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Sunday, 07 February 2016

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See IDRA’s latest annual report, The Power of Possibility: How IDRA and its partners are changing public education.



IDRA’s book, Courage to Connect: A Quality Schools Action Framework™. See how communities and schools can work together to strengthen their capacity to be successful with all of their students. Visit the book’s web page to get a table of contents, excerpt, related podcasts and other resources related to this book.


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Transformative and Effective School Leadership in Culturally Diverse Environments​
Much has been written about the core competencies of effective school leadership, but less is studied about the transformative effect of these qualities within culturally diverse learning environments. This article by Rosana G. Rodríguez, Ph.D., and Abelardo Villarreal, Ph.D., explores a few examples of the virtues and transformational qualities of educational leaders working with diverse student populations. It poses the question of self-transformation as requisite for systemic transformation.

#AllMeansAll #teaching


3 Teaching Strategies for Scaffolding Instruction for English Learners in the Content Classroom
Effective teachers scaffold instructional content for English learners by supporting development of academic language and objectives by first modeling a desired task, then gradually shifting responsibility to the students. This article by Paula Johnson, M.A., highlights three teaching strategies that have been proven effective in scaffolding instruction for English learners in the classroom. Each of the strategies below includes a brief description, counter examples and benefits for English learners. It should be noted that these practices support learning for all students, not just English learners.


Latest issue of the IDRA Newsletter Focusing on Language
​Take a look at our latest newsletter. All students must have access to instruction in a language they understand. To be effective, bilingual and ESL programs must be rigorous, research based and led by trained teachers with high-quality curriculum and assessment. This issue of the IDRA Newsletter includes: “3 Teaching Strategies for Scaffolding Instruction for English Learners in the Content Classroom,” by Paula Johnson, M.A., “Transformative and Effective School Leadership in Culturally Diverse Environments,” by Rosana G. Rodríguez, Ph.D., and Abelardo Villarreal, Ph.D., and “Giving English Learners Access to Language and Curriculum in Rural Arkansas,by ” Kristin Grayson, Ph.D.


Video - A very special group of high school students!
At our Open House last week, South San Antonio ISD student, Nicholas Alderete, read his second place winning essay about his experience in the IDRA Coca-Cola Valued Youth Program. Next to him are fellow South San students, Michaela Valdez (first place winner), Melina Martinez (third place winner) and their former teacher, Ludi Ortega. South San swept the national contest at the high school level in 2014. We are honored that they came by to share their stories with us and our guests.


College Students Describe What a School’s College-Going Culture Really Means 
In a report, College Bound and Determined, last year IDRA explored how the Pharr-San Juan-Alamo school district in south Texas transformed itself from low achievement and expectations to planning for all students to graduate from high school and college. This transformation went beyond changing sobering graduation rates or even getting graduates into college. Recently, we interviewed two graduates from PSJA who are now in college, about the district’s college-going culture. This story gives highlights from those interviews.



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