Michelle Dunlop’s Post

The U.S. Department of Education has released a report outlining how school districts used federal funding to help students recover from the COVID-19 pandemic. You can read the full report here https://lnkd.in/eMD6N-vT The report highlights the efforts of several big-city school districts: 🔹Guilford County Schools used ESSER funds to provide high-dosage tutoring to over one-fifth of its students who were behind grade level. In 2023, average scores rose 0.06 grades in reading and 0.15 in math above the national average, and 0.3 and 0.4 grades higher than similar districts in North Carolina. 🔹Metro Nashville Public Schools used ESSER funds for the Accelerating Scholars tutoring program, serving over 7,000 students, and the Promising Schools summer program, which offered classroom instruction, ACT prep, STEM activities, and enrichment opportunities. These initiatives helped MNPS achieve its highest overall proficiency score in history. 🔹Memphis-Shelby County Schools invested ESSER funds to install filtered water bottle filling stations in all schools, addressing pre-COVID concerns about lead and toxins in water fountains, and ensuring students have access to safe, clean water. 🔹Denver Public Schools is committing $7 million to sustain afterschool and summer programs initially funded by ESSER, including support for mental health workers within these programs. 🔹 Cleveland Metropolitan School District focused on mental health and wraparound services, investing nearly $15 million in partnerships with the Mayor’s office and community organizations to provide out-of-school programs and safe spaces for students after school. The Chief Executive Officer of Cleveland Metropolitan School District emphasized, “Mental health was top of mind for our families and students.” 🔹 Boston Public Schools engaged the community through roundtable discussions and public feedback to determine how to best allocate ESSER funding across the district. 🔹 Atlanta Public Schools used extensive community engagement to expand the elementary school day, adding earlier start and later end times. 🔹 Seattle Public Schools prioritized investing in people. ESSER funds supported professional development, community partnerships, and collaboration with parents. Seattle superintendent explained, “There wasn’t a playbook, but we built one... to leverage an influx of dollars with a key critical mission... When you invest in people, that is a long-term investment.”

The Beauty of Small Schools Gotta get more students! Gotta get out our name out there! Our survival depends on increasing enrollment! I understand these pressures. The bottom line matters. But we are not helping ourselves by reminding everyone of what we lack! In fact, we should do the opposite. Like the ancient martial art of jiu-jitsu, in which a smaller, more nimble fighter uses his opponent’s weight and momentum to keep him off balance, so should we celebrate the beauty and uniqueness of our small schools, showing our families that here is where their child will be known and loved through and through. The “walmartization” of our schools, after all, leads to anonymity. Parents don’t want their kids to be treated like widgets in a factory. Research on small schools is strikingly consistent on two points: —Small schools generally out perform larger schools academically. Kids just do better on the whole in smaller settings. —There is more opportunity for participation and engagement for kids in smaller schools. Large schools might have 40 kids “try out” for a team but need to cut 25 kids, taking only the most athletic. Getting elected by peers for leadership positions, making the homecoming court, becoming the leader of a club, etc are all more likely in smaller schools. But the prejudice of “big = successful” in American culture is so deeply engrained that as school leaders, we must be the intentional troubadours of the virtue of being small. Three thoughts on how we can do that: Show them! When school leaders meet with prospective families, they should do so during school hours. They should take parents on a tour of the school and frequently engage with students, calling them by name. “Mary, good shot at the ball game yesterday.” “Johnny, thanks for helping us yesterday.” “Jim and Seth, could you help me by cleaning up that mess that someone left on the cafeteria table?” “I’m praying you do well on your math test, Tricia. I know you’re nervous about it.” Tell them! When I was principal of St. Michael Catholic High School (360 students, max) I created a web page entitled “the advantages of being small” and linked all the research studies on the advantages of being small to the page. I used phrases like “small, but mighty,” and “we don’t back down or make excuses” and adjectives like “scrappy” and “plucky” when I talked about our athletic and academic teams playing bigger schools. Enjoy it! My father used to say "you can measure a man’s woes by how many keys he carries.” The bigger the school, the more problems the leader must handle. Yes, he or she might have more staff to do so, but in the end, everyone expects the principal to be involved. Being small is beautiful! And if we can celebrate that as a strength, we may just find our enrollments begin to increase, too! It’s all about perspective.

Here! Here! For Small Schools! Gotta get more students! Gotta get out our name out there! Our survival depends on increasing enrollment! I understand these pressures. The bottom line matters. But we are not helping ourselves by reminding everyone of what we lack! In fact, we should be communicating the opposite. Like the ancient martial art of jujitsu, in which a smaller, more nimble fighter uses his opponent’s weight and momentum to keep him off balance, so should we celebrate the beauty and uniqueness of our small schools, showing our families that here is where their child will be known and loved through and through. The “walmartization” of our schools, after all, tends to make students anonymous. Parents don’t want their kids to be treated like widgets in a factory. The research on small schools is strikingly consistent in two points: —Small schools generally out perform larger schools academically. Kids just do better, for the most part, in smaller settings —There is more opportunity for participation and engagement for our kids. Large schools might have 40 kids “try out” for a team but need to cut 25 kids, taking only the most athletic. Getting elected by peers for leadership positions, making the homecoming court, becoming the leader of a club, etc are all more likely in smaller schools. But the prejudice of “big = successful” in American culture is so deeply engrained that we must be the intentional troubadours of the virtue of being small. Three thoughts on how we can do that: Show them! When school leaders meet with prospective families, they should do so during school hours. They should take parents on a tour of the school and frequently engage with students, calling them by name. “Mary, good shot at the ball game yesterday.” “Johnny, thanks for helping us yesterday this morning.” “Jim and Seth, could you help me by cleaning up that mess that someone left on the cafeteria table?” “I’m praying you do well on your math test, Tricia. I know you’re nervous about it.” Tell them! When I was principal of St. Michael Catholic High School (360 students, max) I created a web entitled “the advantages of being small” and linked all the research studies on the advantages of being small to the page. I used phrases like “small, but mighty,” and “we don’t back down” and adjectives like “scrappy” and “plucky” when I talked about our athletic and academic teams. Enjoy it! My father used to say you “can measure a man’s woes by how many keys he carries.” The bigger the school, the more problems a principal must handle. Yes, he or she might have more staff to do so, but in the end, everyone expects the principal to be involved. Being small is beautiful! And if we can appreciate that as a strength, we may just find our enrollments begin to increase, too!

🌟 Community Collaboration and Alternative Education: A Path to Success 🌟 In today's rapidly evolving world, traditional education models are not always the best fit for every student. Innovative, learner-centered approaches are gaining traction, thanks to the dedication and creativity of educators and community leaders. An inspiring example comes from Bozeman, Montana, where Christa Hayes founded Peak Academy. Originally a mathematics professor, Hayes transformed her career to meet the needs of her children and the community during the pandemic. Her micro-school now thrives on project-based learning and strong community bonds, providing a tailored educational experience for middle school students. Similar stories are emerging across the country, where educators like Lindsey Vose and Rusty Bowers are creating hybrid homeschool programs and Acton Academy affiliates. These models emphasize individualized learning, outdoor experiences, and hands-on projects, catering to diverse learning styles and fostering a strong sense of community. The success of these alternative education initiatives underscores the importance of community involvement and support. By embracing innovative approaches, we can ensure that all students have access to high-quality education that prepares them for future challenges. Let's champion these efforts and continue to collaborate for the betterment of our children's education and our communities. Together, we can build a brighter future for all. 🌟❤️ Read the full article on The 74: https://lnkd.in/eTZhdiqk #EducationInnovation #CommunityCollaboration #AlternativeEducation #FutureReady #EmpowerParents

Introducing the MIRROR Framework: Transforming Education by Centering BIPOC Students The MIRROR framework, created by Pear Tree’s Head of School and Founder, Michele Hamilton, at Pear Tree Community School—the demonstration site for Seeds to Roots Oakland—offers a practical solution to supporting the success of Black, Indigenous, and other People of Color (BIPOC) students. By centering BIPOC students in every aspect of learning, MIRROR ensures their identities are affirmed across the curriculum. Results speak for themselves: while only 22% of Black and Latino students nationally reach proficiency in literacy, 90% of Pear Tree students exceed benchmarks. Why MIRROR? The MIRROR framework bridges established theory—such as culturally responsive practices and brain research—with practical strategies for implementation, empowering schools to address longstanding inequities. MIRROR is designed for scalability, enabling schools and districts to adopt it nationwide. What Does MIRROR Include? Mirroring: Ensures BIPOC students see themselves reflected in all aspects of their surroundings, on the walls, in the texts, library, curriculum and school culture, fostering cognitive growth and emotional well-being. Identification: Connects students to their heritage, showing their ancestors as the innovators they were, giving them a personal stake in their education. Reclamation: Recovers and shares narratives often distorted or erased, empowering students with an accurate sense of identity and history, and healing fractured or distorted self image. Relationships: Builds culturally responsive connections, creating a supportive environment that encourages student engagement and success. Includes peer and adult relationships. Orientation: Aligns school systems, policies and practices with the mission of centering BIPOC students. Reflection: Encourages ongoing self-assessment, research-driven development (R&D), and piloting of new practices. Through reflection, we create an equitable and liberating environment that centers BIPOC students while ensuring continuous improvement. Proven Success, Available Now At Seeds to Roots Oakland and Pear Tree Community School, we provide Implementation Guides, Curriculum Binders with Training, and Training on the MIRROR framework to educators. Our approach transforms outcomes for all students, especially BIPOC youth, while enhancing the learning environment for everyone. Interested in transforming your school? Visit peartreecs.com and https://lnkd.in/gNqdeDdf to learn more about how we can help your district embrace MIRROR and create lasting educational change.

Ellensburg School District’s first day of school for students is September 4th. Exciting? Absolutely. Chaotic? You bet! As a parent, I’m knee-deep in schedules, backpacks, and endless pairs of shoes—seriously, do you know how many shoes a cross-country athlete goes through? And that’s before we even get to basketball and track. Let’s just say I’m hoping to make it to fall—barefoot running, anyone? As a school board member, this time of year feels especially pivotal. The month before school starts is when we set the tone for the entire academic year. While our work is ongoing, the weeks leading up to the first day are particularly packed. This Wednesday, we’ll be voting on the budget for the 2024/2025 school year—a process that’s been months in the making, filled with updates on new legislation and changes in state and federal funding. While some aspects of our work are predictable, each year brings its own set of challenges. Here’s what we’re tackling this year: Dwindling Enrollment: We’re seeing a decline in student numbers—a trend reflecting broader demographic shifts. This presents both a challenge in resource allocation and an opportunity to rethink how we deliver education. Tighter Budgets: With the end of ESSER funding and stagnant state allocations, our schools are feeling the financial squeeze. We need to get creative to stretch our resources without compromising the quality of education. Cell Phone Bans: We’re aware of the national movement to restrict cell phone use in schools. It’s a hot topic, and we’re committed to finding the right balance between personal device use and ensuring student engagement and outcomes. Integration of AI: AI is transforming education. We’re exploring how it can support personalized learning while ensuring our students develop the critical thinking skills they’ll need in a rapidly evolving world. Amplifying Student Voice: Elevating student voices in a system often centered on adult concerns is tricky, but essential. We’re dedicated to ensuring our students are heard in every aspect of our schools. Our two student board members are a tremendous resource in this effort. The board’s commitment remains unwavering: to provide a relevant, engaging education for every student. This work cannot be done without collaboration with our educators, parents, and community members. As we begin work on our new strategic plan, what may seem like obstacles now can actually be opportunities for growth and innovation. What excites or concerns you most about the 24/25 school year? Does anybody have any tips on shoes? Coupons? Seriously.

In this week's edition of "But what does that National Center on Education and the Economy do?" I bring you this thought: Now, more than ever before, schools have to become places young people choose. Chronic absenteeism and declining enrollment are at the top of the list of concerns for so many districts and are targets of strategic plans across the nation. Chronic absenteeism in schools is often linked to a complex web of factors that go beyond individual student behavior. Research highlights that key drivers include socio-economic challenges, such as poverty, housing instability, and lack of access to healthcare, which directly impact a student’s ability to attend school consistently. Additionally, school climate—issues like bullying, lack of engagement, or a feeling of disconnection from peers and educators—can exacerbate absenteeism. When students feel unsupported or unsafe in their learning environments, they are more likely to disengage and miss class. Similarly, declining enrollment in schools can be attributed to multiple forces. One major trend is the rise of school choice options—such as charter schools, online learning platforms, and homeschooling—providing families with more personalized and flexible education alternatives. Economic and demographic shifts, including population changes in urban and rural areas, also play a role, as does dissatisfaction with traditional school models. When students and parents feel that the educational experience does not meet their needs, they are increasingly looking for alternatives that align better with their goals and values. Which leads me to teams I'm working closely with across the West. Just last week, as I conducted listening sessions with young people and community members across a small district in Nevada, I asked this telling question: 🔦 If you were "the boss of everything," what is one thing you would have your school/district START doing immediately to make learning better for everyone and/or what is one thing you would have your district STOP doing immediately to make learning better for everyone? The responses are ALWAYS telling. And like in a lot of districts, the answers reveal exactly where we started here: In a world that is rapidly changing, schools and districts have to become places young people choose. Because our young people have more choice now than ever before. And they are looking for: 🚨 teachers and leaders who truly care for them and invest the time to know them 🚨 learning experiences that are reflective of their interests and are relevant to their lives outside of school now (no more of this "you'll need this one day if you...") 🚨 opportunities to show what they're learning in a myriad of ways - and the choice among them They're asking for learner-centered, future-ready experiences. And now they will un-choose us if we aren't agile enough to pivot. Supporting schools and districts in this pivot...yeah, we do that. How are you thinking about it?

As we enter into a new year, we’re dreaming about what is possible in an educational system pressured from all sides by federal changes, emerging technology, a changing climate, and innovations from some of the brightest thinkers in the field. Inspired by a recent article from IDEO, our education team has put together 10 Things We’d Redesign in Education in 2025. Please comment below with what you would change! Drop your ideas below. Reimagining adult learning requires a fundamental shift: addressing the patterns of thinking, feeling, and behavior that limit adults' potential. By doing so, we can empower individuals—young and old alike—to fully realize theirs. -Mari In 2025, I’d love to see schools redesign the chronic absenteeism solutions. We should work with communities and disengaged youth to identify solutions that continue to move them forward and benefit the local communities instead of penalizing students and their families. -Tia In 2025, I’d like us to break away from traditional school architecture—literally, let’s ditch the outdated school buildings. Let’s take lessons from organizations like Big Picture Learning, Freedom Schools in the Civil Rights South, or community schools in New York to reimagine what it means to go to school. -Alison In 2025, I’d love to see more schools fostering a deeper connection between students and the natural world. By spending more time learning outdoors, learners could be inspired to take better care of the planet than those who came before them. -Gentry I recently contributed to a statewide bake sale to try to get through to legislators that they need to step up and close our shameful funding gap. Let’s redesign education funding so that public schools are fully funded. -Beth As teaching financial literacy becomes more prevalent, it will be important that such programs are designed in culturally responsive ways. -Camille At the end of the day, educators’ working conditions are students’ learning conditions. In 2025, I’d love to see higher education move away from a model that relies on exploiting adjunct and contingent faculty. -Nolie In 2025, I’d love to see schools invest more in career and life planning resources. Many schools don’t provide enough access to the internships, mentorships, or job-shadowing programs that are important to exploring potential career paths. -Vi Over 80 million adults in the US are without a college degree, yet many are working and lead full lives. I'd love to see more collaboration across higher education, workforce development agencies and the private sector around best practices for serving adult learners. -Amelia In 2025, I’d love to see nationwide policies that make transferring from community colleges to four-year institutions seamless and equitable. Strengthening transfer pathways is key to making higher education more accessible. -Alec #education #educationreform #redesigningeducation

It's no secret that I believe high-impact tutoring is the most exciting thing happening in K-12 education. It's transformative on many levels, not the least of which is that kids learn more than they would otherwise! Thomas Toch and I had the opportunity to write about the promise and potential of tutoring for The Washington Monthly, and I appreciate Elisa Villanueva Beard's take on our piece. I can't wait to see how TFA Ignite's program continues to evolve, both to accelerate student learning and broaden the pipeline of future educators. The path forward for tutoring is unclear with the expiration of ESSER dollars, but those doing the work are not slowing down. If you care about student outcomes, maintaining (and expanding!) tutoring should be high on your priority list.

Forty-four percent of elementary school students attend schools other than their zone school, an increase of over four percent over the past four years. For high schools, “Students can apply to attend any high school program at any school.” About 75% of CPS families choose to send their students to a school outside their assigned zone; for Black families, the number climbs to a whopping 83%. The overwhelming majority of CPS families choose a public high school for their children not dictated by a CPS map. PSA to all Chicago parents! School shouldn’t be a one-size-fits-all cafeteria mystery meat situation. Your kids deserve options, and a new report from Public Agenda says most Chicagoans agree! Here’s the scoop: 93% of high school students applied through GoCPS. That’s a huge vote for choice!  Why? Because different kids learn in different ways. Maybe your child’s a tech whiz who needs a STEM magnet. Maybe they’re a budding musician yearning for a performing arts school. Choice lets you find the perfect fit! But some folks want to limit options, making the school system blander than beige cafeteria walls. NO THANKS! Let’s advocate for a system with options AND quality. Chicago Public Schools can be a buffet of educational opportunities, not a sad sack lunch. Choice is the secret sauce! Every kid deserves the chance to thrive. Let’s make sure CPS offers the ingredients for their unique recipe for success. #ChicagoSchoolChoice #BuffetNotBland #GoCPSGoals #QualityEducationForAll #EmpoweringParents #KidsDeserveOptions #STEMWizardsAndMusicMakers #PublicSchoolRevolution #LetsAdvocateTogether #ThrivingByChoice https://lnkd.in/e64evgnU