Students at Center

Re-engaging Disconnected Students Online and at School: Focus on Intrinsic Motivation from The Center for MH in Schools & Student/Learning Supports at UCLA. Download the PDF 

• Guiding Schools’ COVID-19 Recovery Decisions Using Data and Evidence As the pandemic continues, the task of supporting students becomes ever more difficult. The EdResearch for Recovery Project has newly released briefs that are part of a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel Coronavirus pandemic. Based on a developing list of questions from policymakers and practitioners, the EdResearch for Recovery Project taps top researchers from across the country to develop evidence briefs to inform recovery strategies.

Evidence-Based Practices for Assessing Students’ Social and Emotional Well-Being – Heather Hough (Policy Analysis for California Education at Stanford University), Joe Witte (Policy Analysis for California Education at Stanford University), Caroline Wang (Education Analytics) and Dave Calhoun (CORE Districts)

Leveraging Community Partnerships for Integrated Student Support– Velma McBride Murry (Vanderbilt University), Reuben Jacobsen (American University), Betheny Gross (Center for Reinventing Public Education, University of Washington)

Supports for Students Who Are English Learners (ELs) – Madeline Mavrogordato (Michigan State University), Rebecca Callahan (University of Texas at Austin), David DeMatthews (University of Texas at Austin), Elena Izquierdo (University of Texas at El Paso)

Accelerating Student Learning with High-Dosage Tutoring – Beth Schueler (University of Virginia), Matt Kraft (Annenberg Institute at Brown University), Susanna Loeb (Annenberg Institute at Brown University), Carly Robinson (Annenberg Institute at Brown University)

• Re-engaging Disconnected Students Online and at School: Focus on Intrinsic Motivation from The Center for MH in Schools & Student/Learning Supports at UCLA. As the school year begins, particular attention must be given to practices that engage and re-engage students. Such practices must be designed to sustain students’ involvement in instruction. This is essential to minimizing learning, behavior, emotional problems. It is critical to closing the opportunity and achievement gaps. Download the PDF 
• The State of Young People during COVID-19 from America’s Promise Alliance with findings from a nationally representative survey of high school youth. Download the PDF
• Measuring and Improving Student-Centered Learning Toolkit The Measuring and Improving Student-Centered Learning (MISCL) this toolkit is designed to help school practitioners or other stakeholders measure, understand and reflect upon the extent of student-centered learning (SCL) in high schools at: https://studentsatthecenterhub.org/resource/measuring-scl-toolkit/
• Maintaining Ties When School Closes is Critical to Preventing Droupouts is an article from Education Week on ways to keep students connected through the closures of schools at https://blogs.edweek.org/edweek/inside-school-research/2020/03/school_closures_a_critical_time_for_dropout_prevention_efforts.html
• Three Strategies for Better Online Discussions provides strategies for maintaining positive online discussion forums with students and how they differ from classroom discussions from ASCD Inservice at https://inservice.ascd.org/three-strategies-for-better-online-discussions/
• Strategies to Reach All Students The Learning Accelerator shares effective strategies educators have been using to reach as many students as possible: record yourself doing routines you want students to do, use a variety of video and audio platforms, offer multiple session times at https://learningaccelerator.org/blog/week-1-todays-one-thing-for-teachers-building-connections?utm_source=XQ%3A+Give+Me+Five+Newsletter&utm_campaign=6a7d7b9aa9-giveme5_issue_10_COPY_01&utm_medium=email&utm_term=0_fff7d23e53-6a7d7b9aa9-66456997
• Creative Ways to Stay Connected when schools had to close their doors to prevent the spread of coronavirus, educators like you barely had a chance to say goodbye to your students. Why it matters: There’s no real substitute for seeing your students daily, nor should there be. It’s crucial to student learning (and yours) to find ways to stay connected with them. We Are Teachers shares ways to do that: send a letter to your students via snail mail, call students individually to see how they’re doing, remember that you matter and that your best is all you can give. see the fun ways teachers are building classroom community at https://www.weareteachers.com/stay-connected-students/?utm_source=XQ%3A+Give+Me+Five+Newsletter&utm_campaign=6a7d7b9aa9-giveme5_issue_10_COPY_01&utm_medium=email&utm_term=0_fff7d23e53-6a7d7b9aa9-66456997
• Edtech that Connects offers a comprehensive list of  edtech tools designed to fost adult-student and student-student connections remotely at https://whoyouknow.org/tools
• How to Ensure Every Voice is Heard at XQ school, Círculos—as their name implies—circles are the foundation of their teaching and learning experience. And now, virtual circles serve as their key to making it through this difficult time.
  What are circles: a regularly scheduled practice where a group of educators, students, families, or all of the above get in a circle to discuss a specific topic or prompt.
  Why it matters: Circles give every stakeholder an opportunity to listen to differing viewpoints while also acknowledging every voice in the space. Here’s where Círculos suggests starting:
  Create a circle schedule with small groups of students; Create a circle schedule with small groups of colleagues, too; Meet with your circle at least twice a week at https://www.circuloshighschool.com/post/building-community-in-a-time-of-quarantine?utm_source=XQ%3A+Give+Me+Five+Newsletter&utm_campaign=6a7d7b9aa9-giveme5_issue_10_COPY_01&utm_medium=email&utm_term=0_fff7d23e53-6a7d7b9aa9-66456997