For teachers in New York City’s District 75, which serves more than 20,000 special needs students across the city, an innovative arts-integration approach to instruction is improving students’ social-emotional and communications skills and helping students and teachers to achieve both individual and classroom goals.
Supported by a $4.6 million Investing in Innovation (i3) grant from OII in 2010, the Everyday Arts for Special Education (EASE) project is also being adapted by the Los Angeles Unified School District (LAUSD), where special education leaders are using the project’s arts-integration techniques to help achieve a system-wide goal of reducing the number of self-contained classrooms and schools. The Urban Arts Partnership, which manages the EASE grant for District 75, began leading professional development sessions for LAUSD teachers two years ago, and this year is working with 45 teachers in L.A. and nearly 350 in New York City.
Lupita Prado Machuca, once an English language learner, teaches students from the same community where she grew up and helps them to see the importance of an education that prepares them for college and the workforce.
Lupita is the product of efforts in Kern County, Calif., to change the face of teacher preparation. California State University Bakersfield (CSUB), with funding support from an OII Teacher Quality Partnerships grant, brings mentor teachers into classrooms of first-year teachers and provides teacher candidates with field experience from day one, increasing their confidence and abilities when taking on their own classrooms.
The five-year, $10.5 million grant, which began in 2009, supports a partnership among CSUB, California State University Monterey Bay, and California Polytechnic State University San Luis Obispo, along with two K-12 partners — Kern County and Tulare County school districts — in the central region of California. Known as the Edvention Partners, their combined efforts address the diverse needs of schools, teachers, and students within a large geographical, primarily rural, area.
As part of Teacher Appreciation Week, I had the privilege of participating in ED Goes Back to School and shadowing kindergarten teacher Debbie D’Addario at McKinley Elementary School in Arlington, Va. My experience left me with a lasting impression of just how challenging it is to be an effective teacher and with a renewed appreciation for the people who step up to a teaching career.
In Ms. D’Addario’s classroom, when the morning bell rang, five-year olds who had been patiently lined up outside filed into the classroom one-by-one, systematically marked their attendance, turned in their homework, and sat in their assigned seats. I was immediately impressed by the routine Ms. D’Addario had established in her classroom. Next, everyone gathered on the carpet in the front of the room for a song about the class rules, which students sang and danced, reinforcing the expectations for the day in a fun and memorable way. We were then ready for our first activity!
Every spring, the National Writing Project (NWP), an OII grantee, brings together a core group of teacher-leaders from across the country to study and share effective practices that enhance student writing and learning. This year’s Spring Meeting was held on March 28 in Washington, D.C. Matt Williams, educational technologist at KQED, the San Francisco Bay Area’s award-winning PBS affiliate, led off the day with an engaging discussion about the powerful role of digital tools in promoting and improving civic engagement among the country’s youth. Matt was joined by NWP teacher-leaders Janelle Bence, Chris Sloan, and Meenoo Rami, who are implementing the Do Now project in their classrooms as part of a collaborative effort between KQED and the NWP’s Educator Innovator network. There are currently 150 schools across the nation actively participating in this endeavor.
(April 23, 2014) The U.S. Department of Education today announced the start of the 2014 grant competition for the Investing in Innovation (i3) program’s Scale-up and Validation categories. This competition will continue the Department’s investments in promising strategies that can help close achievement gaps and improve educational outcomes for our neediest students.
“This year’s Validation & Scale-Up competition is an opportunity for us to continue supporting strategies that help our highest need students succeed,” said Nadya Chinoy Dabby, assistant deputy secretary for Innovation and Improvement. “These efforts are part of our larger commitment to investing in what works.”
The i3 program aims to develop and expand practices that accelerate student achievement and prepare students to succeed in college and in their careers. As in years past, the program includes three grant categories: Development, Validation and Scale-up. This year, school districts and nonprofit organizations, in partnership with districts or schools, are eligible to compete for nearly $135 million across all three categories. The maximum grant amount available in each category is based on the evidence of effectiveness.
“This is remarkable leadership in action,” Secretary Arne Duncan told the press at the Hollywood FamilySource Center, following a roundtable with community stakeholders of the East Hollywood Promise Neighborhoods project. (Official Department of Education photo)
A small youth and family resource center is tucked away in the corner of a strip mall at the intersection of Western Avenue and Santa Monica Boulevard in warm, sunny Los Angeles. It’s in “the other Hollywood,” where instead of calling for the lights, camera, and action of movie making, community leaders are in search of the solutions to poverty, mental health issues, and learned helplessness. Since 2013, with the help of a $30 million Promise Neighborhoods grant, the Hollywood FamilySource Center has become the “one-stop-shop” for local families in need of help.
On March 19, Secretary Arne Duncan, along with representatives from the U.S. Department of Housing Urban Development (HUD) Choice Neighborhoods team, visited the center, which is operated by the Youth Policy Institute (YPI). The goals of the center are to increase family income and students’ academic achievement. During its fourth year of operation in 2013-14, more than 3,140 clients benefited from the Center’s core services: adult education and computer literacy classes, tutoring and enrichment programs to improve children and youths’ academic skills, medical and dental health care, and a number of other services.
For the current fiscal year, which ends on September 30, 2014, the Office of Innovation and Improvement is conducting 13 grant competitions in five program areas: Arts in Education, Charter Schools, Investing in Innovation, Full-Service Community Schools, and Teacher Quality Partnerships. Four of the competitions are underway, with announcements of the other nine slated for later this spring.
Arts in Education grants are available in two categories: Arts in Education Development and Dissemination and Professional Development for Arts Educators, both of which help schools and districts to partner with community-based organizations to increase the quality and effectiveness of arts teaching and learning, including integration of the arts with other core academic subjects.
The three Investing in Innovation (i3) grant competitions — Development, Validation, and Scale-up — support school districts and nonprofits to expand the implementation of, and investment in, innovative practices. Development grants are for new and promising practices that should be studied further; Validation grants verify the effectiveness of programs with moderate levels of evidence; and Scale-up grants support applicants with the strongest evidence and track records of success. (Note: While the rest of OII’s 2014 grant competitions will make grant awards by September 30, 2014, the i3 grant awards will be made by December 31, 2014.)
(March 18, 2014) The U.S. Department of Education announced the start of the $134 million 2014 Investing in Innovation (i3) grant competition on March 14th, 2014 with the release of the program’s invitation for pre-applications for the i3 “Development” grants (up to $3,000,000 each). In its fifth round of competition, the i3 program continues to develop and expand practices that accelerate student achievement and prepare every student to succeed in college and in their careers. The i3 program includes three grant categories: Development, Validation and Scale-up. The Department plans to announce applications for the Validation and Scale-up categories this spring.
“We’re excited to begin this year’s i3 Development competition to support promising efforts in the field. The initiatives supported by i3 are not only designed to boost students’ success, they also improve our understanding of what works for students and educators,” said Acting Assistant Deputy Secretary for Innovation and Improvement Nadya Dabby. “We look forward to supporting new ideas to help all students—especially our highest need students—achieve.”
Teachers at Sammamish High School meet for collaborative PBL curriculum planning. (Photo courtesy of Gabriel Miller/Edutopia)
Changing a high school curriculum — such as moving it from traditional pedagogy and assessment to problem-based learning (PBL) — is a huge challenge, and one that the faculty and students at Sammamish High School in Washington state’s Bellevue School District know well. They’re three years into a five-year transition to PBL with support from an Investing in Innovation (i3) Development grant.
Since the inception of i3 project in 2010, teachers and administrators at Sammamish High School have collaborated and redesigned 30 courses to incorporate PBL. They believe it will better prepare their students for college and careers by making content across the curriculum more engaging and relevant to the world students will encounter after high school. “Turning the school inside out,” is how Suzanne Reeve, a Sammamish High teacher leader, describes it.
Sammamish High teachers describe the process of integrating problem-based learning into a traditional curriculum through thoughtful planning and implementation.
Collaboration has been key for teachers and students as they make the transition from Sammamish’s traditional curriculum to problem-based learning. Seventy-five teachers so far have worked in subject-area teams to create rigorous coursework that engages all students. It’s a “really challenging mental shift” for the teachers, according to Adrienne Curtis Dickinson, another of the PBL teacher leaders, but the course redesign process is giving teachers a voice and the ability to decide where best to integrate problems or projects into the curriculum.
Dickinson, who is social studies teacher at Sammamish, is reporting on her school’s journey in Edutopia™, part of the George Lucas Educational Foundation, a nonpartisan, nonprofit organization, that is collaborating with the Bellevue schools on the implementation of its i3 project. Click here to read her latest report and watch a companion video in “Case Study: Reinventing a Public High School with Problem-Based Learning.”
San Antonio is undergoing a transformation, one that involves reinvestment in its schools and neighborhoods, including Eastside, one of the city’s fastest growing and diverse communities. As part of Eastside’s transformation, San Antonio Mayor Julián Castro unveiled the EastPoint brand earlier this month. Because of the neighborhood’s innovative initiatives in education, housing, and economic development, it was “in need of some major rebranding,” according to a press release. Mayor Castro joined Eastside community leaders to announce the rebranding effort, which affects the neighborhood’s approximately 18,000 residents.
At the heart of the EastPoint revitalization are a Promise Neighborhoods grant from ED’s Office of Innovation and Improvement and a Choice Neighborhood Program grant from the Department of Housing and Urban Development (HUD). For the Eastside Promise Neighborhood (EPN), the emphasis is on leveraging and strengthening the neighborhood’s assets and resources so that children and families are “inspired to stay, grow, graduate … and stay.”