Do harsh disciplinary practices have a place in today’s schools? Suspending and expelling students detrimentally affects their chances to graduate – and ultimately affects their chances of securing employment and succeeding in life.
New research from the Center for Promise—Disciplined and Disconnected: How Students Experience Exclusionary Discipline in Minnesota and the Promise of Non-Exclusionary Alternatives—answers these questions.
In this webinar, you will learn more about the findings of the CFP's latest research, the broader national implications for policy and practice of these findings, and the kind of support adults need to implement more effective practices that do not lead to further disconnection.
Over a third of the student body at Notre Dame College is first-gen. Many of these students were unaware of available resources and felt embarrassed by the prospect of asking for help. Resultantly, retention rates for first-gen students between freshmen and sophomore year were alarmingly low: just 57% in 2013. After only three years of implementing a peer mentorship system at their FirstGen Center, they are seeing retention rates rise to over 70%. One of the most powerful tactics NDC has implemented is creating a positive association with being first-gen.
LEADERSHIP DEVELOPMENT: HOW A STUDENT ORGANIZATION DEVELOPS LEADERSHIP SKILLS...Iowa Campus Compact
This session will present the findings from a study conducted to determine how the
decisions and actions of students based on the depth and breadth of participation in
a student association impacts their perception of their own learning and leadership
development in the area of nonprofit management.
Dr. Julianne Gassman, Assistant Professor and Executive Director of the Nonprofit
Leadership Alliance, and Angela Widner, Instructor and Assistant Director of the
Nonprofit Leadership Alliance, both at the University of Northern Iowa
Over a third of the student body at Notre Dame College is first-gen. Many of these students were unaware of available resources and felt embarrassed by the prospect of asking for help. Resultantly, retention rates for first-gen students between freshmen and sophomore year were alarmingly low: just 57% in 2013. After only three years of implementing a peer mentorship system at their FirstGen Center, they are seeing retention rates rise to over 70%. One of the most powerful tactics NDC has implemented is creating a positive association with being first-gen.
LEADERSHIP DEVELOPMENT: HOW A STUDENT ORGANIZATION DEVELOPS LEADERSHIP SKILLS...Iowa Campus Compact
This session will present the findings from a study conducted to determine how the
decisions and actions of students based on the depth and breadth of participation in
a student association impacts their perception of their own learning and leadership
development in the area of nonprofit management.
Dr. Julianne Gassman, Assistant Professor and Executive Director of the Nonprofit
Leadership Alliance, and Angela Widner, Instructor and Assistant Director of the
Nonprofit Leadership Alliance, both at the University of Northern Iowa
Increasing STEM Diversity through Community Involvement: Females Excelling Mo...Abigail G. Garrity
Here are some strategies and best practices that FEMMES (Females Excelling More in Math, Engineering, and the Sciences) is using to for engaging girls and women in the STEM fields. Learn more here: bit.ly/FEMMES
Patrick Tolan, Ph.D. - "Positive Youth Development and Physical Health and We...youth_nex
Tolan is Professor at the University of Virginia in the Curry School of Education and the Department of Psychiatry and Neurobehavioral Sciences in the School of Medicine. He is director of Youth-Nex: The U.Va. Center to Promote Effective Youth Development.
Wrap-Up Panel -
This panel kicked off the final discussion of the conference's two day dialogue. Panelists suggested directions for public policy to help promote physical activity, health and well-being in children and adolescents.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Susana Martinez, LICSW - The Promotor Pathway: An Innovative Client Managemen...youth_nex
Susana Martinez, LICSW - Latin American Youth Center (LAYC)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Roommates matter particularly in college or university. Marcie Tucker, Ph.D./CEO of MyRoomsolution, summarizes the key research on belonging and how roommate relationships are key to student retention. Moreover, all roommate conflict is not the same and in today's age of personalized customer service we want a solution that fits our problem. We have a solution to support students and their development AND helps college/university staff develop a more effective intervention strategy.
[GradNation Webinar] Achieving a 90 percent Graduation Rate: Unlocking the Un...America's Promise Alliance
This webinar dives deeply into the Caring Adult Relationships platform area. We explore lessons from communities, researchers, and a young person on how to sustainably increase the number and quality of caring adults, and the impact of these relationships on a student’s life.
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...America's Promise Alliance
The GradNation campaign invites you to join a webinar on December 13th, 2018 from 3:00 – 4:15 p.m. ET that dives deeply into the Youth Re-engagement area.
Six percent of the class of 2016 did not graduate from high school and was not enrolled in a program to graduate. Though these young people have the potential to graduate, they have not completed school and lack a clear pathway to finish. Re-engagement centers have emerged as a successful way to locate youth aged 16 to 24 who have left the traditional school system and connect them to effective educational options and other services, so they can attain a high school diploma or GED.
In this webinar, we will hear from the National League of Cities on the re-engagement landscape and learn from The Boston Re-Engagement Center and their success in bringing young people back to earn their diplomas. We will define re-engagement and its importance, discuss barriers youth face in returning to education, and describe the strategies to re-engage students. We will also hear from young people served by the Boston Re-Engagement Center.
Increasing STEM Diversity through Community Involvement: Females Excelling Mo...Abigail G. Garrity
Here are some strategies and best practices that FEMMES (Females Excelling More in Math, Engineering, and the Sciences) is using to for engaging girls and women in the STEM fields. Learn more here: bit.ly/FEMMES
Patrick Tolan, Ph.D. - "Positive Youth Development and Physical Health and We...youth_nex
Tolan is Professor at the University of Virginia in the Curry School of Education and the Department of Psychiatry and Neurobehavioral Sciences in the School of Medicine. He is director of Youth-Nex: The U.Va. Center to Promote Effective Youth Development.
Wrap-Up Panel -
This panel kicked off the final discussion of the conference's two day dialogue. Panelists suggested directions for public policy to help promote physical activity, health and well-being in children and adolescents.
This presentation highlights ways states can reduce the use of Another Planned Permanent Living Arrangement (APPLA) and improve permanency outcomes for older youth in foster care.
Anne Gregory, Ph.D. - “Engaging Students in Problem-Solving: A Civil Rights R...youth_nex
Anne Gregory, Ph.D. (Rutgers University)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Panel 5 - RESTORING JUSTICE IN OUR SCHOOLS: POSITIVE YOUTH DEVELOPMENT APPROACHES TO THE DISCIPLINE GAP
Youth of color are disproportionately suspended from school, causing youth to miss critical time of instruction, evoke feelings of hopelessness, and contributing to the “school to prison pipeline.” This panel considered what research and practice tell us about dismantling the pipeline and promoting positive developmental outcomes for youth of color with a focus on youth-centered principles of restorative justice.
Susana Martinez, LICSW - The Promotor Pathway: An Innovative Client Managemen...youth_nex
Susana Martinez, LICSW - Latin American Youth Center (LAYC)
Part of the Youth-Nex Conference: Youth of Color Matter: Reducing Inequalities Through Positive Youth Development #YoCM15
Roommates matter particularly in college or university. Marcie Tucker, Ph.D./CEO of MyRoomsolution, summarizes the key research on belonging and how roommate relationships are key to student retention. Moreover, all roommate conflict is not the same and in today's age of personalized customer service we want a solution that fits our problem. We have a solution to support students and their development AND helps college/university staff develop a more effective intervention strategy.
[GradNation Webinar] Achieving a 90 percent Graduation Rate: Unlocking the Un...America's Promise Alliance
This webinar dives deeply into the Caring Adult Relationships platform area. We explore lessons from communities, researchers, and a young person on how to sustainably increase the number and quality of caring adults, and the impact of these relationships on a student’s life.
Achieving a 90 percent Graduation Rate: A Path Back to High School for Boston...America's Promise Alliance
The GradNation campaign invites you to join a webinar on December 13th, 2018 from 3:00 – 4:15 p.m. ET that dives deeply into the Youth Re-engagement area.
Six percent of the class of 2016 did not graduate from high school and was not enrolled in a program to graduate. Though these young people have the potential to graduate, they have not completed school and lack a clear pathway to finish. Re-engagement centers have emerged as a successful way to locate youth aged 16 to 24 who have left the traditional school system and connect them to effective educational options and other services, so they can attain a high school diploma or GED.
In this webinar, we will hear from the National League of Cities on the re-engagement landscape and learn from The Boston Re-Engagement Center and their success in bringing young people back to earn their diplomas. We will define re-engagement and its importance, discuss barriers youth face in returning to education, and describe the strategies to re-engage students. We will also hear from young people served by the Boston Re-Engagement Center.
This powerpoint is a comprehensive overview of a June 16 webinar about advancing school discipline reform. The webinar was discussed at this month's GA-CAN! panel discussion on community-based programs. This powerpoint was provided by Brad Bryant, Executive Director, Georgia Foundation for Public Education
This webinar digs deeper on the Pathways Action Platform area and learn from one organization that is successfully providing students with effective work-based learning opportunities.
Research has shown that providing students with experiential learning while in high school, like internships and other work-based learning opportunities, can have a positive impact on student outcomes. Learning rooted in real-life experience has proven to increase intrinsic motivation to learn, promotes reflection, and associates positive emotions with learning.
Given that capacity and resources can constrain traditional high schools in providing youth with real-world work experiences and soft skills job training, what does it take to provide students with the experiences and skills that are needed to succeed in life after high school? How can schools and non-profit partners work together to provide access to these opportunities? What does it take to establish partnerships that positively connect the high school experience to postsecondary pathways? Urban Alliance works to answer these questions for young people in Baltimore, Chicago, Washington, DC, Detroit, and Northern Virginia.
Urban Alliance provides underserved high school seniors with professional development training, a 10-month paid internship, one-on-one mentoring, and ongoing post-high school support. They will talk in detail about how they teach professional soft skills to high school students; the resources, partnerships, and capacities needed to implement their model; and the data that speaks to their success. We will also hear from a few youth who have benefited from the work of this organziation.
Develop The Habit Of Respecting Others In Children.pdfZawarali786
Skilling Foundation
Download Free
Past Papers
Guess Papers
Solved Assignments
Solved Thesis
Solved Lesson Plans
PDF Books
Skilling.pk
Other Websites
Diya.pk
Stamflay.com
Please Subscribe Our YouTube Channel
Skilling Foundation:https://bit.ly/3kEJI0q
WordPress Tutorials:https://bit.ly/3rqcgfE
Stamflay:https://bit.ly/2AoClW8
Please Contact at:
0314-4646739
0332-4646739
0336-4646739
اگر آپ تعلیمی نیوز، رجسٹریشن، داخلہ، ڈیٹ شیٹ، رزلٹ، اسائنمنٹ،جابز اور باقی تمام اپ ڈیٹس اپنے موبائل پر فری حاصل کرنا چاہتے ہیں ۔تو نیچے دیے گئے واٹس ایپ نمبرکو اپنے موبائل میں سیو کرکے اپنا نام لکھ کر واٹس ایپ کر دیں۔ سٹیٹس روزانہ لازمی چیک کریں۔
نوٹ : اس کے علاوہ تمام یونیورسٹیز کے آن لائن داخلے بھجوانے اور جابز کے لیے آن لائن اپلائی کروانے کے لیے رابطہ کریں۔
Skilling Foundation | All About Education
Website: Skilling.pk
YouTube: http://bit.ly/2DNz53Z
Facebook: https://bit.ly/3x45gGA
Twitter: http://bit.ly/2yNTqoC
Instagram: https://bit.ly/3ab0HVi
TikTok: https://bit.ly/3CeQNMB
WhatsApp: 03144646739
WhatsApp: 03324646739
WhatsApp: 03364646739
Assessing the Impact of Mentoring: Lessons Learned from a Research Study in W...ICF
Samantha Spinney, Ph.D., Manager, Child Welfare & Education, ICF
Understand the impact mentoring has on students' behavioral engagement, academic achievement, and non-cognitive skill outcomes and learn best practices for designing and implementing a randomized controlled trial (RCT) in a school setting.
Learn more: https://www.icf.com/
The number of homeless students in our nation's public schools has risen significantly since 2006, reaching over 1.3 million in 2013-14. What more can be done to help homeless students stay on track to graduation and on to a more stable future?
Civic Enterprises, the National Association for the Education of Homeless Children and Youth, the Raikes Foundation, and America’s Promise Alliance hosted a webinar to share research about the current state of homeless students in America’s public schools. In addition, the webinar addressed new ESSA guidelines that will require districts and states – for the first time – to report high school graduation rates for homeless students.
Speakers included:
*Tanya Tucker, Vice President of Alliance Engagement, America’s Promise Alliance
*Erin Ingram, Policy Advisors, Civic Enterprises
*Barbara Duffield, Director of Policy and Programs, National Association for the Education of Homeless Youth and Children
*Patricia A. Popp, Ph. D., State Coordinator with Project HOPE-VA and Clinical Associate Professor, School of Education, The College of William and Mary
*Hannah Johnson, a student who has experienced homelessness and is now a sophomore studying elementary education at Virginia Commonwealth University
The webinar stemmed from the report – Hidden in Plain Sight - written by Civic Enterprises with Hart Research Associates and recently released by the GradNation campaign. The report looks into how educators, policymakers and community organizations can help more students cope with homelessness, graduate from high school and get on a path to adult success.
Download the full Hidden in Plain Sight report at http://www.gradnation.org/report/hidden-plain-sight.
Mentor Michigan and Michigan Campus Compact developed the College Positive Mentoring Toolkit, designed to provide mentors with information, conversation starters, match activity ideas, and ready-to-use activities, to help their mentees take important steps towards higher education
Palmetto school counselors presentation 2016 17Sherrie Beaver
This information was presented at the 2016-17 Palmetto School Counselor Association Conference in January 2017 by Sherrie Beaver, Claire Gatlin and Charles Hazelrigg. This presentation gives innovative ideas for connecting, communicating and collaborating with all stakeholders in a school setting.
Develop The Habit Of Respecting Others In Children.pptxZawarali786
Skilling Foundation
Download Free
Past Papers
Guess Papers
Solved Assignments
Solved Thesis
Solved Lesson Plans
PDF Books
Skilling.pk
Other Websites
Diya.pk
Stamflay.com
Please Subscribe Our YouTube Channel
Skilling Foundation:https://bit.ly/3kEJI0q
WordPress Tutorials:https://bit.ly/3rqcgfE
Stamflay:https://bit.ly/2AoClW8
Please Contact at:
0314-4646739
0332-4646739
0336-4646739
اگر آپ تعلیمی نیوز، رجسٹریشن، داخلہ، ڈیٹ شیٹ، رزلٹ، اسائنمنٹ،جابز اور باقی تمام اپ ڈیٹس اپنے موبائل پر فری حاصل کرنا چاہتے ہیں ۔تو نیچے دیے گئے واٹس ایپ نمبرکو اپنے موبائل میں سیو کرکے اپنا نام لکھ کر واٹس ایپ کر دیں۔ سٹیٹس روزانہ لازمی چیک کریں۔
نوٹ : اس کے علاوہ تمام یونیورسٹیز کے آن لائن داخلے بھجوانے اور جابز کے لیے آن لائن اپلائی کروانے کے لیے رابطہ کریں۔
Skilling Foundation | All About Education
Website: Skilling.pk
YouTube: http://bit.ly/2DNz53Z
Facebook: https://bit.ly/3x45gGA
Twitter: http://bit.ly/2yNTqoC
Instagram: https://bit.ly/3ab0HVi
TikTok: https://bit.ly/3CeQNMB
WhatsApp: 03144646739
WhatsApp: 03324646739
WhatsApp: 03364646739
A positive school environment that is safe, supportive, and inclusive can increase student engagement, attendance, and achievement. Against a backdrop of teacher and leader changes, school improvement plans, and increased youth voice, what does it take to create a positive school climate? What is the field doing to ensure that school climate is positive for the students and the school staff? What does it take to establish a web of support for young people and for the adults tasked to raise student achievement and graduation rates?
During this webinar, participants will learn from City Year National and City Year Detroit in partnership with Osborn High School. They will share their whole child, data-driven approach and the resources and capacities needed to implement it at the individual student, classroom and school-wide levels.
[GradNation Webinar] Achieving a 90 percent Graduation Rate: Meeting the Need...America's Promise Alliance
This month's GradNation webinar discussed the impacts of poverty and adversity on academic achievement and to two research-based strategies for supporting students. Participants learned about the research base that sheds light on how poverty, adversity, and outside-of-school factors impact students’ academic success. Guest speakers included Turnaround for Children and City Connects, two organizations that are successfully addressing adolescent needs outside of the classroom. Presenters shared lessons learned and resources from their models and offered insights into how the models could be replicated.
As part of Together for Healthy and Successful Schools, America’s Promise will extend a new funding opportunity to communities seeking to create healthier school environments for all children. Recognizing that school-centered health intersects with many areas outside of education—housing, employment, transportation, and food access— efforts should serve as a hub for cross-sector collaboration, youth and community engagement, and broader policy and systemic change.
Three to five existing districts and/or community-level organizations will be selected to receive up to $150,000 each per year for two years (for a total of up to $300,000) to support collaborative efforts that display alignment with this vision and a proven ability to accelerate positive change for young people in schools and their communities.
For additional questions, email healthyschools@americaspromise.org
With generous support from AT&T, America’s Promise will invest in two states and three communities to support more young people toward the critical milestone of high school graduation.
Submission deadline is November 8th, 2017
[WEBINAR] 90 For All: Using High-Quality Data to Ensure Students are On Track...America's Promise Alliance
This GradNation webinar discussed the importance of having and leveraging high-quality data to monitor overall progress, identify struggling students, inform effective responses, provide accountability and how to use it to track students’ success.
Andrea Carlos, Project Manager at LinkedIn explored how you can use LinkedIn to recruit employees, volunteers and board members and fundraise using your company's profile.
APA CommNet Digital Webinar Series Part 2 - Elevating Awareness of Your Nonpr...America's Promise Alliance
Andrea Carlos, Project Manager at LinkedIn explored how you can use LinkedIn’s company pages and status updates to attract followers to learn more about your organization and consume important and relevant content.
Developing Youth Leaders with Kori Redepenning and Sophia Myszkowski - Commun...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Developing Youth Leaders
How do we not only work for and on behalf of young people but also with them as leaders? These community organizations discussed how they prioritized youth voice and leadership and are actively engaging young people to develop strong voices, and acquire skills needed for success in school, work, and life.
Created by
Kori Redepenning, Minnesota Alliance With Youth
Sophia Myszkowski, Former Member of Minnesota Youth Council
America's Promise Alliance Community Convention 2016
Role of Public Media
In a world where there are numerous outlets for information, public media continues to be America’s most trusted institution for news and educational programming. Learn how this vital resource is still working to inform, engage, and empower in communities across the country. Learn how public media is engaging with and in communities to bring awareness and information to support positive outcomes for youth.
Created by
Erik Sakamoto, Youth Radio
Leveraging the Power of Caring Adults by Nick Greer - Community Convention 2016America's Promise Alliance
America's Promise Alliance Community Convention 2016
Leveraging the Power of Caring Adults
Everybody can be somebody to a young person, but still too many young people are facing too many hurdles to graduation with too little help. Individuals, educators and communities all have a role to play. The presence of stable, trusting relationships is key to ensuring young people are successful in school and life. Explore how communities are employing local solutions to connect more children to positive relationships with caring adults.
Created by
Nick Greer, Thread
Leveraging the Power of Caring Adults by Kathryn Vargas - Community Conventio...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Leveraging the Power of Caring Adults
Everybody can be somebody to a young person, but still too many young people are facing too many hurdles to graduation with too little help. Individuals, educators and communities all have a role to play. The presence of stable, trusting relationships is key to ensuring young people are successful in school and life. Explore how communities are employing local solutions to connect more children to positive relationships with caring adults.
Created by
Kathryn Vargas, United Way of Southwestern Pennsylvania
Leveraging the Power of Caring Adults by David Shapiro - Community Convention...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Leveraging the Power of Caring Adults
Everybody can be somebody to a young person, but still too many young people are facing too many hurdles to graduation with too little help. Individuals, educators and communities all have a role to play. The presence of stable, trusting relationships is key to ensuring young people are successful in school and life. Explore how communities are employing local solutions to connect more children to positive relationships with caring adults.
Created by
David Shapiro, MENTOR
Caring Adults Matter in the Face of Adversity: What Does a Community’s “Adult...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Too many young people experience a severe level of adversity in their homes, schools, and communities. More than one-quarter of those from families living in poverty experience enough adversity to negatively affect their long-term health and educational outcomes. Science and practice tells us that relationships with caring, supportive adults and peers can buffer the impacts of adversity, encourage the social and emotional competencies a young person needs to succeed in school and life, and help a young person navigate the complexities of life. For this session discussed the role of adversity in young people’s lives and how the most scalable solution, people, can be leveraged to support young people through these adversities.
Created by
Dr. Jonathan Zaff, Center for Promise
This webinar is part 1 of the Digital Webinar Series: Harnessing the Power of LinkedIn. Presented by from Andrea Carlos, Project Manager at LinkedIn, she explored the personal and professional benefits of creating and using your personal LinkedIn profile. Walk away with best practices and tips to boost connections, leverage contacts, highlight content and enhance your profile.
Developing Youth Leaders by Melissa Erickson, Daniel Erickson and Michael Ort...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Developing Youth Leaders
How do we not only work for and on behalf of young people but also with them as leaders? These community organizations discussed how they prioritized youth voice and leadership and are actively engaging young people to develop strong voices, and acquire skills needed for success in school, work, and life.
Created by
Melissa Erickson, Alliance for Public Schools
Daniel Erickson, Youth Leader, Alliance for Public Schools
Michael Ortega, Youth Leader, Alliance for Public Schools
Supporting Young People’s Healthy Development through Sports - Community Conv...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Supporting Young People’s Healthy Development through Sports
What if every child had the opportunity to play sports? Even though we know the many benefits associated with sports, youth sports participation is on the decline across the country. How do we remove barriers and provide more access to these opportunities for more children, particularly those from low-income communities? How do we make this a health and wellness priority for the nation? This session discussed a national effort working to reimagine sports in America with health and inclusion as core values. In addition to getting a national perspective, they discussed how one local Y is revamping their entire sports program to get more kids engaged and living a healthy lifestyle.
Created by
Aaron Dworkin, After School All-Stars
Spencer Bonnie, YMCA of the USA
Tom Farrey, The Aspen Institute
Mike Lavin, YMCA of the Greater Twin Cities
America's Promise Alliance Community Convention 2016
Engaging the Business Community
The business community can be a powerful partner in community and state efforts to improve outcomes for youth. The value business brings to an initiative can be significant, from key relationships at all levels, to access to resources, to expertise. From small business to Fortune 500 companies, corporations do more than just business in the community—they are community members. See how business engagement and partnerships are working at the local, regional and national level.
Created by
LaTara Harris, AT&T
Making the Promise of College Real by Katina Fullen - Community Convention 2016America's Promise Alliance
America's Promise Alliance Community Convention 2016
Making the Promise of College Real
Young people today need more than a high school education to be on a path toward adult success. There are too many barriers that keep young people from pursuing and persisting in postsecondary education options. This session provided examples of community efforts that are strengthening postsecondary pathways and providing comprehensive supports to inspire and enable students to pursue and complete a college education. Participants learned about a national effort to build broad public support to make the first two years of community college as universal, free and accessible as high school.
Created by
Katina Fullen, I Know I Can
Making the Promise of College Real by Martha Kanter - Community Convention 2016America's Promise Alliance
America's Promise Alliance Community Convention 2016
Making the Promise of College Real
Young people today need more than a high school education to be on a path toward adult success. There are too many barriers that keep young people from pursuing and persisting in postsecondary education options. This session provided examples of community efforts that are strengthening postsecondary pathways and providing comprehensive supports to inspire and enable students to pursue and complete a college education. Participants learned about a national effort to build broad public support to make the first two years of community college as universal, free and accessible as high school.
Created by
Martha Kanter, College Promise Campaign
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
[WEBINAR] Disciplined and Disconnected: Insights about Exclusionary Discipline from Youth and School Leaders
1. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Disciplined and Disconnected:
The Experience of Exclusionary Discipline and the Promise of
Alternatives
Wednesday, July 11, 2018
1:30 PM – 2:30 PM EST
2. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
• Welcome and Webinar Overview
• Introduction to GradNation and State Activation
• National Trends in School Discipline
• Research Findings
• Moderated Panel Discussion
• Questions & Answers
• Closing
Agenda
3. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Accelerate progress to a 90 percent high school
graduation rate
4. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Use Quality Data
Provide a Framework of Supports
Increase Mentoring
Recover and Re-engage Youth
Replace Punitive Discipline
Make Transportation Available
Create Alternative Pathways
Seven Priority Recommendations
Minnesota Alliance With Youth
6. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Alyssa Rafa
Policy Analyst,
Education Commission of the States
National Trends in School Discipline
8. • Civil Rights Data
Collection
• Discipline disparities
• Race
• Gender
• Disability Status
• Research on Exclusionary
Discipline
• Student performance
• Criminal justice
involvement
• Economic impact
Exclusionary Discipline Data & Research
9. Emerging Alternative Strategies
Well-implemented alternative strategies, including PBIS,
restorative and trauma-informed practices may:
Academic
Engagement
Student
Behavior
School Climate Exclusionary
Discipline
10. State Policy Action
2017 Proposed Legislation
SUSPENSION/EXPULSION
ALTERNATIVE SCHOOL
DISCIPLINE STRATEGIES
BOTH
WA
OR
CA
MT
ID
NV
AZ
UT
WY
CO
NM
TX
OK
KS
NE
SD
ND
MN
IA
MO
AR
LA
MS
AL
GA
FL
SC
TN
NC
IL
WI MI
OH
IN
KY
WV VA
PA
NY
ME
VT
NH
NJ
DE
MD
Washington D.C.
MA
CT
RI
AK
HI
11. • Professional
Development & Training
for Educators
• Utah HB 460 (2016)
• Encouraging the use of
PBIS, Restorative &
Trauma-Informed
Practices
• California AB 1014 (2016)
• Study Committees
• Maryland HB 1287 (2017)
Alternative School Discipline Strategies
13. • ECS 50-State Comparison Coming Soon!
• ECS Policy Snapshots
• Suspension & Expulsion
• Alternative School Discipline Strategies
• National Clearinghouse on Supportive
School Discipline
• Council of State Governments Justice
Center
• UCLA Civil Rights Project
Resources
14. Elizabeth Pufall-
Jones
Research Scientist,
Center for Promise
Disciplined and Disconnected:
How Students Experience Exclusionary Discipline in
Minnesota and the Promise of Non-exclusionary
Alternatives
15. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Traditional systems emphasize student removal as a
primary approach to managing behavior.
Students who are removed from school are less likely to
graduate which threatens their ability to succeed later in
life.
Very little is known about how students experience school
discipline.
Rationale
17. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Primer on Exclusionary Discipline
Removing a student from class or school entirely in response to their behavior is called “exclusionary discipline.”
Exclusionary discipline does not make schools safer and is associated with an array of negative outcomes for young people:
Worse academic performance
Lower levels of school engagement
Greater chance of leaving school before graduating
Increased likelihood of future involvement with the
criminal justice system
Higher levels of school violence and antisocial behavior
18. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Discipline in Minnesota
MN on time graduation rates, 2015
All students: 84%
Native American: 56% White: 88%
Hispanic: 69% Asian-American: 86%
Black: 68%
19. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Study Overview
Our Approach
In depth group interviews
38 Minnesota middle and high school students
Individual interviews with administrators
3 sites across Minnesota: Chisago, Minneapolis, St. Paul
Open coded interview transcripts for common themes
Overview and Goals
Understand students’ experiences of exclusionary discipline
Understand educator experiences implementing supportive
disciplinary approaches
20. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Findings
Root causes of behavior must be
explored and addressed
Exclusion interrupts learning
Students need to feel valued,
welcome, and connected
• Behavior doesn’t occur in a vacuum
• Students wanted to share and get supports to address the root
causes of their behavior
• Exclusion took students away from class, making it more difficult to
make academic progress
• Youth explained that they want to succeed in school, which is why
exclusion was especially painful for them
• Youth explained that their perspectives aren’t valued
• Racism and other forms of negative labeling led students to feel
unwelcome and unvalued
“…since this year, they start talking smack about my mom, saying
that, oh, she’s not worth it, she’s this and that, she’s a whore... Yeah,
my mom is not a perfect mom, but it’s because she’s been through a
lot… I took that super serious, ‘cause it’s my mom. If y’all talking
smack about me, yeah, I’m cool with that, but my mom, I won’t let it
happen.”
“Why do they make you go to court during school for missing
school? And I got truancies for the days that I missed for going to
court, too.”
“All you got to do is to get suspended one time and you’re labeled. I
see it, like they follow the same kids around, like everybody knows,
‘Hey, those are the bad kids…’ “
21. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Insights from School Leaders
“We’ve got to change what we’re doing because what we did before isn’t working.”
Make student learning the
ultimate goal
Interpret behavior as a communication of
needs
Build trusting relationships Share power
22. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Considerations for Policy & Practice
Strengthen relationships among school personnel, students, and families.
Allow disciplinary action to provide an opportunity for conversation
Create learning communities for educators and school leaders to discuss effective
strategies for lowering the rate of school exclusion.
Support district exploration of non-exclusionary discipline practices.
23. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
“For us it’s about keeping kids in school, keeping
kids connected, because we all know the
research. The more connected a kid is, the
better they do.”
24. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Moderated by Monika Kincheloe
Senior Director, Strategic Initiatives and Partnerships, America’s Promise Alliance
Moderated Panel Discussion
Elizabeth Pufall-Jones
Research Scientist,
Center for Promise
Alyssa Rafa
Policy Analyst
Education Commission of
the States
Cindy Everling
Student Support Services
Coordinator,
Minnesota Internship Center
Charter High School
Donavyn Robinson
Recent High School
Graduate
25. www.GradNation.org | #GradNation |
gradnation90@americaspromise.org
Moving Away from Exclusion
Approach Concept Outcomes
Restorative
Practices (RP)
Emphasis is on identifying
harm, undoing harm, and
restoring damaged
relationships
• Improved academic performance
• Fewer suspensions, referrals
• Improved school climate ratings
• Increased trust between
teachers and students
School-Wide
Positive Behavioral
Intervention
Systems (SWPBIS)
Promote positive behavior
through school-wide
behavioral expectations
• Increased reading proficiency
• Fewer referrals
• Increased school safety ratings
• Reduced student aggression
Social Emotional
Learning (SEL)
Learning how to understand
and self-regulate emotions
and behavior, empathize,
and build positive
relationships
• Improved academic outcomes
• Higher rates of school
attachment
• Reduced student aggression
There are three leading non-exclusionary approaches:
[LIZ]
Good afternoon, everyone. Thank you for joining the Center for Promise and the GradNation campaign, housed by America’s Promise Alliance. We will begin shortly.
Welcome to our webinar, releasing our new report, ”Disciplined and Disconnected: The Experience of Exclusionary Discipline and the Promise of Non-exclusionary Alternatives.”
Before we begin, we want to note a few ground rules –
Due to the volume of participants today, everyone has been muted. At any time during the presentation, you can use the Questions panel to write and submit your questions. We will try to take as many questions as possible following the presentation.
We invite you to join the conversation on Twitter by using the hashtag #GradNation during and after the presentation.
This webinar is being recorded. A link will be shared in the coming days on the GradNation website.
Finally, we encourage all participants to take a 2-3 minute survey immediately following today’s webinar. This survey information will help us better understand who you are, whether this webinar was valuable to you and your work, and what topics you’d like to see covered during future GradNation learning sessions.
We will now get started and the recording will begin.
[LIZ]
We’re thrilled you’re all here to join us.
First, I want to give an overview of today’s agenda. We’ll begin by introducing GradNation and the State Activation partnership with Pearson. Then, we’ll invite Alyssa Rafa from the Education Commission of the States to discuss how states across the nation are focusing on discipline policies.
Following that, we’ll dive deeply into the report itself, with Elizabeth Pufall-Jones sharing the findings.
We’ll then head into a moderated panel discussion, featuring our speakers as well as a Minnesota administrator who can talk about her experience with implementing discipline practices. There will be a brief question and answer period following that panel, and then we’ll close.
Please remember to submit your questions in the “questions” box throughout the course of today’s discussion. We will collect questions throughout the presentation and ask them once the panel is concluded.
[LIZ]
GradNation is a national campaign to increase the high school graduation rate by 2020 and put millions more young people on the path to adult success, a goal set over a decade ago by America’s Promise Alliance, Everyone Graduates Center, Civic, and the Alliance for Excellent Education. The GradNation campaign is focused on helping all young people earn high school diplomas, but especially those students who are most at risk of leaving school and being blocked from future opportunities for success. GradNation supports several initiatives and seeks to make systems change at the national, state, and local levels. Over the past three years, GradNation and Pearson have supported the State Activation Initiative.
The theory of change behind the State Activation Intiative is that national partners, like America's Promise Alliance and Pearson, can collaborate with state-level organizations, like the Minnesota Alliane with Youth, to build support and implement change in order to accelerate progress to a 90 percent high school graduation rate.
[LIZ]
America’s Promise, supported by Pearson, has been working with the Minnesota Alliance with Youth for three years on the State Activation Initiative. Even since the beginning of the partnership, the team here has understood the impact that exclusionary discipline policies can have on students. Part of the State Activation partnership included a dedicated research opportunity, so it naturally made sense to study discipline and its effects for the young people in Minnesota. I think this research sheds light on what it’s like for young people to experience exclusionary discipline, and it will play an important part in the conversation about discipline policies moving forward.
Pearson has been an invaluable partner to America’s Promise in implementing the State Activation Initiative. State Activation was born out of the idea that state-level stakeholders can act in powerful ways to increase high school graduation rates. I know that Minnesota was considered a strong addition to the State Activation Initiative because of the Minnesota Alliance With Youth’s seven priority recommendations, which, when implemented comprehensively, would lead to increased high school graduation rates. The partnership between America’s Promise, Pearson and the Minnesota Alliance With Youth has highlighted the importance of listening to young people and developing solutions based on their needs.
Stacy Skelly, the Vice President of Corporate Affairs, can speak more about Pearson's relationship with the State Activation Initiative.
Stacy, welcome!
[STACY]
[LIZ]
Thank you, Stacy. I’m happy to now introduce Alyssa Rafa, a policy analyst at the Education Commission of the States. She’s going to provide an overview of what states are doing in their legislatures to address discipline policies.
Alyssa, welcome!
[ALYSSA]
[ALYSSA]
[ALYSSA]
Purple States Addressed Alternative Disciplinary Strategies in 2017
Green States Addressed Suspension and Expulsion Reform in 2017
Orange States Addressed Both in 2017
[ALYSSA]
[ALYSSA]
[ALYSSA]
[LIZ]
Thank you, Alyssa! That context is especially helpful as we dive a little more deeply into what is happening with discipline in one state: Minnesota. I’d now like to introduce Elizabeth Pufall-Jones, a lead researcher for this report, to talk about what it means when youth feel disconnected from their schools because of disciplinary policies that exclude them from the classroom.
Welcome, Elizabeth!
---
Thank you Liz.
My name is Elizabeth Pufall Jones and I am the Senior Research Scientist at the Center for Promise. Today I have the honor of presenting our research project titled...
As stated previously, among the seven priorities Minnesota Alliance With Youth are targeting to increase graduation rates, they indicated that “replace exclusionary discipline policies and practices with more effective alternatives,” was the priority that they wanted to address with this research.
Together we noted that while the negative impact of exclusionary practices on youth educational outcomes is well documented, little is known about how the students experience school discipline.
This report explores the exclusionary discipline experiences of a group of young people and some of the promising, non-exclusionary practices that exist in Minnesota.
We take a systems approach to all of our research, believing that youth are active agents embedded within a complex developmental ecology.
From this perspective, the behavior of a young person both influences and is influenced by the settings in which they live. That is the young person’s ecology is at once creating and being created by the young person.
This theoretical lens emphasizes the need to understand the reasons underlying a young person’s behavior; we do not condone acting disruptively in the classroom, however we do believe that violence could be symptomatic of experiences across developmental settings that need to be addressed.
Removing a student from class or the school building as a consequence for misconduct is a disciplinary approach known as “exclusionary discipline.” The term specifically refers to disciplinary actions such as suspension and expulsion as primary interventions for responding to misbehavior, but also includes detention and being sent to the office.
Research indicates that suspending and expelling students DOES NOT help students improve behavior, address underlying causes of their behavior, or make schools safer. In fact, exclusionary discipline is associated with an array of negative outcomes for young people including:
Worse academic performance
Lower levels of school engagement
A greater chance of leaving school before graduating
An increased likelihood of future involvement with the criminal justice system
And Higher levels of school violence and antisocial behavior…among others
Moreover, national discipline data consistently shows that these punishments are disproportionately levied at students of color and students with disabilities.
Minnesota’s discipline data are similar to national trends
•In SY 2016-17 there were 46,311 documented disciplinary actions in Minnesota
•Nearly half of those were for “non-dangerous” student behaviors (e.g. attendance, computer use, etc…) and the most common reason among these (35% of ALL CASES) was disruptive/disorderly behavior
•Particular student subgroups experience disproportionate numbers of these punishments… for example students of color comprised 33% of population but 65% of disciplinary actions
•Students with disabilities comprised 14% of population, but 42% of disciplinary actions
We offer these statistics as context and caution that our research was not designed to explore these disparities, but rather it was designed to explore how a group of young people in Minnesota experienced exclusionary discipline.
Thus we had two related goals for this study: first, we wanted to understand student experiences with exclusionary discipline, and second, recognizing that MN has many schools shifting to more supportive systems of discipline, we wanted to better understand how school leaders were implementing those approaches.
To explore the youth experiences of school discipline we conducted group interviews with a total of 38 middle and high school students in three Minnesota communities. All participants had firsthand experience with exclusionary discipline. Participants were asked to speak about their experiences with school discipline, including, but not limited to, what led to the incident, who was involved in the resolution process, and their subsequent experiences in school. Transcripts from the group interviews were then systematically analyzed to identify key themes.
Across all group interviews, young people explained how their experiences with discipline led them to disconnect from school. Specifically, interventions often did not address the root causes of their behavior, disrupted their learning, and had the effect of making them feel unvalued and unwelcome. Participants expressed a desire to engage in school and succeed, but found that their schools’ disciplinary practices inhibited their ability to do so.
Root causes of behavior must be explored and addressed. Young people’s responses indicate that the reasons for their behavior are not often part of the disciplinary process. The young people expressed wanting to share their perspectives and explain their behavior, but they felt that often they were not given the chance to do so. This left students feeling wrongfully penalized and ignored.
Exclusion interrupts their learning process. Youth explained that being taken out of class makes it harder for them to succeed academically, as they are not given the opportunity to make academic progress while excluded. For these young people, exclusionary discipline impedes opportunities to learn, threatening their connection to their school and educational experience.
Finally, students need to feel valued, welcome, and connected. Young people discussed feeling undervalued at school, noting that racism and other forms of negative labeling from school personnel (such as being called a “bad kid”) often drove the treatment that led to those feelings (sort of a self-perpetuating cycle). Feeling undervalued and unwelcome was a major theme of the focus groups and led to young people’s sense of disconnection from school.
To understand how schools are implementing non-exclusionary practices, we spoke with Minnesota school administrators implementing these practices at their schools. They discussed the mindsets that orient their schools’ approaches to discipline, the disciplinary practices they use, how they implement them, and challenges they face in implementation.
When discussing what schools can do differently, the administrators emphasized four ideas:
Coinciding with our youth finding regarding discipline contributing to disconnection from school, one of the foundational mindsets these administrators spoke about is that disciplinary interventions should always support and be driven by student learning. As a result, all of the school leaders we spoke with considered the success of disciplinary interventions based on the students’ connection to school and success in their learning.
In tandem with our youth finding that the root causes of behavior need to be explored and addressed, these administrators indicated that they interpret student behavior as a communication of needs. Students can experience a great deal of adversity in their lives both in and out of school, which impacts their behavior. Seeing behavior through this lens is pivotal in addressing some of the needs that young people bring to school.
When students feel safe and trusted by staff, they can be open about what they are experiencing and where they need support. Positive relationships allow school staff to meet the individual needs of students, and contribute to a climate of care and compassion throughout the whole school.
Finally, sharing power in this context refers to a sharing of the responsibility for creating a solution. Implementing non-exclusionary practices often involves establishing shared responsibility and accountability between members of the school community, especially students. This represents a major break from the traditional discipline approach, where adults dominate the discipline process.
This research offers a number of implications for policy and practice. The full list of considerations for policy and practice can be found on page 20. While we offer four considerations here, in the report we have several more. We organized our considerations under three categories, General, those for School Personnel and District Leaders, and implications for State Policy Makers, realizing that this research can contribute uniquely to conversations in each of these groups.
To conclude, this research adds to the literature on school discipline and should act as a conversation starter. Young people have the right to feel valued and connected with their school. Schools can support this feeling with the discipline policy and practices implemented in the school. These policies and practices should work to support a young person and their strengths rather than presenting them with a barrier that contributes to a growing physical and mental disconnection from school.
[LIZ]
Thank you, Elizabeth, for demonstrating the critical findings from this report.
Discipline strategies, both exclusionary and non-exclusionary, ultimately all depend on implementation. The experience young people have with their discipline systems differs depending on who is implementing the system in their school or their community, To talk a little more about what that means, we’ve invited several speakers to share their experiences in a moderated panel discussion.
We’re thrilled to have Don Robinson, a recent Minnesota high school graduate, who attended schools with exclusionary discipline policies as well as schools with more restorative practices. We’ve also invited an administrator from Minnesota, Cindy Everling, to discuss her experience with implementation of exclusionary and non-exclusionary practices. They are joined by Elizabeth from the Center and Alyssa Rafa from ECS. We’ll have about 25 minutes for this panel discussion, and then we will open up to questions from the audience.
[Monika asks questions]
Given the numerous challenges presented by exclusionary educators in Minnesota and across the country are exploring promising, non-exclusionary discipline approaches for addressing student behavior and supporting student success and well-being. Three of the most promising and popular practices are restorative practices, school-wide positive behavioral intervention systems, and social emotional learning. These are not new approaches, but have been growing in popularity as pressure mounts to reduce overuse of suspension and student removal.
Restorative Practices represents an approach to community building and response to wrong doing where behavior is understood not as a violation of a rule, but in terms of its impact on relationships. As a result, restorative practices aim to build community and respond to harm through a process of reconciliation. It is increasingly utilized in schools across the country, mandated in over 27 states and has been associated with improved academic performance, lower overall rates of disciplinary referrals, suspensions, reduced disparity by race and disability, and increased levels of trust between students and teachers
SWPBIS is a disciplinary model that emphasizes explicitly teaching behaviors, often tying them to school wide values and norms, and then consistently reinforcing those behaviors through positive reinforcements. When students struggle to reach behavioral expectations, there are tiered systems of support in order to help students succeed. PBIS is also growing rapidly across the country and has been associated with improved academic performance, lower rates of disciplinary referrals, and lower levels of student aggression.
Social emotional learning approaches are not often included in conversations about school discipline but have been a part of school programming for decades, are increasingly recognized as essential to student development, and represent a preventative approach to addressing challenging student behavior. The goal with SEL is to support students in developing emotional regulation strategies, and social emotional competencies so that they are better able to manage their own emotions and behaviors and thus reduce their levels of aggression and build positive coping skills. SEL programs too have been associated with improved academic performance, higher rates of school connectedness and lower levels of aggressive/anti-social behaviors.
These are presented as distinct from one another, but often do and can co-occur.
[LIZ]
Thank you, all for that great discussion.
It's now time to begin our question and answer portion of the webinar. If you haven’t already, please take a moment now to submit your questions via the questions panel. Let’s start with this question…
[include questions from planning document if nobody asks questions]
[LIZ]
That is all the time we have today. We just wanted to thank all of our presenters and panelists for joining us to discuss the importance of implementing discipline practices that keep students feeling engaged and connected to their schools.
You can download the report at Americas promise dot com. For more information about the GradNation campaign, please visit our website. (show on screen).
To join the conversation on social media, please use hashtag #GradNation.
Thanks for joining us and please take a few minutes to answer the questions in the short survey that follows.
Thank you to everyone for participating, and we look forward to supporting your continued efforts to improve graduation rates and outcomes for students!