﻿<?xml version="1.0" encoding="utf-8"?>
<rss version="2.0">
  <channel>
    <generator>RSS Builder by B!Soft</generator>
    <title> IDRA Classnotes </title>
    <link>http://www.idra.org</link>
    <description>Listen to IDRA Podcasts</description>
    <language>en-us</language>

<category>Podcasts</category>
<pubDate> Fri, 15 Oct 2006 13:00:00 PDT  </pubDate>

<item>
      <title>“IDRA CN 33 – Student and Parent Math Conversations” </title>
      <pubDate>Tue, 29 April 2008 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-33.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((April 29, 2008) Students in a large, urban high school came together to survey other students about their math learning at their school. After analyzing the results, this group of low-income, Hispanic students presented the results to parents, teachers and school administrators. As a result, students, parents and educators are taking action together to improve the math instruction at their school, which has not been meeting AYP. Aurelio Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center, shares how students who have not been succeeding in math have opened a powerful collaborative dialog with parents and educators. Aurelio is interviewed by Christie Goodman, APR, IDRA’s communications manager. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>


<item>
      <title>“IDRA CN 32 – Early Literacy Development for English Language Learners” </title>
      <pubDate>Thu, 17 April 2008 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-32.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((April 17, 2008) Teachers have been teaching children to read throughout history. But 10 years ago, the National Reading Panel outlined the essential components of reading instruction: alphabet knowledge, phonological awareness, oral language and vocabulary development, and print awareness. José L. Rodríguez, M.A., an early childhood expert at IDRA, describes these components and how they relate to young English language learners. José is interviewed by Aurelio Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>

<item>
      <title>“IDRA CN 31 – Latino Parent Engagement in High School Math” </title>
      <pubDate>Thu, 03 March 2008 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-31.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((April 3, 2008) A group of parents were deeply concerned about the math curriculum and instruction at their children’s Texas high school, which was not meeting AYP. They decided to survey parents and students to see what could be done to turn things around. What resulted was parents, students and educators at this large, predominantly Hispanic and low-income school having fruitful conversations to improve math education there. Aurelio Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center, tells the story of how this group of parents is affecting student success. Aurelio is interviewed by Christie Goodman, APR, IDRA’s communications manager. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>

<item>
      <title>“IDRA CN 30 – Creating Leadership Opportunities for Students” </title>
      <pubDate>Thu, 13 March 2008 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-30.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((March 13, 2008) In building a student council and other leadership groups, school leaders generally select students with the best grades and attendance. It is seen as a reward. But middle school teacher of migrant students Jerry de la Garza believes that all students can be leaders. As his school’s teacher coordinator for the Coca-Cola Valued Youth Program, Jerry discusses how giving leadership opportunities to students who are considered at risk of dropping out leads to great transformations. Jerry is interviewed by Dr. Juanita García, an IDRA education associate. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>


<item>
      <title>“IDRA CN 29 – Six Goals of Educational Equity” </title>
      <pubDate>Fri, 29 February 2008 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-29.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((February 29, 2008) Every child in each school district, of any background, should have the chance to excel. Schools must ensure that all students are on track to graduate, prepared for college. To help schools and communities look together at these goals and create a plan of action, the IDRA South Central Collaborative for Equity has outlined the Six Goals of Educational Equity. Bradley Scott, Ph.D., director of the IDRA SCCE, gives an overview of the six goals and discusses how school personnel and communities can use them as a yardstick to measure their progress and as a lightening rod to galvanize change. Bradley is interviewed by Christie Goodman, APR, IDRA’s communications manager.]]></description>
    </item>


<item>
      <title>“IDRA CN 28 – Court Ruling on Compliance with NCLB Mandates” </title>
      <pubDate>Fri, 15 February 2008 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-28.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((February 15, 2008) Recently, a three-judge panel of a federal appeals court ruled in favor of school districts in several states who claimed that the No Child Left Behind Act requires them to pay for testing and other programs without providing sufficient federal money. IDRA’s school policy director, Dr. Albert Cortez, gives an overview of the case and its implications for states, school districts as well as for NCLB reauthorization. Albert is interviewed by Christie Goodman, APR, IDRA’s communications manager. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>

<item>
      <title>“IDRA CN 27 – Leading a Diverse Campus to Success” </title>
      <pubDate>Fri, 25 January 2008 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-27.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((January 25, 2008) Schools across the country are adapting to their changing populations. One such school in southern Louisiana once served primarily English-speaking and Spanish-speaking students. But now, after Hurricane Katrina it now serves students who speak Urdu, Vietnamese, Korean, Arabic, Spanish and English. In the midst of this change, the school has ranked in the top three Jefferson Parish campuses for three years in a row. Elementary principal, Sandy Dolan, shares how she has transformed her campus to succeed during a time of dramatic population changes. Sandy is interviewed by Hector Bojorquez, IDRA’s technology specialist. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>

<item>
      <title>“IDRA CN 26 – Dropout Prevention for Students with Special Needs” </title>
      <pubDate>Tue, 11 December 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-26.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((December 11, 2007) Students with disabilities drop out of school at higher rates than any other student group. Working with the National Dropout Prevention Center for Students with Disabilities, IDRA has set up a planned variation of the Coca-Cola Valued Youth Program with an emphasis on serving students with disabilities. Josie Danini Cortez, M.A., an IDRA senior education associate, and Lee Ramos, a San Antonio high school teacher, talk about the dramatic impact of this pilot project and share stories of students it served. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>

<item>
      <title>“IDRA CN 25 – Professional Learning Communities in Schools” </title>
      <pubDate>Mon, 26 November 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-25.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((November 26, 2007) A growing body of research has found that professional learning communities in schools, combined with mentoring, result in clear improvements in outcomes for staff and students. Josie Danini Cortez, M.A., an IDRA senior education associate, and Dr. Juanita García, an IDRA education associate, join Aurelio Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center, to describe such a community in a middle school in south Texas. Each of the teachers mentored, advocated for and championed three students who needed an educator in their lives who believes in them and their capacity for learning and success. The results were seen in a transformation of adults and improved student achievement. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>



<item>
      <title>“IDRA CN 24 – Coaching and Mentoring New Teachers” </title>
      <pubDate>Fri, 9 November 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-24.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((November 9, 2007) Although new teachers are expected to assume the same job responsibilities as teachers who have taught for 20 years, most face this task with little assistance or guidance during their first year of teaching. Novice teachers must address the challenges of a new school culture, the emotional ups and downs associated with a new work experience, high expectations of the school and the community, and all the new knowledge that must be acquired about policies and practices of the school district. IDRA’s Dr. Linda Cantu and Dr. Adela Solís discuss how coaching and mentoring programs can give new teachers the peer support and trusted advice they need to succeed from day one. Linda and Adela also share unique features of IDRA’s coaching and mentoring model, which focuses on improving teacher practices that work in classrooms with diverse student populations, particularly low-income, minority and other students with special needs. They are interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>

<item>
      <title>“IDRA CN 23 - The Watch on Racism Cannot Stop” </title>
      <pubDate>Fri, 26 October 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-23.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[((October 26, 2007) Conversations about diversity in schools and in society typically put people in categories based on race, gender, and so on. As a result, the duality that minority girls and minority women live in often is overlooked. Dr. Shirley Nash Weber, former chair of the Department of Africana Studies and Professor of Africana Studies at San Diego State University, presented a keynote this summer on the challenge African American women in particular face in balancing gender and equity. The keynote was presented during the annual conference of the Association for Gender Equity Leadership in Education (AGELE), which was co-sponsored by the IDRA South Central Collaborative for Equity. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>


<item>
      <title>“IDRA CN 22 - Science is a Key to Life” </title>
      <pubDate>Mon, 15 October 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-22.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[(October 15, 2007) Nurturing the budding scientists of the 21st Century to explore, discover and expand our universe is a new way of looking at science education. But this is precisely what is needed to shift from traditional science instruction approaches to a broader paradigm that affirms that all students really can learn science. Veronica Betancourt, M.A., an IDRA education associate and developer of IDRA’s Science Smart! model, discusses how minor tweaks in teaching practices can open giant doors for students, particularly for girls, minority students and English language learners.  Veronica is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>


<item>
      <title>“IDRA CN 21 – Engaging Parents in Education” </title>
      <pubDate>Fri, 28 September 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-21.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ (September 28, 2007) The U.S. Department of Education recently released a new publication called “Engaging Parents in Education” that profiles five Parent Information and Resource Centers, including the IDRA Texas PIRC. The guide shows how PIRCs are helping to increase parent involvement in education through strong parent-educator partnerships to improve schools and raise students' academic achievement. Aurelio Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center, describes how this new guide can provide ideas and specific strategies for engaging parents in schools. Aurelio is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>

<item>
      <title>“IDRA CN 20 – Science in Early Childhood Bilingual Classrooms” </title>
      <pubDate>Fri, 14 September 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-20.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ (September 14, 2007) Thomas Friedman, author of The World is Flat, points out that it takes 15 years to create a scientist or advanced engineer. And since Hispanics are dramatically underrepresented in science-related careers, and the immediate outlook does not show signs of this changing, experts like Dr. Rosalinda Barrera are calling for more focused attention to science in the early years. Young children's natural curiosity is ripe to be used as a basis for learning, understanding and enhancing science concepts. And science discovery can also further language development among English language learners. In a presentation at the Annual IDRA La Semana del Niño Early Childhood Educators Institute, Dr. Barrera, dean of the College of Education at Texas State University in San Marcos, draws a vivid picture of the need for schools to actively integrate science instruction into the earliest grades for second language learners. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>


<item>
      <title>“IDRA CN 19 – Fostering Student Engagement English Language Learners” </title>
      <pubDate>Wed, 29 August 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-19.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ (August 29, 2007) Because of English language learners' different English proficiency levels, teachers often struggle to find ways to have students actively participate in their learning. This is particularly the case for content area teachers who may have had little or no training in teaching English language learners. IDRA is helping teachers learn, reflect and adapt instructional strategies so that all their students are engaged and learning the content and academic language. Kristin Grayson, M.Ed., an IDRA education associate outlines the engagement-based sheltered instruction model that she developed at IDRA and describes its research base. Kristin is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity. Send comments to podcast@idra.org or fill out form online at www.idra.org/Podcasts.]]></description>
    </item>


<item>
      <title>“IDRA CN 18 – U.S. Supreme Court Decision on Race” </title>
      <pubDate>Wed, 15 August 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-18.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ (August 15, 2007) The U.S. Supreme Court issued a ruling in late June involving race desegregation in two school districts in Seattle and Louisville. The cases involved specific methods used for voluntary integration of schools, which were stricken down by the court’s ruling, causing schools across the country to wonder whether they must drastically change their own desegregation efforts. Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity, clarifies the issue that the ruling applies only to voluntary desegregation plans and that race can sometimes be used to achieve diversity for the benefit of children’s effective education. Bradley is interviewed by Christie Goodman, APR, IDRA’s communications manager.]]></description>
    </item>


<item>
      <title>“IDRA CN 17 – A Conversation about Single Sex Education” </title>
      <pubDate>Tue, 31 July 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-17.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ (July 30, 2007) The U.S. Department of Education recently expanded regulations for single sex education programs. Is single sex schooling really beneficial to students? What does the research say? Kathy Rigsby, assistant director of the Interwest Equity Assistance Center in Denver, takes a moment during a conference of the Association for Gender Equity Leadership in Education to discuss this issue that has sparked so much dialogue around the country. Kathy has worked with two desegregation assistance centers, one at Weber State University (Utah) and at Metropolitan State College of Denver (Colorado) where she served as assistance director. She has developed and published materials on Title IX compliance and on the prevention of sexual and racial harassment. Kathy is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity.]]></description>
    </item>
	
<item>
      <title>“Listener Survey Promo” </title>
      <pubDate>Mon, 23 July 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-Promo.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Listener survey promo.]]></description>
    </item>

<item>
      <title>“IDRA CN 16 - Five Dimensions of Mathematical Proficiency” </title>
      <pubDate>Fri, 13 July 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-16.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ What does it mean to be mathematically proficient? The Committee on Mathematics Learning was established by the National Research Council in 1998. In its report, Helping Children Learn Mathematics, the committee chose the term “mathematical proficiency” to capture what it means to learn mathematics successfully. The understanding is that all students need to be on the road to mathematical proficiency beginning in pre-kindergarten. Kathryn Brown, an IDRA education associate and developer of IDRA’s Math Smart! model, outlines the five dimensions of mathematical proficiency and provides tips on helping students develop their mathematical thinking. Kathy is interviewed by Aurelio M. Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center]]></description>
    </item>


<item>
      <title>“IDRA CN 15 - Learnings from the Coca Cola Valued Youth Program” </title>
      <pubDate>Thr, 28 June 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-15.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ The IDRA Coca-Cola Valued Youth Program is a research-based, internationally-recognized dropout prevention program that has kept 98 percent of its tutors in school. This internationally-recognized program creates transformations in students, teachers, and schools. Since its inception in 1984, the lives of more than 220,000 children, families and educators have been positively impacted by the program. Linda Cantu, Ph.D., and Juanita García, Ph.D., discus several things they have learned during more than two decades of experience with IDRA’s highly-successful dropout prevention program, the Coca-Cola Valued Youth Program. Linda and Juanita are interviewed by Aurelio M. Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center.]]></description>
    </item>


<item>
      <title>“IDRA CN 14 - Good Schools for Children Learning English” </title>
      <pubDate>Wed, 20 June 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-14.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Research shows that bilingual education, when well implemented, is the most effective way to teach English to speakers of other languages while also teaching core subjects like math, reading and social studies. Josie Danini Cortez, M.A., an IDRA senior education associate, outlines an IDRA study of 10 bilingual education programs across the country with high academic success of their students. Researching these programs, IDRA identified the common characteristics and criteria that are contributing to the success of students served by bilingual education programs. This research study, funded by the U.S. Department of Education, and the corresponding publication, Good Schools and Classrooms for Children Learning English, highlight some of the practices in schools that enable students to grow academically and socially in their native language as well as English. Josie is interviewed by Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity.]]></description>
    </item>


<item>
      <title>“IDRA CN 13 - Access to Higher Levels of Mathematics” </title>
      <pubDate>Wed, 30 May 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-13.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Latino and African American children are under-represented in advanced math courses. And achievement gaps in math by ethnicity and economic background are sharp divides between minority, low-income high school students and their peers. These divisions show up later on college campuses, the workplace, earnings and life opportunities. Poor math preparation hurts children and leaves the nation behind as well. Twenty three out of 38 countries outperform the United States in mathematics literacy. Kathryn Brown, an IDRA education associate and developer of IDRA’s Math Smart! model, discusses how all students should have access to quality instruction in math that ensures success on all assessments, and enrollment and completion in higher-level mathematics courses.]]></description>
    </item>


<item>
      <title>“IDRA CN 12 - Reflections from Early Childhood Institute Attendees” </title>
      <pubDate>Fri, 18 May 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-12.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ The Annual IDRA La Semana del Niño Early Childhood Educators Institute. It is the only institute in the country that focuses on early childhood education of English language learners. In this episode, IDRA’s Christie Goodman interviews three participants from the institute: Toni Rodríguez from Texas, Michel Cristina from Louisiana, and Pam Logan from Michigan. They talk about their experience there, what is happening at their schools and what they learned at the institute that will help them.]]></description>
    </item>

<item>
      <title>“IDRA CN 11 - Valuing Families in Children’s Education” </title>
      <pubDate>Fri, 20 Apr 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-11.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ The underlying assumptions we have about our students have a dramatic affect on our ability to teach. The same holds true among adults. Even with the best of intentions, educators struggle to work with families without realizing that their own deficit assumptions are creating the barriers. Aurelio Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center, illustrates the contrast between the valuing and deficit models of thinking and acting, and he provides examples of schools that are valuing families as partners in children’s education.]]></description>
    </item>

<item>
      <title>“IDRA CN 10 - Early Childhood Classrooms of Excellence” </title>
      <pubDate>Wed, 04 Apr 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-10.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ A Classroom of Excellence is a place where all young children thrive and are ready for school. IDRA has developed this model for creating early childhood classrooms of excellence and has been implementing it in several centers in San Antonio. Research is showing dramatic results among participating children. José L. Rodríguez, M.A., an IDRA education associate, and Josie Cortez, M.A., an IDRA senior education associate, share highlights of the model and transformations that have occurred in classrooms for children, teachers and families.]]></description>
    </item>


<item>
      <title>“IDRA CN 09 - Fostering Gender Equity in the Classroom” </title>
      <pubDate>Fri, 23 Mar 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-09.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Federal law prohibits sex discrimination in schools, yet inequities remain. For example, teachers often treat boys and girls differently when it is not appropriate to do so. Other issues include limiting access and dissuading girls from participating in science, technology, engineering and mathematics (STEM) courses, over-representation of boys in disciplinary actions, and the impact of stereotyping on access and inclusion. Frances Guzmán, M.Ed., an IDRA education associate, discusses where gender inequities tend to show up in classrooms and how educators can make changes to ensure equity for girls and boys.]]></description>
    </item>
	
<item>
      <title>“IDRA CN 08 - Framing Systems Change for Student Success” </title>
      <pubDate>Fri, 2 Mar 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-08.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Dr. María “Cuca” Robledo Montecel, IDRA executive director, spoke at a conference in Chapel Hill, North Carolina, entitled "High Poverty Schooling in America: Lessons in Second-Class Citizenship" in October. The event was held by the North Carolina Law Review; the University of North Carolina Center on Poverty, Work and Opportunity; the UNC Center for Civil Rights; and the UNC School of Education. Dr. Robledo Montecel sat on the closing panel which focused on: What are the most promising strategies to improving achievement in high poverty schools. Her presentation is framed around the IDRA Quality Schools Action Framework that shows how we can strengthen public education for all students.]]></description>
    </item>



<item>
      <title>“IDRA CN 07 - Serving Migrant Students” </title>
      <pubDate>Wed, 14 Feb 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-07.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Migrant students are perhaps the most educationally disenfranchised group of students in our schooling system. They are highly mobile and have diverse linguistic backgrounds, which pose challenges that our educational system is minimally prepared to address. Teachers and schools that integrate students' culture and rich array of experiences into the curriculum find it beneficial to all students. But oftentimes, teachers of migrant students are unaware of the resources available to them. IDRA has created an interactive CD and guide that provide insights about migrant students in classrooms and best practices within migrant education programs. Dr. Adela Solís, an IDRA senior education associate, discusses common misconceptions about educating migrant students and strategies educators need to use to serve them successfully.]]></description>
    </item>


<item>
      <title>“IDRA CN 06 - The Need for Cross-Race, Cross-Sector Dialogues” </title>
      <pubDate>Wed, 24 Jan 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-06.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Featuring Dr. Rosana Rodríguez and Frances Guzmán join Dr. Bradley Scott.]]></description>
    </item>


<item>
      <title>“IDRA CN 05 - School Holding Power for Every Child” </title>
      <pubDate>Thr, 04 Jan 2007 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-05.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Featuring Dr. María Robledo Montecel.]]></description>
    </item>


<item>
      <title>“IDRA CN 04 - A Model for Successful Reading Instruction” </title>
      <pubDate>Tue, 05 Dec 2006 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-04.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Featuring Dr. Juanita García and Hector Bojorquez.]]></description>
    </item>


<item>
      <title>“IDRA CN 03 - The Power of IDRA’s Parent Leadership Model” </title>
      <pubDate>Fri, 10 Nov 2006 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-03.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Featuring Aurelio Montemayor.]]></description>
    </item>
	

<item>
      <title> “IDRA CN 02 - Using the New High School Allotment in Texas”  </title>
      <pubDate>Fri, 27 Oct 2006 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-02.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Featuring Dr. Albert Cortez]]></description>
    </item>
	
	
<item>
      <title>"IDRA CN 01 - Racial and Sexual Harassment - A School's Legal Obligations"u</title>
      <pubDate>Fri, 15 Sep 2006 13:00:00 PDT</pubDate>
      <link>http://www.idra.org/Podcasts</link>
      <enclosure url="http://www.idra.org/images/stories/CN-01.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[ Featuring Dr. Bradley Scott.]]></description>
    </item>
	
    <item>
      <title>Texas School Dropout Problem Podcast</title>
      <pubDate>Wed, 12 Apr 2006 09:16:29 -0500</pubDate>
      <link>http://www.idra.org/media_center/podcasts/increasing_school_holding_power_for_all_students_podcast_series.html</link>
      <enclosure url="http://www.idra.org/images/stories/pods/graduation.mp3" length="9334838" type="audio/mpeg" />
      <description><![CDATA[Hear the “state of the state” regarding school holding power in Texas. IDRA executive director, Dr. María "Cuca" Robledo Montecel, describes why Texas is losing one student every four minutes and what we must do to make graduation a guarantee.]]></description>
    </item>
    <item>
      <title>Increasing School Holding Power for All Students Podcast Series-Overview</title>
      <pubDate>Wed, 12 Apr 2006 08:29:39 -0500</pubDate>
      <link>http://www.idra.org/media_center/podcasts/increasing_school_holding_power_for_all_students_podcast_series.html</link>
      <enclosure url="http://www.idra.org/images/stories/pods/overview.mp3" length="19958525" type="audio/mpeg" />
      <description><![CDATA[Part 1: Overview of IDRA Research on Dropouts and School Holding Power
IDRA led the first comprehensive statewide study of school dropouts in Texas over two decades ago. Hear an overview of key findings from this and other 

critical studies and how they have influenced practice today]]></description>
    </item>
    <item>
      <title>Increasing School Holding Power Part 2: Five Characteristics of School Holding Power</title>
      <pubDate>Wed, 12 Apr 2006 09:07:52 -0500</pubDate>
      <link>http://www.idra.org/media_center/podcasts/increasing_school_holding_power_for_all_students_podcast_series.html</link>
      <enclosure url="http://www.idra.org/images/stories/pods/5character.mp3" length="1305855" type="audio/mpeg" />
      <description><![CDATA[IDRA’s research on strategies for reducing the dropout rate, stemming from research-based effective strategies and IDRA’s experience in schools over the last three decades, shows five components are vital to successful dropout prevention.
]]></description>
    </item>
    <item>
      <title>Increasing School Holding Power- Part 3: Overview of Coca-Cola Valued Youth Program</title>
      <pubDate>Wed, 12 Apr 2006 09:00:28 -0500</pubDate>
      <link>http://www.idra.org/media_center/podcasts/increasing_school_holding_power_for_all_students_podcast_series.html</link>
      <enclosure url="http://www.idra.org/images/stories/pods/ccvyp.mp3" length="3373927" type="audio/mpeg" />
      <description><![CDATA[The Coca-Cola Valued Youth Program, created by IDRA, is an internationally-recognized dropout prevention cross-age tutoring program in 

schools across the United States and Brazil. This highly successful program includes research-based program support and rigorous evaluation.
]]></description>
    </item>
    <item>
      <title>Increasing School Holding Power- Part 4: Seven Lessons from Texas About Dropouts and School Holding Power </title>
      <pubDate>Wed, 12 Apr 2006 09:10:20 -0500</pubDate>
      <link>http://www.idra.org/media_center/podcasts/increasing_school_holding_power_for_all_students_podcast_series.html</link>
      <enclosure url="http://www.idra.org/images/stories/pods/7lessons.mp3" length="13208489" type="audio/mpeg" />
      <description><![CDATA[ Having dealt with this issue so closely for so many years, IDRA offers the following seven lessons from Texas in the hope that many more 

will take up the call to action. Based on an expansion of a presentation by Dr. Robledo Montecel to the Education Writers Association’s Regional Seminar.
 ]]></description>
    </item>
    <item>
      <title>Increasing School Holding Power- Part 5: Quality Schools Action Framework</title>
      <pubDate>Wed, 12 Apr 2006 09:12:57 -0500</pubDate>
      <link>http://www.idra.org/media_center/podcasts/increasing_school_holding_power_for_all_students_podcast_series.html</link>
      <enclosure url="&quot;http://www.idra.org/images/stories/pods/7lessons.mp3" length="13208489" type="audio/mpeg" />
      <description><![CDATA[Developed by Dr. Robledo Montecel, this new framework shows how we can strengthen public education for all students by addressing systemic 

factors that lead to students dropping out.
]]></description>
    </item>






  </channel>
</rss>
