Courage to Connect: A Quality Schools Action Framework

Foreword

The Framework

• “Holding On to the Goal of Quality Education for Every Child,” by María “Cuca” Robledo Montecel, Ph.D.

Chapter One – The Framework Explored

• Chapter Preface
• “Framing Systems Change for Student Success,” by María “Cuca” Robledo Montecel, Ph.D.
• “A Quality Schools Action Framework,” by María “Cuca” Robledo Montecel, Ph.D.

Chapter Two – Levers of Change

• Chapter Preface

Engaged Citizens

• “Our Power is Now – Joint African American and Latino Leadership in Education,” by Rosana G. Rodríguez, Ph.D., and Bradley Scott, Ph.D.

Accountable Leadership

• “Strengthening Schools’ ‘Immune Systems’ to Fight Mediocrity and Failure,” by Abelardo Villarreal , Ph.D.

Enlightened Public Policy

• “Assessing Policies for Success of Minority Children,” by Albert Cortez, Ph.D., and Abelardo Villarreal , Ph.D.

Actionable Knowledge

• “Actionable Knowledge – Putting Research to Work for School-Community Action,” by Laurie Posner, M.P.A.

Chapter Three – Change Strategies

• Chapter Preface

Community Capacity Building

• “Knowledge for Action – Organizing School-Community Partnerships Around Quality Data,” by Laurie Posner, M.P.A., and Hector Bojorquez
• “This We Know – All of Our Children Are Learning,” by Aurelio M. Montemayor, M.Ed.

Coalition Building

• “Expanding Blueprints for Action – Children’s Outcomes, Access, Treatment, Learning, Resources, Accountability,” by Rosana G. Rodríguez, Ph.D., and Bradley Scott, Ph.D.

School Capacity Building

• “Valuing Youth – Reflections from a Professional Learning Community,” by Aurelio M. Montemayor, M.Ed., and Josie Danini Cortez, M.A.

Change Strategy Combinations

• “Community Conversations about Math Learning and Teaching,” by Kristin Grayson , M.Ed., and Aurelio M. Montemayor, M.Ed.

Chapter Four – School System Fundamentals

• Chapter Preface
• “School Board Accountability for School Reform that Supports Educational Equity,” by Abelardo Villarreal , Ph.D.
• “The Role of School Governance Efficacy in Building an Equity Context for School Reform,” by Bradley Scott, Ph.D.
• “Fair Funding of Schools – Why and With What Results,” by Albert Cortez, Ph.D.
• “Myths in School Finance,” by José A. Cárdenas, Ed.D.

Chapter Five – School System Indicators

• Chapter Preface

Quality Teaching

• “Defining Teaching Quality Beyond the Certificate,” by Kristin Grayson , M.Ed.
• “Teaching Must be Culturally Relevant to be Quality,” by Bradley Scott, Ph.D.
• “Aligning School-Based Factors for Student Success – Using Contextual Data to Inform Science Professional Development,” byKristin Grayson , M.Ed.

Parent and Community Engagement

• “Getting 30 Warm Bodies to the Meeting? – Parent Engagement is More than This!,” by Aurelio Montemayor, M.Ed.
• “The Lens for Viewing the Full Dimensions of Families,” by Aurelio Montemayor, M.Ed.
• “What Parent and Community Engagement Means for Quality Schools,” by Rosana G. Rodríguez, Ph.D.

Student Engagement

• “The `Fourth-Grade Slump’ and Math Achievement – Addressing the Challenge with Student Engagement,” by Kristin Grayson, M.Ed., and Veronica Betancourt, M.A.
• “You Can’t Win if You Don’t Get to Play – Effectively Engaging All English Language Learners,” by Adela Solís , Ph.D., andKristin Grayson , M.Ed.
• “Mentoring New Teachers for First-Day, First-Year Success,” by Adela Solís , Ph.D.

Curriculum Quality and Access

• “IDRA’s Community of Learners Approach to Instructional Quality – Three Critical Questions that are Rarely Asked in a Curriculum Audit,” by Abelardo Villarreal , Ph.D., and Bradley Scott, Ph.D.
• “Successful Bilingual Education Programs – Criteria for Exemplary Practices in Bilingual Education,” by María “Cuca”  Robledo Montecel, Ph.D., and Josie Danini Cortez, M.A.
• “Integrating Technology for Quality Curriculum,” by Kathryn Brown

Chapter Six – Outcome Indicators

• Chapter Preface
• “School Holding Power – A Quality Schools Indicator,” by Roy L. Johnson, M.S.
• “Time to Make High School Graduation the New Minimum,” by María “Cuca” Robledo Montecel, Ph.D.
• “Defying Conventions for Policies and Programs Intending to Strengthen School Dropout Prevention,” by Abelardo Villarreal , Ph.D., and Rosana G. Rodríguez, Ph.D.
• “Defining Student Success in the Context of College Readiness,” by Rosana G. Rodríguez, Ph.D.
• “‘InterAction’ Needed from All Sectors to Support College Access and Success,” by María “Cuca” Robledo Montecel, Ph.D.
• “Musical Chairs and Unkept Promises,” by María “Cuca” Robledo Montecel, Ph.D.
• “From “Dropping Out” to “Holding On” – Seven Lessons from Texas ,” by María “Cuca” Robledo Montecel, Ph.D.

Chapter Seven – Closing

• Claiming the Courage to Connect, by María “Cuca” Robledo Montecel, Ph.D.

Appendix

• About the Editors, About the Contributors
• IDRA Resources
• “The Texas School Dropout Survey Project – A Summary of Findings,” by José A. Cárdenas, Ed.D., María del Refugio Robledo, Ph.D., and Josie D. Supik, M.A.
• “The Economic Impact of the Dropout Problem,” by David Ramirez, Ph.D., and María del Refugio Robledo, Ph.D.

[ISBN 978-1-935737-35-3; 272 Pages; Paperback; 2010; $15.00]

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