2013 marks 40 years of IDRA’s work with educators, policymakers, parents, students and communities to fulfill the promise of equity and excellence for all students. This presentation looks back across those 40 years and shares dreams for children and their education that others have sent our way.
Annual IDRA La Semana del Niño Parent Institute on April 29, 2016
The PTA Comunitarios and other organizations in the lower Rio Grande Valley surveyed more than 1,600 parents about Texas’ new graduation requirements, reported on it and are now conducting new activities to inform the community and to work with their schools to ensure children are on the path to college.
Equal Voice RGV HB5 Community Survey Results Bilingual 2015: Equal Voice-RGV Education Working Group conducted the first large-scale community survey on Texas’ curriculum tracking policies during the first year of its implementation in schools. They collected more than 1,629 surveys across 24 school districts and 30 cities across the Rio Grande Valley. Most parents have not received information on Texas’ new graduation requirements, and they have been told little, if anything, about HB5’s tracking procedures or its impact on their children’s education.
Biliteracy Pre-k through 12 in Pharr-San Juan-Alamo ISD
Annual IDRA La Semana del Niño Parent Institute on April 29, 2016
Students and parents present on the benefits and successes of being fully proficient in Spanish and in English when you graduate from high school.
Along Came a Spider: Exploring the Tangled Web! – Exciting Interest in STEM v...Christie Goodman, APR
Presentationat La Cosecha dual language conference by Dr. Juanita C. García & Dr. Rosana G. Rodríguez, 2013. Featuring IDRA's Semillitas de Aprendizaje early childhood supplemental curriculum.
Dos Pollitas Listas ~ Shaping up with Geometry
See related Classnotes Podcast #139, "Geometry in Early Childhood"
http://www.idra.org/Podcasts/
Often, we think of preschool children learning their shapes rather than learning geometry. But of course that is what they are doing. But we can make that learning of geometry so much deeper through the use of storytelling. In this podcast episode, Nilka Avilés, Ed.D., an IDRA senior education associate, describes how storytelling can help students make observations, apply that knowledge to real-world experiences and build critical thinking skills. She uses one of IDRA’s bilingual Semillitas de Aprendizaje stories, Dos Pollitas Listas ~ Two Smart Chicks, as a model to show how the stories go beyond literacy development to make connections to STEM learning.
Why Fair Funding of Schools Matters for Every Child and What You Can Do About It
David Hinojosa, J.D., IDRA National Director of Policy
Annual IDRA La Semana del Niño Parent Institute on April 29, 2016
Every child should have access to excellent education. And schools need fair funding to make that possible. But Texas’ school funding has been declared unconstitutional. Learn how families and communities are standing together to call on our policymakers to provide fair funding for all children.
PTA Comunitario Webinar, held by White House Initiative on Educational Excell...Christie Goodman, APR
This month’s webinar will focus on family engagement. The importance of a family’s role in a child’s academic, social, and emotional development is widely accepted and encouraged throughout the education sector. Yet, somehow many districts and schools struggle with cultivating and sustaining positive relationships with families. This can be particularly true in Hispanic communities. Join us to hear about two program models designed to create strong engagement between families and their children’s schools, and discuss ways to engage Hispanic families in education successfully.
PTA Comunitario Presenters are: Aurelio Montemayor, Intercultural Development Research Association, and Lourdes Flores, Parent Leader, PTA Comunitario
Infographic: One district cut its dropout rates in half.
Texas is improving attrition rates by 1-2 percent each year, and gaps have not gotten better in almost three decades. But one school district cut its dropout rates in half. Others can too.
Annual IDRA La Semana del Niño Parent Institute on April 29, 2016
The PTA Comunitarios and other organizations in the lower Rio Grande Valley surveyed more than 1,600 parents about Texas’ new graduation requirements, reported on it and are now conducting new activities to inform the community and to work with their schools to ensure children are on the path to college.
Equal Voice RGV HB5 Community Survey Results Bilingual 2015: Equal Voice-RGV Education Working Group conducted the first large-scale community survey on Texas’ curriculum tracking policies during the first year of its implementation in schools. They collected more than 1,629 surveys across 24 school districts and 30 cities across the Rio Grande Valley. Most parents have not received information on Texas’ new graduation requirements, and they have been told little, if anything, about HB5’s tracking procedures or its impact on their children’s education.
Biliteracy Pre-k through 12 in Pharr-San Juan-Alamo ISD
Annual IDRA La Semana del Niño Parent Institute on April 29, 2016
Students and parents present on the benefits and successes of being fully proficient in Spanish and in English when you graduate from high school.
Along Came a Spider: Exploring the Tangled Web! – Exciting Interest in STEM v...Christie Goodman, APR
Presentationat La Cosecha dual language conference by Dr. Juanita C. García & Dr. Rosana G. Rodríguez, 2013. Featuring IDRA's Semillitas de Aprendizaje early childhood supplemental curriculum.
Dos Pollitas Listas ~ Shaping up with Geometry
See related Classnotes Podcast #139, "Geometry in Early Childhood"
http://www.idra.org/Podcasts/
Often, we think of preschool children learning their shapes rather than learning geometry. But of course that is what they are doing. But we can make that learning of geometry so much deeper through the use of storytelling. In this podcast episode, Nilka Avilés, Ed.D., an IDRA senior education associate, describes how storytelling can help students make observations, apply that knowledge to real-world experiences and build critical thinking skills. She uses one of IDRA’s bilingual Semillitas de Aprendizaje stories, Dos Pollitas Listas ~ Two Smart Chicks, as a model to show how the stories go beyond literacy development to make connections to STEM learning.
Why Fair Funding of Schools Matters for Every Child and What You Can Do About It
David Hinojosa, J.D., IDRA National Director of Policy
Annual IDRA La Semana del Niño Parent Institute on April 29, 2016
Every child should have access to excellent education. And schools need fair funding to make that possible. But Texas’ school funding has been declared unconstitutional. Learn how families and communities are standing together to call on our policymakers to provide fair funding for all children.
PTA Comunitario Webinar, held by White House Initiative on Educational Excell...Christie Goodman, APR
This month’s webinar will focus on family engagement. The importance of a family’s role in a child’s academic, social, and emotional development is widely accepted and encouraged throughout the education sector. Yet, somehow many districts and schools struggle with cultivating and sustaining positive relationships with families. This can be particularly true in Hispanic communities. Join us to hear about two program models designed to create strong engagement between families and their children’s schools, and discuss ways to engage Hispanic families in education successfully.
PTA Comunitario Presenters are: Aurelio Montemayor, Intercultural Development Research Association, and Lourdes Flores, Parent Leader, PTA Comunitario
Infographic: One district cut its dropout rates in half.
Texas is improving attrition rates by 1-2 percent each year, and gaps have not gotten better in almost three decades. But one school district cut its dropout rates in half. Others can too.
Texas Attrition Rate Dips One Percentage Point
The Texas high school attrition rate has declined from 25 percent last year to 24 percent in 2013-14. At this rate, Texas will not reach universal high school education for another quarter of a century in 2035. “We cannot sit back and be happy with one percentage point decline per year, resulting in a loss of an additional 2.4 million young people,” said Dr. María “Cuca” Robledo Montecel, IDRA president and CEO.
Texas has established new graduation requirements as a result of House Bill 5, passed by the Texas Legislature in 2013. While it was intended to give students more course options, the system has weakened the overall curriculum. Students are no longer required to take English IV, Algebra II, full credits of both Chemistry and Physics, and full credits of both World History or World Geography. Yet, these courses are needed for college access and success. And completion of the new graduation plan does not automatically qualify students for Texas’ Top 10 Percent public college admission. Given the maze of decisions families will need to make to ensure their children get a high quality, rigorous education that prepares them for college and career, IDRA has developed this bilingual eBook to outline what parents need to know.
New Research and Recommendations for Education of English Language Learners Christie Goodman, APR
This report shares key insights from the robust discussion among the participants in IDRA’s ELL symposium along with the research study conducted by Dr. Jimenez-Castellanos. The report also provides a set of recommendations useful for policymakers, educators, community and business leaders and parents.
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 presentation contains photos from most of the program sites from the 2014-15 school year. Get more info at: http://budurl.com/IDRAVYP
Since 1954 Brown vs. Board of Education Supreme Court ruling, great strides have been made in schools. But the fact remains that equity in schools has still not been reached. But for students – who by virtue of their race, ethnic background, sex or national origin are deprived of their civil rights and an equal opportunity to a quality education – equity is a promise they are depending on for their future.
Ever since the landmark ruling, our nation has progressed through a series of phases – or generations – of civil rights in education…
Find out how you can foster Latino family engagement for leadership in education.
Panelists from five organizations from across the nation whose mission includes educational equity and access share the story of their leadership development programs that have proven successful with Latino families.
Panelists:
Richard Garcia -- Colorado Statewide Parent Coalition, Partners in Education
Patricia Ochoa-Mayer -- Parent Institute for Quality Education (PIQE)
Gina Montoya -- Mexican American Legal Defense & Educational Fund (MALDEF), Parent School Partnership (PSP) Program
Hilda Crespo -- ASPIRA, Parents for Excellence (APEX)
Aurelio M. Montemayor -- Intercultural Development Research Association (IDRA), Family Leadership in Education
Building Powerful Family Leadership for Educational Success: PTA Comunitario ...Christie Goodman, APR
Aurelio Montemayor of IDRA & Nancy F. Chavkin of Texas State University at the American Educational Research Association (AERA) conference about “Building Powerful Family Leadership for Educational Success: PTA Comunitario in Texas' Rio Grande Valley” (Lessons from the Federal Investing in Innovation (i3) Grants for Building and Sustaining Meaningful Family, School, Community Partnerships) April 20, 2015
Learn more about the PTA Comunitario model http://budurl.com/IDRAptaC
IDRA 2015 Annual Report – The Power of Possibility: How IDRA and Our Partners...Christie Goodman, APR
IDRA’s 2015 Annual Report highlights the ways in which 2015 was a pivotal year for children both in terms of progress and deepening disparities. It shows how IDRA and our partners are valuing children of all backgrounds by keeping a sharp focus on educational quality and equity. We are producing research and analyses that matter and putting in place effective programs, strategies, policies and solutions to secure public education that works for all children.
This document discusses strategies for increasing student engagement through integrating substantive student conversations, visual literacy, and higher-order questioning. It provides examples of turn and talk activities, graphic organizers, and advance organizers that teachers can use to visually represent information and facilitate student discussions. The goal is to get students actively involved in learning through interpreting images, organizing and sharing their understanding with peers, and responding to open-ended questions.
Infographic: Texas High School Attrition
See IDRA’s new graphic showing how Texas public schools are losing one out of four students. It doesn’t have to be this way. (Oct 2013)
IDRA’s Ready Texas: Stakeholder Convening presentation: Stakeholder Survey Findings and Scan, by Dr. Sofia Bahena, IDRA Senior Education Associate and Researcher, Ready Texas Project
This presentation is from IDRA’s Ready Texas: Stakeholder Convening held on February 10, 2016. We have a roomful of policymakers, education, community, business and family leaders to discuss the current status of HB5 implementation, and research, to gather input on key questions about implementation of HB5 to inform the design of a comprehensive study, and to connect cross-sector leaders who are studying or working on various facets of implementation.
The Ready Texas: Stakeholder Convening, made possible through a grant from Greater Texas Foundation, is a project of the Intercultural Development Research Association, hosted in collaboration with the UTeach Program at The University of Texas at Austin.
Public schools, by law, must serve all children. The education of undocumented students is guaranteed by the Plyler vs. Doe decision, and certain procedures must be followed when registering immigrant children in school to avoid violation of their civil rights. This eBook describes students' rights and resources for families and school personnel.
Paul Roberts: ".....dreamers of dreams.....movers and shakers....." (O'Shaugh...jeffpoulin
1. The document discusses the need for schools to foster creativity and independent thinking in students to better prepare them for an uncertain future. It highlights the importance of debate, openness to new ideas, and collaboration.
2. Data shows that students from less privileged backgrounds spend less time engaged in cultural activities. Investing in the arts can boost self-confidence, problem-solving skills, and attainment while combating disaffection.
3. A strong cultural education program exposes students to a breadth of cultural forms through high-quality, sustained experiences and provides pathways for talents to develop. Research found positive impacts on achievement, well-being, and greatest benefits in deprived areas.
John Connell - Friends of Education, Macedonia, 2017I_Am_Learner
The Past, Present & Future of the School:
How the changing relationship between teacher and learner is transforming education, and the school, in fundamental ways.
A talk was arranged for the NSS Volunteers of the St. Pious Degree College, Nacharam, Hyderabad, on Healthy Youth – Healthy India. Two power point presentations were used for the lecture. For the first half an hour, the lecture went on in English, however, after verifying that all the students know Telugu, Telugu was also used for explaining certain aspects, which can be better appreciated when explained in the mother tongue.
The need for health, the need for physical, mental, spiritual health, how to obtain all-round health, were touched upon. The need for healthy development of the youth for the health and well-being of the nation was emphasized. Human values must be considered as important in the development of spiritual health. The explanation was given in the context of patriotism – how to be. 40 assets, that the youth must strive to acquire, were briefly explained. In the context of spiritual health, the concept of GOD was explained, briefly, in a secular manner.
You would be better able to appreciate the beauty and the purpose of the presentation when both the audio version, uploaded to www.archive.org [please search for Prof. V. Viswanadham], and the relevant power point presentation that can be viewed at www.scribd.com [please search for Viswam.vangapally4581] and / or www.slideshare.net/viswanadham and taken together as a package.
AIESEC is the world's largest student-run organization present in over 113 countries and 2400 universities. It focuses on providing leadership opportunities for youth through international internships and global learning experiences. Roshni is an AIESEC initiative in Kochi to provide a creative platform for underprivileged children to discover their talents through art and performances. It will include workshops, activities, and a fundraising rock concert expected to attract over 500 people.
YOUnity has a clear vision and mission to reach poor and needy people through holistic development projects, including ensuring that every child receives a basic education. It seeks to partner with youth through social and community development projects across schools, colleges, and universities in India. YOUnity implements these projects with accountability using innovative strategies.
Fabrizio Flores - Museum of Contemporary Art, Los Angelesstedelijk
The document summarizes the Museum of Contemporary Art Los Angeles' (MOCA) high school community program called MAP (Museum Art Program). It discusses how MAP has supported high school students for over 18 years by providing internship, learning, and community-building opportunities focused on contemporary art. It highlights how MAP helps students develop personally and creatively, gain exposure to art forms and techniques, and cultivates future artists and engaged community members. The success of MAP indicates that long-term commitment to youth arts education through authentic hands-on experiences can foster meaningful learning and support a culturally diverse community.
Anne Boyle, Marie Flynn and Joan Hanafin, 2015. Traveller Preschools and Pare...luke clancy
This document summarizes research on parental involvement in Traveller preschools in Ireland. It finds that Traveller parents value education but have faced discrimination and poor outcomes in mainstream schools. Traveller preschools are experienced as welcoming spaces that reflect Traveller culture. Parents feel accepted by teachers and are actively involved by visiting schools, working with teachers, and continuing learning at home. Despite barriers like lack of time and confidence, parents advocate strongly for their children's education and want equal opportunities and outcomes for them. The research highlights the importance of identity, culture, and recognition for the Traveller community.
This document discusses empowering youth to reach their full potential. It argues that children are born with genius gifts from God but modern systems like education and laws discourage their natural talents. As a result, at least 90% of children do not experience happiness or success. It promotes establishing guidance to teach youth about natural laws and life's purpose so they can build inner confidence and responsibility. The goal is to create new communities where youth learn teamwork and entrepreneurship to become innovative leaders creating a life of liberty, happiness and prosperity.
Texas Attrition Rate Dips One Percentage Point
The Texas high school attrition rate has declined from 25 percent last year to 24 percent in 2013-14. At this rate, Texas will not reach universal high school education for another quarter of a century in 2035. “We cannot sit back and be happy with one percentage point decline per year, resulting in a loss of an additional 2.4 million young people,” said Dr. María “Cuca” Robledo Montecel, IDRA president and CEO.
Texas has established new graduation requirements as a result of House Bill 5, passed by the Texas Legislature in 2013. While it was intended to give students more course options, the system has weakened the overall curriculum. Students are no longer required to take English IV, Algebra II, full credits of both Chemistry and Physics, and full credits of both World History or World Geography. Yet, these courses are needed for college access and success. And completion of the new graduation plan does not automatically qualify students for Texas’ Top 10 Percent public college admission. Given the maze of decisions families will need to make to ensure their children get a high quality, rigorous education that prepares them for college and career, IDRA has developed this bilingual eBook to outline what parents need to know.
New Research and Recommendations for Education of English Language Learners Christie Goodman, APR
This report shares key insights from the robust discussion among the participants in IDRA’s ELL symposium along with the research study conducted by Dr. Jimenez-Castellanos. The report also provides a set of recommendations useful for policymakers, educators, community and business leaders and parents.
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 presentation contains photos from most of the program sites from the 2014-15 school year. Get more info at: http://budurl.com/IDRAVYP
Since 1954 Brown vs. Board of Education Supreme Court ruling, great strides have been made in schools. But the fact remains that equity in schools has still not been reached. But for students – who by virtue of their race, ethnic background, sex or national origin are deprived of their civil rights and an equal opportunity to a quality education – equity is a promise they are depending on for their future.
Ever since the landmark ruling, our nation has progressed through a series of phases – or generations – of civil rights in education…
Find out how you can foster Latino family engagement for leadership in education.
Panelists from five organizations from across the nation whose mission includes educational equity and access share the story of their leadership development programs that have proven successful with Latino families.
Panelists:
Richard Garcia -- Colorado Statewide Parent Coalition, Partners in Education
Patricia Ochoa-Mayer -- Parent Institute for Quality Education (PIQE)
Gina Montoya -- Mexican American Legal Defense & Educational Fund (MALDEF), Parent School Partnership (PSP) Program
Hilda Crespo -- ASPIRA, Parents for Excellence (APEX)
Aurelio M. Montemayor -- Intercultural Development Research Association (IDRA), Family Leadership in Education
Building Powerful Family Leadership for Educational Success: PTA Comunitario ...Christie Goodman, APR
Aurelio Montemayor of IDRA & Nancy F. Chavkin of Texas State University at the American Educational Research Association (AERA) conference about “Building Powerful Family Leadership for Educational Success: PTA Comunitario in Texas' Rio Grande Valley” (Lessons from the Federal Investing in Innovation (i3) Grants for Building and Sustaining Meaningful Family, School, Community Partnerships) April 20, 2015
Learn more about the PTA Comunitario model http://budurl.com/IDRAptaC
IDRA 2015 Annual Report – The Power of Possibility: How IDRA and Our Partners...Christie Goodman, APR
IDRA’s 2015 Annual Report highlights the ways in which 2015 was a pivotal year for children both in terms of progress and deepening disparities. It shows how IDRA and our partners are valuing children of all backgrounds by keeping a sharp focus on educational quality and equity. We are producing research and analyses that matter and putting in place effective programs, strategies, policies and solutions to secure public education that works for all children.
This document discusses strategies for increasing student engagement through integrating substantive student conversations, visual literacy, and higher-order questioning. It provides examples of turn and talk activities, graphic organizers, and advance organizers that teachers can use to visually represent information and facilitate student discussions. The goal is to get students actively involved in learning through interpreting images, organizing and sharing their understanding with peers, and responding to open-ended questions.
Infographic: Texas High School Attrition
See IDRA’s new graphic showing how Texas public schools are losing one out of four students. It doesn’t have to be this way. (Oct 2013)
IDRA’s Ready Texas: Stakeholder Convening presentation: Stakeholder Survey Findings and Scan, by Dr. Sofia Bahena, IDRA Senior Education Associate and Researcher, Ready Texas Project
This presentation is from IDRA’s Ready Texas: Stakeholder Convening held on February 10, 2016. We have a roomful of policymakers, education, community, business and family leaders to discuss the current status of HB5 implementation, and research, to gather input on key questions about implementation of HB5 to inform the design of a comprehensive study, and to connect cross-sector leaders who are studying or working on various facets of implementation.
The Ready Texas: Stakeholder Convening, made possible through a grant from Greater Texas Foundation, is a project of the Intercultural Development Research Association, hosted in collaboration with the UTeach Program at The University of Texas at Austin.
Public schools, by law, must serve all children. The education of undocumented students is guaranteed by the Plyler vs. Doe decision, and certain procedures must be followed when registering immigrant children in school to avoid violation of their civil rights. This eBook describes students' rights and resources for families and school personnel.
Paul Roberts: ".....dreamers of dreams.....movers and shakers....." (O'Shaugh...jeffpoulin
1. The document discusses the need for schools to foster creativity and independent thinking in students to better prepare them for an uncertain future. It highlights the importance of debate, openness to new ideas, and collaboration.
2. Data shows that students from less privileged backgrounds spend less time engaged in cultural activities. Investing in the arts can boost self-confidence, problem-solving skills, and attainment while combating disaffection.
3. A strong cultural education program exposes students to a breadth of cultural forms through high-quality, sustained experiences and provides pathways for talents to develop. Research found positive impacts on achievement, well-being, and greatest benefits in deprived areas.
John Connell - Friends of Education, Macedonia, 2017I_Am_Learner
The Past, Present & Future of the School:
How the changing relationship between teacher and learner is transforming education, and the school, in fundamental ways.
A talk was arranged for the NSS Volunteers of the St. Pious Degree College, Nacharam, Hyderabad, on Healthy Youth – Healthy India. Two power point presentations were used for the lecture. For the first half an hour, the lecture went on in English, however, after verifying that all the students know Telugu, Telugu was also used for explaining certain aspects, which can be better appreciated when explained in the mother tongue.
The need for health, the need for physical, mental, spiritual health, how to obtain all-round health, were touched upon. The need for healthy development of the youth for the health and well-being of the nation was emphasized. Human values must be considered as important in the development of spiritual health. The explanation was given in the context of patriotism – how to be. 40 assets, that the youth must strive to acquire, were briefly explained. In the context of spiritual health, the concept of GOD was explained, briefly, in a secular manner.
You would be better able to appreciate the beauty and the purpose of the presentation when both the audio version, uploaded to www.archive.org [please search for Prof. V. Viswanadham], and the relevant power point presentation that can be viewed at www.scribd.com [please search for Viswam.vangapally4581] and / or www.slideshare.net/viswanadham and taken together as a package.
AIESEC is the world's largest student-run organization present in over 113 countries and 2400 universities. It focuses on providing leadership opportunities for youth through international internships and global learning experiences. Roshni is an AIESEC initiative in Kochi to provide a creative platform for underprivileged children to discover their talents through art and performances. It will include workshops, activities, and a fundraising rock concert expected to attract over 500 people.
YOUnity has a clear vision and mission to reach poor and needy people through holistic development projects, including ensuring that every child receives a basic education. It seeks to partner with youth through social and community development projects across schools, colleges, and universities in India. YOUnity implements these projects with accountability using innovative strategies.
Fabrizio Flores - Museum of Contemporary Art, Los Angelesstedelijk
The document summarizes the Museum of Contemporary Art Los Angeles' (MOCA) high school community program called MAP (Museum Art Program). It discusses how MAP has supported high school students for over 18 years by providing internship, learning, and community-building opportunities focused on contemporary art. It highlights how MAP helps students develop personally and creatively, gain exposure to art forms and techniques, and cultivates future artists and engaged community members. The success of MAP indicates that long-term commitment to youth arts education through authentic hands-on experiences can foster meaningful learning and support a culturally diverse community.
Anne Boyle, Marie Flynn and Joan Hanafin, 2015. Traveller Preschools and Pare...luke clancy
This document summarizes research on parental involvement in Traveller preschools in Ireland. It finds that Traveller parents value education but have faced discrimination and poor outcomes in mainstream schools. Traveller preschools are experienced as welcoming spaces that reflect Traveller culture. Parents feel accepted by teachers and are actively involved by visiting schools, working with teachers, and continuing learning at home. Despite barriers like lack of time and confidence, parents advocate strongly for their children's education and want equal opportunities and outcomes for them. The research highlights the importance of identity, culture, and recognition for the Traveller community.
This document discusses empowering youth to reach their full potential. It argues that children are born with genius gifts from God but modern systems like education and laws discourage their natural talents. As a result, at least 90% of children do not experience happiness or success. It promotes establishing guidance to teach youth about natural laws and life's purpose so they can build inner confidence and responsibility. The goal is to create new communities where youth learn teamwork and entrepreneurship to become innovative leaders creating a life of liberty, happiness and prosperity.
The document describes Vineet Singh's application to the Commutiny Fellowship program to support his initiative called United Arts Society (UAS). UAS aims to promote arts education for children in India by exposing them to various art forms and providing training, resources, and career opportunities for artists. As a Commutiny Fellow, Vineet would focus on making UAS self-sustaining through social entrepreneurship ventures to support art professionals and evolve the arts sector. The goals of UAS include primary arts education for children, job opportunities for artists, serving as an information hub for arts education, and organizing activities to increase arts awareness.
Investing in library users and potential users: The Many Faces of Digital Vis...Lynn Connaway
This document summarizes a report on digital visitors and residents and how people engage with technology to access information. It discusses research that identified different types of online engagement from visitors who use technology functionally to residents who have visible online presences. The report is based on interviews with over 160 people across several countries and academic disciplines. It finds that convenience and ease of use are primary motivations for choosing information sources. People access information using a variety of tools from smartphones and tablets to books. The document recommends that libraries engage users where they are online and in their social networks in order to remain relevant.
Investing in library users and potential users: The Many Faces of Digital Vi...OCLC
Connaway, L. S. (2018). Investing in library users and potential users: The Many Faces of Digital Visitors and Residents. Presented at SLA-AGLA, March 6, 2018, Muscat, Oman.
Majid Mushtaq is a youth activist and cultural ambassador from Pakistan who has received several awards for his work building cultural bridges between nations. He started an organization called "Roobaroo - Beyond Borders" to create a platform for youth in India and Pakistan to have mainstream conversations, as there had previously been no opportunities for direct interaction between the youth of the two countries. He proposes creating a network of UNAOC-EF Summer School alumni where participants from different countries can continue collaborating on intercultural activities and community development projects after returning home through online forums and social media campaigns.
This document discusses the need for "Bold Schools" that embrace modern learning practices in response to a changing world with increasing abundance of information and connectivity. It argues that traditional schools focus too much on content while Bold Schools prioritize developing skills like curiosity, collaboration, communication and critical thinking. Bold Schools are learner-centered, inquiry-driven, involve authentic work, leverage digital tools and connections, develop new literacies, are transparent, innovative and provocative. The most challenging aspects for schools to adopt are being learner-centered, transparent and innovative. Teachers and schools must start the transition by focusing on learners first and changing themselves.
Face to Faith is a global schools program that connects students aged 11-16 from different cultures and religions around the world using video-conferencing technology. The program prepares students for global citizenship by facilitating interfaith dialogues to discuss issues, beliefs, and build understanding between religious groups. Face to Faith enhances school curriculums and is accredited internationally. It provides teacher training and support to ensure all students can participate regardless of their access to technology.
Cygnus World School in Vadodara, India is highlighted as one of the top schools in the country. It provides a holistic education focused on nurturing students' potential through a global ecosystem that balances academics, arts, sports, music, and nature. The school was founded in 2011 and has grown from 53 students to a large campus serving many families in the region. Led by visionary founder Ms. Madhavi Agrawal, the school aims to develop lifelong learners and leaders through an innovative, child-centered approach.
This document discusses the role and meaning of education according to various thinkers like Gandhi, Kneller, Radhakrishnan, and Aurobindo. It outlines that education should achieve the full development of an individual's body, mind and spirit while also developing their sense of responsibility towards society. The aims of education are both individual development as well as social and national development. It should enable social transformation while also modernizing society and integrating Indian cultural values with technical skills. Community participation is also seen as important for education.
DC Canada Education Publishing is a small Canadian publisher that has found tremendous success in the education market. Over its 15 years in business, it has sold millions of books worldwide and become an integral part of China's public school curriculum. It creates resources for English language learning, different subjects, and ability levels using engaging stories, illustrations and games. Feedback from schools, libraries, parents and reviewers praise DC Canada's products for stimulating learning in fun ways and meeting diverse needs.
The Colonia de los Niños de la Chacarita is a creative space that provides non-formal education for street children in Paraguay. Its main goals are to develop tools and creative processes to help children improve their environment, and gradually remove them from risky street situations. The Colonia aims to be a safe, sustainable place for children to express themselves through art, discover talents, and develop leadership skills to build a better future. It serves 45 children ages 6-15 in the Chacarita neighborhood of Asunción, Paraguay.
Tips presented by Christie L. Goodman, APR, Director of Communications, Intercultural Development Research Association, at the PRSA San Antonio event, October 2018
IDRA 2017 Annual Report_Keeping the Promise_Profiles in Leadership and EducationChristie Goodman, APR
IDRA’s 2017 Annual Report, Keeping the Promise: Profiles in Leadership and Education, in addition to highlighting our work, features education, family, community and youth leaders and how their commitment to keeping the promise of quality public education for all children has been woven into their paths and how they work with a community of partners and colleagues to keep this promise.
eBook Immigrant Student Rights to Attend Public Schools 2018 IDRAChristie Goodman, APR
This document discusses the rights of immigrant students to attend public schools under U.S. law and policy. It summarizes the Plyler v. Doe Supreme Court ruling that undocumented children have equal rights to public education as U.S. citizens. It outlines that schools may not deny enrollment based on immigration status or request documentation that could expose a student's status, such as social security numbers. The document provides examples of language school districts have included in enrollment notices to clarify these policies and ensure compliance with students' rights.
What Parents Need to Know about Texas Graduation Requirements by IDRA English...Christie Goodman, APR
The new graduation requirements in Texas do not ensure your child will be prepared for college. Students are no longer required to take four years of classes in English, math, science and social studies. By weakening the requirements, your child’s college eligibility is threatened. See what you need to look out for and how to make sure students take the courses they need to be prepared for college and career.
Public schools, by law, must serve all children. The education of undocumented students is guaranteed by the Plyler vs. Doe decision, and certain procedures must be followed when registering immigrant children in school to avoid violation of their civil rights. This eBook describes students' rights and resources for families and school personnel.
Telling Our Stories IDRA at National Indian Education Association Oct 2016Christie Goodman, APR
Telling Our Stories:Promoting Student Identity and Academic Achievement presentation by Dr. Kristin Grayson (Intercultural Development Research Association, IDRA EAC-South) and Mr. Jacob Tsotigh (South Central Comprehensive Center OU) at the National Indian Education Association conference October 2016.
Mendez and Brown ~ Youth Picture Pathways to Graduation
With the civil rights promises of Mendez vs. Westminster and Brown vs. Board of Education as a backdrop, a group of Canton high school students took up 35 millimeter cameras to reflect on barriers and opportunities for building pathways to high school graduation and college access in Canton, Mississippi.
Canton, Mississippi Youth Photojournal, 2012
Intercultural Development Research Association with support from Critical Exposure funded by the Charles Stewart Mott Foundation and the IDRA South Central Collaborative for Equity
http://www.idra.org/mendezbrown/
Paula Johnson, M.A., IDRA Education Associate
Annual IDRA La Semana del Niño Parent Institute on April 29, 2016
Math is all around us. Whether you’re indoors, outdoors, or on the go, making math part of your daily routines helps your child understand that math is fun – and important. This interactive session for parents and educators will demonstrate how to incorporate numeracy and math topics into real-life events for students of all ages.
Creating a College Readiness Culture. Nilka Avilés, Ed.D., an IDRA senior education associate, discusses the importance of creating a school-wide culture of college readiness. She outlines a number of key competencies that educators can cultivate to prepare students not just for entering college but also for successfully graduating from college.
See related podcast #138 at http://www.idra.org/Podcasts/
Bilingual education and ESL programs have been in place in U.S. schools for several decades, but for some there is still a bit of a mystery about their purpose. And while the Civil Rights Act and the U.S. Supreme Court decision in the Lau vs. Nichols case require schools to appropriately serve English language learners, educators and parents are sometimes unclear about their role and the rights of students. IDRA education associate, Kristin Grayson, Ph.D., talks about why we need bilingual education and English as a second language programs, what these programs do and how parents can work with educators to make sure their children learn English while also learning their other subjects.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
2. “Imagine a future in which the color of a child’s
skin, the language a child speaks and the side of town a
child comes from are no longer considered barriers to a
great education and a great life.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
– Dr. María “Cuca” Robledo Montecel
2
3. IDRA began 40 years ago with a
dream for children’s education.
We asked others…
What is your dream for children?
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
3
4. “My dream is that our children are
nurtured by the ‘village’ and not
destroyed or fed to the hungry
lions waiting to prey on them.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
4
7. “Lograr que termine su educación y
gradue del colegio con honores, pero
sobre todo que ejerza su carrera o
profesión para que sea un individuo
preparado y se realize como persona
y profesionalmente.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
7
9. “I would like children to not
be judged or that educators
wouldn’t have negative
preconceived perceptions of
these children.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
9
11. “I dream that our children
are self-loving and
independent but always have
a sense of community.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
11
13. “I dream that all children will be
educated to excellence, regardless
of ethnicity, socio-economic level
and geographic location by
committed, loving administrators
and teachers.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
13
16. “My dream is for children to have
loving, supportive, empowered
families; quality education that
helps them become successful in
community, relationships and life.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
16
18. “My dream is that young people
and their families are free to
pursue their dreams and the
system provides the resources
to help them get there.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
18
21. “Mi sueño es que mi hijo
termine una educación
profesional y que se luche por
los recursos de finanzas, para
que obtengan estos estudios.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
21
23. “Mi sueño es ver a mis dos hijos
graduados del colegio, con una
carrera terminada y que así ellos
tengan un buen trabajo y una
mejor calidad de vida junto con
mas jóvenes de mi comunidad.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
23
26. “Verlos crecer cómo
persona, graduados exitosos y
que se preocupen por la
comunidad, educación, etc.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
26
29. “My dream is that learners are
always lifted higher to a place
where they can
stand, reach, achieve –
succeed.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
29
31. “My dream for all children is
that they will be cared for and
thought of as important. My
hope for them is that they
experience teachers who care
about their well-being.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
31
34. “Que sean exitosos. Que estén
educados sobre lo que está
pasando a su alredeldor. Que no
solo terminen high school y
entren a la universidad y que
gradúen de la universidad y sigan
apoyando a su comunidad.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
34
36. “My dream for all children is to get
a good quality education that will
prepare them for postsecondary
education and success. Without
it, there is no future.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
36
39. “I dream that all children will
be successful adults by being
afforded an opportunity for
post grad education.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
39
41. “My dream for all children is
that they live in a world that
supports and nurtures
them, allows them room for
growth and lifelong learning.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
41
43. “My dream for children is
freedom to choose their own
path no matter socio-economic
background.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
43
45. “Yo quiero una mejor calidad
de vida y un futuro en triunfo
además de un lugar seguro
donde vivir.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
45
48. “My dream is for our children
to be loved, educated and
become productive citizens.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
48
50. “My dream for all children is
that they will be cared for and
thought of as important. My
hope for them is that they
experience teachers who care
about their well-being.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
50
53. “It is my desire for all children
to have the opportunity to be
taught every day by a highly
effective teacher in a safe and
caring place.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
53
56. “My dream is that teachers
have high expectations for
all students!”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
56
59. “My dream is for children to
know you can succeed no
matter your
background, context or zip
code.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
59
61. “I want minority children to
know themselves through
education
(curriculum, teaching) and
engaged parents who have
pride in their ethnic and
cultural identity.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
61
64. “El sueño de cada padre es ver a su
hijo realizado profesionalmente, y
sobre todo ver a mis pequeños
terminar una carrera universitaria
para tener un mejor futuro de la
mano de Dios.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
64
67. “My dream is to see my nephew
graduate from college and
become a role model for other
Latino males in our
community!”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
67
70. “My dream is for every child
regardless of ability to be
taught fairly and with dignity.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
70
72. “My dream for all children is a
good education. I mean the
best education.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
72
75. “My dream is that every child
will grow up in a community
where every adult loves them
and supports them to thrive.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
75
77. “My dream is that students
have the opportunity and
where-with-all to pursue and
achieve their dreams.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
77
79. “My desire that children will
be able to attend school in an
environment that’s safe and
secure.”
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
79
83. “If students are faltering, failing, or leaving school, then
their schools – not the students – need to change in
fundamental ways.”
– Dr. José A. Cárdenas, IDRA founder
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
83
84. IDRA…
assuring educational opportunity
for every child
Intercultural Development Research Association…
40 years of working to assure educational opportunity for every child
84
Editor's Notes
IDRA’s President, Dr. María “Cuca” Robledo Montecel, is interviewed for a short documentary video (10:36 min) about Head Start’s beginning and Lady Bird Johnson's pivotal role. The video is by Emmy-award winning documentarian, Robert Currie.
IDRA file photo, 1970s.
IDRA Annual La Semana del Niño Parent Institute, San Antonio 2013. Participants from Lamesa, Texas.
In the early days of IDRA’s Youth Education Tekie work in the summer of 2004, students joined families to help the adults begin to use computers, explore the Internet and find educational information online. Pictured here are Ramona Casas and Omar Vaquera.
Hispanic Families as Valued Partners: An Educator’s Guide. IDRA, 1993
Teacher in IDRA’s Alianza project, a model teacher preparation and leadership development program
Dr. Gloria Zamora, director of the IDRA Amanacer project, discusses the curriculum model at the National Head Start Conference held in El Paso, May 23-27, 1977.
Coca-Cola Valued Youth Program tutee, Atlanta 2011.
Coca-Cola Valued Youth Program 20th Anniversary event, October 7, 2004. L-R: Dr. María “Cuca” Robledo Montecel, Ingrid Saunders-Jones, Brenda Macías, Pablo Lopez
Albert Cortez, School Finance Project director, discusses the progress of the special legislative session at the IDRA Board of Directors meeting. Pictured with Mr. Cortez are (l-r) Jesse Rangel, board member; Craig Foster, PTP director; and Gonzalo Garza, board member. (IDRA Newsletter, August 1978)
Coca-Cola Valued Youth Program with San Antonio mayor, Julian Castro.
IDRA file photo, 1970s.
Coca-Cola Valued Youth Program tutoring at South San Antonio ISD. IDRA file photo, 1990s.
IDRA Annual La Semana del Niño Parent Institute, San Antonio 2013. Participants from Southside ISD, San Antonio, Texas.
Four leaders of the ARISE South Tower PTA Comunitario (l-r) Angelica Nava, Emilia Vega, Carmen Vargas and Eva Carranza. 2011.
Coca-Cola Valued Youth Program event, IDRA photo, 1980s.
Coca-Cola Valued Youth Program tutoring, IDRA, 1980s.
Herlinda G. Cantú, education specialist with IDRA’s Center for Equity and Excellence, discusses the goals and objectives of PRISM at a PRISM training symposium held November 16-17, 1980, in San Antonio.
IDRA Annual La Semana del Niño Parent Institute, San Antonio 2013. Participants from Hays County CISD, Texas.
Participants in IDRA Annual La Semana del Niño Early Childhood Educators Institute™. 2004
Dr. Henry Williams, professor of education at the University of Houston – Clear Lake, addresses participants at the IDRA’s Commemorative Summit Conference, “The Brown Decision in Retrospect, Introspect, Prospect.” (IDRA Newsletter, July 1980).
Coca-Cola Valued Youth Program tutor and tutees, Atlanta, 2011.
IDRA and a coalition of other organizations, educators and families demonstrate their support of public money for public schooling and opposition to publically-funded vouchers, 2000s.
Participating Canton High School students with their teacher, Ms. Anderson, and Mayor Dr. William Truly, February 2012. Part of IDRA’s Pathways project, funded by the Charles Stewart Mott Foundation, the youth day was carried out in partnership with Canton Public Schools, the church and the nonprofit, Critical Exposure.
IDRA file photo, 1970s.
Mrs. Laura Cárdenas is introduced to Secretary of Education Shirley Hufstedler at a reception held in her honor at IDRA on Sept 8. Also standing (l-r): James Lehmann, superintendent of Eagle Pass ISD and IDRA board member; Dr. Albar Peña, professor with the division of bicultural/bilingual studies, UTSA; and Mary Turk, supervisor with Northside ISD, San Antonio. (IDRA Newsletter, October 1980).
IDRA Annual La Semana del Niño Parent Institute, San Antonio 2013. Participants from various.
Coca-Cola Valued Youth Program tutor and tutee. 20th Anniversary, October 7, 2004.
Students in a whole language program. Starting Today… Steps to Success for Beginning Bilingual Educators. IDRA, 1994
PTA Comunitario launch event, PHARR , April 10, 2013.
Dr. Karl Trappe and a MIJA student volunteer perform in IDRA’s Second Annual AIM Conference Physics Circus. (IDRA Newsletter, October 1993) .
Dr. María “Cuca” Robledo Montecel with Coca-Cola Valued Youth Program tutors in Puerto Rico, 1997.
Dr. Ronald E. Mickens, distinguished professor at Clark Atlanta University speaks to Coca-Cola Valued Youth Program tutors, May 2011.
IDRA file photo, 1999.
IDRA Annual La Semana del Niño Parent Institute, San Antonio 2013. Participants from Harlandale ISD, Texas.
Coca-Cola Valued Youth Program tutors talk about their experiences with the program, 1990s.
Through IDRA’s Parent Information and Resource Center, parents get resources for partnering with their neighborhood public schools, 2000s.
Dr. José A. Cárdenas (right) presents a copy of his new book, Texas School Finance Reform: An IDRA Perspective, to Demetrio Rodríguez (left), lead litigant in the Rodríguez vs. San Antonio ISD case. 1997.
Parents in South Texas read to their children from IDRA’s Semillitas de Aprendizaje big books. 2012.
At IDRA’s ¡YA! EsTiempo event, Juanita Valdez-Cox, La Unión de Pueblo Entero, and others use IDRA’s OurSchool portal to examine data about their schools and develop strategies they will take to improve schools for children and youth in the Rio Grande Valley. 2010.
Panelists at IDRA’s InterAction: Higher Education and Latinos in the New Millennium regional event, Houston, November 16, 2004. Shown here areJuan Garcia, Dr. Lily Tercero, Tomas Molina, Ann Stiles, Jessica Pugil.
IDRA Annual La Semana del Niño Parent Institute, San Antonio 2013. Participants from United Way.
IDRA file photo, 2004.
Dr. Henry Cisneros, American CitiVista and John Stevens, Texas Business and Education Coalition, participate in IDRA’s summit, “The Latino Pursuit for Excellence and Equity in U.S. Public Schools: Mendez (1946) and Brown (1954) – Today and Beyond.” October 2003.
Participants in IDRA’s Brown and Mendez Blueprint Dialogues for Action.
Coca-Cola Valued Youth Program tutors in Brazil, 1990s.
IDRA Annual La Semana del Niño Parent Institute, San Antonio 2013. Participants from Arise and Mano y Mano PTA Comunitarios.
José Angel Cárdenas Early Childhood Center Rededication event, Edgewood Independent School District, San Antonio, June 16, 2010.