In November 2012, the National Association of Charter School Authorizers (NACSA) launched the One Million Lives Campaign with the goal of creating better school options for at least a million children in the nation’s charter schools. The campaign focuses on closing the poorest-performing schools, those charters that are failing our children, while opening even more great schools — schools that will succeed in living up to the promise of the charter school sector.
At the heart of this campaign is a set of activities funded by an OII Charter Schools Program (CSP) National Leadership Activities grant to NACSA. In the fall of 2010, NACSA initiated the Creating Quality Charter Schools through Performance Management, Replication, and Closure (PMRC) project to better address the unacceptable number of poor-performing schools that are charter schools. While the charter school sector has often led the way on accountability for performance, the systems for defining, measuring, and acting upon school quality, as well as for replicating good schools and for closing failing schools, are often lacking. The PMRC project was designed to leverage the current effective practices of authorizers successful in these areas and develop core policies and practices that can be disseminated and implemented across the nation.
(Left to right) Malachi Byrd, Devyn Jefferson, Juwan Middleton, and Cynthia Johnson performed original spoken-word pieces as part of the School Leadership Program conference. These students represent CONTRA VERSE, a spoken-word team from Cesar Chavez School for Public Policy, which is led by their teacher and coach, Michael Bolds. Throughout the two-day convening, these students and others shared insightful perspectives on education and the impact of current reforms on educators and students.
What happens when you invite students to a project directors’ conference on school leadership? They infuse the atmosphere with energy and enthusiasm, push the envelope in thoughtful ways, inspire with their creativity, and remind the adults why our work is critical.
OII’s School Leadership Program office recently hosted a convening for 45 of its grantees currently implementing projects that prepare and develop principals to serve in high-need schools and districts. The conference provided an opportunity for districts, universities, partner organizations, Principal Ambassador Fellows, and federal policymakers to learn from each other and other experts in the field about how to improve and promote school leadership. Throughout the two-day conference, student performers graced the stage to intermittently bring our work back in focus while also challenging us all with provocative questions, such as “At what point does patience give way to urgency in our reforms?”
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.
Concept Schools student artists, teachers, and administrators join OII Acting Assistant Deputy Secretary Nadya Chinoy Dabby (third from left) for a “photo-op” just before the official ribbon-cutting.
From the Great Lakes to the nation’s capital, Department staff and guests were proud to welcome the talented student artists, their fellow students, and their teachers and parents to the Concept Schools Student Art Exhibit opening in Barnard auditorium on March 31. Some 130 charter school students, representing 18 Concept Schools from six states (Illinois, Indiana, Missouri, Michigan, Ohio, and Wisconsin), were in attendance to both celebrate their own artwork on display at the Department and support their fellow students’ work.
Nadya Chinoy Dabby, OII’s Acting Assistant Deputy Secretary, welcomes the students, teachers, and parents who came from six states for the exhibit opening.
To kick off the program, Acting Assistant Deputy Secretary for Innovation and Improvement Nadya Chinoy Dabby welcomed guests to the Department and thanked Concept Schools’ families for making the long journey to share their children’s work. According to Dabby, “Arts education … at Concept Schools … is an essential part of a well-rounded educational experience.” She said that her high school education at an arts magnet school “helped nurture a lifelong appreciation for the arts.” Speaking on behalf of the Department, Dabby said, “We believe … that all children should have access to great arts instruction … no matter where you grow up or what school you go to.”
Next, Concept Schools President Sedat Duman expressed his appreciation for the Department, students, staff, teachers, and parents for making the exhibit and opening a success. He introduced a video describing the nationally recognized work that Concept Schools does to prepare students for higher education. According to the video, about 90 percent of Concept students go on to college.
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.)
Jazz, that most American of art forms, takes center stage all of April as we celebrate Jazz Appreciation Month (JAM) in the U.S. and throughout the world. Under the leadership of the Smithsonian Institution, JAM annually focuses on the music as well as its connections to America’s history and democratic values, including cultural diversity, creativity, innovation, discipline, and teamwork.
This year, JAM celebrates the 50th anniversary of John Coltrane’s A Love Supreme, a four-part suite that marked the melding of the hard bop sensibilities of the iconic saxophonist and composer’s early career with the free jazz style he later adopted. The annual JAM poster features Coltrane’s likeness, captured by American artist Joseph Holston from his screen print Jazz.
The Department of Education annually distributes the JAM posters to more than 16,000 middle schools in America. In a letter accompanied by the poster, OII’s Acting Assistant Deputy Secretary Nadya Chinoy Dabby encourages the schools’ principals to participate in JAM activities taking place in the 50 states and to take advantage of the Smithsonian’s jazz collection and its many Web-based educational materials that support learning across the K-12 curriculum.
A tireless champion for the arts in education, Philadelphia Assistant Superintendent Dennis W. Creedon draws on nearly 30 years of working in or partnering with schools in Philadelphia to make the arts part of a well-rounded education for all of the city’s 131,000 students.
As a senior administrative leader in the district’s central office, Creedon, who began his education career as a theatre teacher in 1987, combines his understanding of research into the nature and value of arts learning with creative approaches to tapping Philadelphia’s rich array of cultural institutions to weather the latest budget reductions. Since 2008, Philadelphia schools are required to have art or music offerings and a commitment to every student having at least one arts lesson weekly. The policy, which Creedon was instrumental in developing, appeared to be in jeopardy last year as the district faced a $304 million budget deficit.
In a recent Education Week profile of Creedon, the conductor of the All-City High School Orchestra, Don S. Liuzzi, draws on the meteorological metaphor to explain the school leader’s importance. “The ship was sinking,” he said, describing the district’s most recent round of budget reductions that threatened the jobs of nearly 4,000 teachers. And while some arts specialist positions were lost, the arts education ship is still afloat, according to Liuzzi, because the district’s top arts education advocate is “a very persuasive and avid supporter of the arts.”
(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.”