahead early on.” Bright Futures focuses on creating print rich environments for these students, most of who come from poor, single-parent homes according to Candler. It also features explicit instruction in oral language, phonological awareness, print awareness, and alphabet knowledge, all skills that contribute to reading success and should be acquired before entering kindergarten. Key to Bright Futures, said Candler, is the high-quality professional development that is being developed with the help of SEDL project director Jill Slack. According to Slack, SEDL will facilitate a minimum of 228 hours of professional development for the preK teachers each year. Slack said, “Our professional development engages the preK staff in a full range of experiences that include training, in-class modeling and support, observation and feedback, study group sessions, and college coursework.” SEDL will also provide ongoing training and support for reading coaches who will work closely with the teachers. Program evaluation will help measure the impact of the Early Reading First program on the language and literacy skills of the preschoolers enrolled in the program, teacher knowledge and skills, and the quality of the preschool environment and classroom practices. Louisiana Superintendent of Education Paul G. Pastorek said, “I congratulate the Madison Parish staff for their aggressive move in pursuing a rare Early Reading First grant to ensure that their youngest students build a solid foundation in literacy skills that are crucial to their academic success.” “The emphasis on high-quality professional development tells me that they are serious about this effort and that we should see the benefits as these students begin to move through Accountability. This is great news for the students of Madison Parish,” Pastorek added. Wed, 31 Oct 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20071012_136.html SEDL's Southeast Comprehensive Center is moving its offices on October 12, 2007 to 3501 N. Causeway Blvd., Suite 700, Metairie, Louisiana 70002. The new office space is still conveniently located, with easy access to Interstate 10. It is across the street from the University of New Orleans complex where the SEDL office was housed for 12 years. The phone numbers will remain 504-838-6861 and 800-644-8671. Fri, 12 Oct 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20071004_135.html January 29, 2008 Austin, Texas Contact: Leslie Blair Communications Associate Phone: 800-476-6861, ext. 205 E-mail: lblair@sedl.org Many adults don’t like math. We dread it, we think we don’t “get it,” we avoid helping our children learn math. However, math is something we need to embrace, not avoid if we want our children to become comfortable with numbers and math. By linking math to real life activities parents can help their children practice math skills. Como Molina, a program associate with SEDL’s Texas Comprehensive Center says, “We parents need to see math as the underlying discipline for all science and technology. Math provides students with the decision-making tools they need in everyday life as well in today’s job market. We need to realize its importance and help our kids become proficient at it.” Molina says there are easy ways parents can help. Make positive comments about math. For every parent who says math is difficult, there is a child who believes it. Help children see that the process of solving a problem can be more important than the answer. There is often more than one way to solve a problem. Realize that math instruction likely has changed since you were a kid. Today’s math instruction will probably focus more on the problem solving process Explore math in real life. For example, bake cookies, design a garden, read a map, play a game. Cooking is the perfect opportunity to discuss measurements and fractions. While on a road trip, when children ask “Are we there yet?” Parents can answer, “We’ve driven 45 miles. Grandma’s house is 130 miles away, so how many more miles do we have left? If we drive 60 miles an hour, how much longer will we spend on the road?” At a restaurant, children can calculate how much a meal costs with a drink and dessert. They can also make change and determine how much tax or tip should be added to the bill. Molina also reminds parents not just to focus on computation. “Geometry is important too,” he says. “You can find geometric shapes and symmetry everywhere. When out for a walk, look at different shapes. For example, beehives contain perfect hexagons. Online resources for parents The U.S. Department of Education has two guides online for math activities that parents can do with their children: http://www.ed.gov/pubs/parents/Math/funmath.html http://www.ed.gov/parents/academic/help/math/index.html PBS has a Web page dedicated to early math skills: http://www.pbs.org/parents/earlymath/ About.com includes quite a few math games: http://childparenting.about.com/od/learningenrichment/a/mathskills.htm Thu, 04 Oct 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20070906_132.html Secondary Science Teachers: Leslie Scott, Clark High School; Kevin Akor, Clark High School, Albert Jones, John McDonogh High School 3rd Grade Teachers: LaSonja Thomas, Bauduit Elementary School; Mary Luisa Berojes, Sylvanie Williams Elementary School (Practicing Text Talk reading strategy) 3rd Grade Teachers: LaSonja Thomas, Bauduit Elementary School; Mary Luisa Berojes, Sylvanie Williams Elementary School; sitting is Kemberly Samuels, Reading Coach, Craig Elementary School. (Practicing Text Talk reading strategy with peers)   New Orleans, LA, -- Teaching 900 teachers the fundamentals of reading, no matter their primary subject matter, was the focus of three days of intensive literacy training provided by SEDL instructors at Cohen High School in New Orleans, August 27 through August 29, 2007. The training was provided by SEDL and sponsored by the Recovery School District (RSD), a special state school district administered by the Louisiana Department of Education, created to transform underperforming schools into successful places for children to learn. As of the 2007 – 2008 school year, the RSD operates 34 regular schools with approximately 13,500 students in New Orleans. All teachers and reading coaches in these 34 schools attended the training. Regular and special education pre-kindergarten through 5th grade teachers, and elementary reading coaches spent two days in intensive training, and all regular and special education 6th grade through 12th grade teachers, and the upper grades reading coaches spent one day in training. The training taught me how to help any child with reading,” said Missy Hotard, Laurel Elementary School reading coach. “Everything I learned was research-based and realistically ‘doable.’ I can make a difference with this knowledge.” The RSD contracted with SEDL to provide this training to support all teachers, no matter their content area, in helping students increase their reading skills,” said Jill Slack, PhD, project director with SEDL’s Improving Scholl Performance Program in Metairie, Louisiana. “Reading achievement will improve because reading instruction will improve. As a result of the training, teachers are better equipped to teach reading to their students and to integrate literacy into the subject areas that they teach, even in physical education, math, or art.” Participants each received a toolkit of effective strategies that link to the Louisiana content standards and grade-level expectations, as well as to adopted reading materials and subject area texts. Reading coaches will work with teachers to implement the strategies successfully in their classrooms. SEDL instructors will continue working with RSD reading coaches throughout the school year. RSD reading coaches will have onsite SEDL mentors as they model lessons, observe classrooms, debrief with teachers, and help facilitate collaborative conversations. We are excited about this ambitious new effort to improve reading instruction in the RSD and look forward to working with district and school staff to improve their academic outcomes,” said SEDL CEO Wes Hoover. According to Paul Vallas, RSD Superintendent, “our mission is to create a world-class public education system in New Orleans, in which every decision focuses on the best interests of the children. We are pleased to have SEDL on board to assist us with this charge.” Thu, 06 Sep 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20070828_131.html SEDL receives AT&T Foundation Excelerator grant. From L to R: JJ Baskin, Director of Development, SEDL; Bob Digneo, Executive Director, External Affairs, AT&T; Eva Muñoz, Director, External Affairs, AT&T; Chris Moses, Director of Communications, SEDL; Raymond Hatfield, Director of Education Advocacy, AT&T; Dr. Victoria Dimock, Director of Improving School Performance, SEDL; The Honorable Kirk Watson, Texas State Senate, District 14; and Artie Arce, Principal, Bryker Woods Elementary and Member, SEDL Board of Directors. Download a high-resolution photo Thanks to an AT&T Foundation Excelerator grant, Southwest Educational Development Laboratory (SEDL) is dramatically increasing capacity to identify urgent educator needs in critical Texas schools. SEDL held a ceremonial check presentation on August 24 at SEDL’s Austin headquarters. Among those in attendance was Texas State Senator Kirk Watson, AT&T executives Bob Digneo, Raymond Hartfield, and Eva Muñoz and representatives of SEDL. The AT&T Foundation Excelerator grant supports SEDL’s Texas Education Survey Capacity Project. The project will help build SEDL’s capacity to reach Texas educators and administrators, especially those working with high-need populations. The $10,000 grant will be used for the purchase of hardware and software that enables SEDL researchers the ability to apply advanced survey research techniques such as branching, multilevel matrix questions, randomizations, and contingent choices without having to write scripts or program code. AT&T is committed to improving these vital organizations’ operations and resources that, in turn, benefit everyone in our community,” said Bob Digneo, executive director for AT&T. “AT&T is helping SEDL help schools and districts,” noted Dr. K. Victoria Dimock, director of SEDL’s school improvement work. “Our new survey capacity allows us to quickly assess the needs of teachers, principals, and administrators in the neediest schools and then work with them to develop solutions for improving student outcomes.” Senator Kirk Watson praised the grant and the project, noting “We have two great organizations coming together today to play a functional role in what is good for Texas.” The AT&T Excelerator grants are competitive technology grants to help local nonprofit organizations integrate technology into their community outreach. Since its inception in 2002, the AT&T Excelerator program has provided more than 2,500 technology grants totaling more than $39.8 million to a diverse range of nonprofits. About Philanthropy at AT&T AT&T Inc. is committed to investing in programs that enhance and enable success in education for students of all ages. Through its philanthropic initiatives and partnerships, AT&T helps build strong communities nationwide by increasing educational opportunities, fostering quality learning and raising student achievement. In 2006, AT&T contributed more than $101 million through corporate-, employee- and AT&T Foundation-giving programs. AT&T and the AT&T Foundation, the corporate philanthropy organization of AT&T, combine more than $1.8 billion of historic charitable commitment to communities across the country. Tue, 28 Aug 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20070821_130.html August 21, 2007 Austin, Texas Contact: Leslie Blair Communications Associate Phone: 800-476-6861, ext. 205 E-mail: lblair@sedl.org If a child can’t read well by the end of third grade, she likely won’t become a strong reader. Parents as well as teachers can play a big role in helping children develop strong reading skills. There are lots of easy ways that parents can help their children build reading skills. According to the National Institute for Literacy, every minute you spend reading and talking with your child pays off. Just by talking to your child about whatever activity you are doing can help build literacy skills. For example, while walking through the neighborhood with your child, ask her questions about what you see along the way. Help her hear the sounds in words when you talk. For example, you can point out words that begin with the same sound, like bicycle and ballet. Or talk about rhyming words, like kitten and mitten or fun and sun. Help her learn that each word has its own sounds. Stacey Joyner, a reading specialist and program associate with SEDL’s Texas Comprehensive Center says, “By helping your child learn to hear the different sounds in words, you are supporting one of the five critical skills that children need in order to learn to read well. That skill is called phonemic awareness. By hearing and saying rhymes, singing songs, clapping syllables, children focus on the sounds in the words.” Parents can also help children learn the ABCs and the sounds each letter makes. The knowledge of how letters represent sounds is called phonics, and is also a critical skill that children need in order to read well. Children can make the leap from talking to reading after they learn that written letters stand for the sounds they hear in words. You can begin by just helping your child learn the alphabet by saying or singing the alphabet, reading alphabet books, and pointing out letters in the alphabet in names and words. You can also play games with your child to help them make the connection between words and sounds. While in the grocery store, have your child look for words that begin with certain sounds. Point out words to your child on billboards, cereal boxes, birthday cards, and signs. Say the words out loud and help your child sound out the words. A third important skill parents can help children with is building their vocabulary–-simply the knowledge of new words. Joyner says, “Learning new words begins early. A child learns most new words by hearing them in context and developing an understanding of what they mean. Meaningful conversations with your child about what she likes, what happened at school and about friends, stories or interests helps to develop language and conceptual knowledge. Children with larger vocabularies have an easier time learning to read because the words make sense. As children learn to read, parents can help just by listening to their child read regularly. The ability to identify words and comprehend quickly and accurately is the fourth critical skill —fluency. By listening to your child read their favorite books over and over again, you can help her become more fluent. You can take turns reading with your child. “But make it fun,” says Joyner. “You don’t want your child to get discouraged or think that reading is just hard work.” The fifth critical skill is comprehension, or understanding what is read. When reading a story to your child, help her understand by asking questions and talking about the story as you go along. The questions can be as simple as “What do you think is going to happen next?” or “What would you do in that situation?” Talking to your child about what they have read is a good way to improve critical thinking skills and understanding. “Just spending a little time every day talking and reading with your child can make all the difference in her attitude about reading and how well her reading skills develop,” says Joyner. “It’s quality time with a dividend—not only do you get to spend time with your child but she becomes a better reader. Resources: www.read2kids.org http://www.sedl.org/reading/topics/ www.famlit.org www.nifl.org www.rif.org/parents www.readingrockets.org Tue, 21 Aug 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20070814_129.html August 14, 2007 Austin, Texas Contact: Leslie Blair Communications Associate Phone: 800-476-6861, ext. 205 E-mail: lblair@sedl.org Home Alone may have been a cute movie, but the reality is that kids left home alone after school everyday can get into big trouble when they get bored. Research suggests that the hours of 3–6 p.m. are when kids get into trouble most. Instead of spending afterschool hours just hanging out or watching television reruns, your child can attend a great local afterschool program, but it may take a little research on your part. Catherine Jordan, the director of the National Partnership for Quality Afterschool Learning at SEDL, says, “Research has shown that high-quality afterschool programs share a number of characteristics. For one, successful programs provide both structured and unstructured time for students. This usually means a good program uses a variety of experiences to spark and expand student interests. It also means a good program has knowledgeable staff to help students strengthen their skills in academic areas.” Good afterschool programs also coordinate with the regular school staff. They might work with teachers to find out what kids are learning during the day and what homework assignments they have in order to provide tutoring to reinforce what is taught during the school day. Though the coordination is important, Jordan says, “A good afterschool program goes beyond what is offered during the school day—it isn’t more of the same.” High-quality afterschool programs also offer a variety of engaging activities so that kids have a voice and a choice in which activities they will participate. Some programs concentrate on the arts, others may focus on science or sports, while others have a menu of activities from which to choose. It is important to consider your child’s interests when selecting a program. Other questions you might ask when selecting a program include Is there an adequate staff-to-child ratio to ensure all children are supervised? Are staff members screened before they are hired? Are staff members considerate of all children in the program? Are guidelines in place for authorizing only certain adults to pick up the children? Are the playground and other areas where activities held clean and safe? Are healthy snacks provided? Is transportation provided from school to the afterschool program? Is the program adequately staffed when parents are late to pick up their children? Does the staff have good relationships with parents and keep parents informed regarding activities, behavior problems, or other important issues? When it is all said and done, though, how do you know you have selected the right program for your child? SEDL staff member Deborah Donnelly says, “Your child is the best barometer. Listen to your child—what is his or her level of excitement about attending the program? Is he or she happy and engaged? An enthusiastic, happy kid is the best endorsement for any program.” ### More Afterschool Resources: National Partnership for Quality Afterschool Learning http://www.sedl.org/afterschool National AfterSchool Association http://www.naaweb.org/resources.html Communities in Schools After-School Program Toolkit http://www.cisnet.org/working_together/after-school.asp Afterschool Alliance http://www.afterschoolalliance.org/ Austin area: Heart House http://www.hearthouse.org/ YMCA http://www.austinymca.org/default.asp?ID=18 The Jewish Community Association http://www.shalomaustin.org Tue, 14 Aug 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20070801_128.html August 1, 2007 Austin, Texas Contact: Leslie Blair Communications Associate Phone: 800-476-6861, ext. 205 E-mail: lblair@sedl.org   Christine Moses, former director of program outreach for the Connecticut Science Center, has been named director of Institutional Communications for the Southwest Educational Development Laboratory (SEDL), located in Austin, TX. SEDL CEO Wes Hoover announced that Moses joined SEDL’s staff effective August 1, 2007. “We’re pleased to have someone of Chris’s caliber,” said Hoover. “We’re looking for new ways to reach out to educators and policymakers so that they can access and use SEDL’s research-based products and services. With her energy and experience, Chris will help jump-start those efforts.” As part of her work at the Connecticut Science Center she reported to the former CT Commissioner of Education and worked in both the communications and education departments. Other education experience includes teaching first grade, providing leadership as a director of admissions at a private school, and providing professional development to teachers while working as the director of community affairs for the Fox affiliate in Hartford, CT. Her communications experience includes responsibilities as an account executive at the PR firm Ogilvy, Adams, & Rhinehart in New York City, and Nationwide Insurance in Connecticut. Wed, 01 Aug 2007 08:00:00 CST info@sedl.org (SEDL News) http://www.sedl.org/new/pressrelease/20070620_127.html June 20, 2007 Austin, Texas Contact: Leslie Blair Communications Associate Phone: 800-476-6861, ext. 205 E-mail: lblair@sedl.org “Building Meaningful Relationships: Caring and Respect,” written by SEDL program associate Chris Ferguson, has been included in a new monograph titled Promising Practices for Teachers to Communicate with Families of English Language Learners. Dianne B. Hiatt-Michael of Pepperdine University edited the book. Full of practical information, the book is targeted to preservice and novice teachers who are searching for ways to connect with families from diverse cultures and varying proficiency levels in English. Besides Ferguson’s chapter, others include “Making Your Classroom Parent-Friendly to Families of English Language Learners,” “Engaging Parents as Leaders in Schools with ELLs,” and “Reaching Out from the Classroom to the Families.” For ordering information, visit www.infoagepub.com. Wed, 20 Jun 2007 08:00:00 CST info@sedl.org (SEDL News)