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NWCC Enews
Education Northwest

NWCC Newsletter

Today, the high cost of college is forcing many students to leave school with mountains of debt—and no degree.

Sara Goldrick-Rab, a national scholar on college access and affordability, will address this issue in a live broadcast at 1 p.m. PDT on November 1 at a REL Northwest event. She will also discuss possible solutions for making college access and attainment a reality for low-income students.

Sara Goldrick-Rab on College Access and Affordability
Wednesday, November 1, 2017
Facebook Live Broadcast: 1 p.m. PT/4 p.m. ET

Sign Up Today!

Four Approaches to Assigning Costs to Central Levels vs. School Levels When Calculating Per-Pupil Expenditures

The Building State Capacity and Productivity Center (BSCP Center) released a resource on the various approaches a state may consider when assigning expenditures to the school level or the central level, which is one of the most challenging decisions states will make when working toward meeting ESSA’s financial transparency requirement. Embedded within the paper are short case studies, including a podcast interview with Donna Nester from Mississippi's Office of School Financial Services and a slideshow detailing Rhode Island's chart of accounts.

Ann Arbor, Michigan: Focusing on Achievement Gaps

The Center on School Turnaround released a report providing an example of how one district has—by strengthening leadership, providing better student support, and implementing effective instructional and data practices—decreased achievement gaps among students. It begins with an introduction of the context, followed by a description of the district’s improvement process. The brief concludes with an analysis of the district’s impact and a discussion on how to sustain the results.

High-Leverage Principles of Effective Instruction for English Learners

The Center on Standards & Assessment Implementation (CSAI) released a resource to provide teachers of EL students with effective, high-leverage learning and teaching principles that can be incorporated into daily instructional plans and routines. Instruction that addresses EL students’ needs should include five key considerations:

  • Determine and address the academic language demands of the lesson;
  • Build upon students’ background knowledge;
  • Design and scaffold deeper learning tasks that integrate listening, speaking, reading, and writing domains;
  • Provide opportunities for student participation through extended oral discourse and structured collaboration; and
  • Use formative assessment to support both language development and content goals.

The high-leverage principles for EL instruction presented in this resource are based on relevant research and most up-to-date literature on effective instruction. Each principle is accompanied by examples that illustrate its use. The resource concludes with an annotated classroom vignette that highlights the principles in action.

Dual Language Learners: A National Demographic and Policy Profile

The Migration Policy Institute released a set of fact sheets comparing key characteristics of Dual Language Learners (DLLs) and their peers nationwide and in 30 states and identifies state policies that support equitable access to high-quality early childhood education and care programs.

2017 State Policy Review: School and District Leadership

The Education Commission of the States released a report providing context and examples of new legislation impacting preparation, certification, induction, professional development, evaluation, and compensation for leaders of schools and districts.

Social and Emotional Learning and Traditionally Underserved Populations

The American Youth Policy Forum (AYPF) released a brief reviewing the current state of research and practice in social and emotional learning (SEL) for three traditionally underserved student groups: students with disabilities, English language learners, and justice-involved youth. The brief identifies patterns of social and emotional development, as well as existing programs that successfully align resources across systems to enhance this development. Lastly, it explores potential policy levers for using SEL to better prepare these populations of students for success in school and life.

A National and Across-State Profile on Adverse Childhood Experiences Among U.S. Children and Possibilities to Heal and Thrive

The Child & Adolescent Health Measurement Initiative released a brief presenting the latest data documenting the prevalence of Adverse Childhood Experiences (ACEs) among children in the United States. ACEs include a range of experiences that can lead to trauma and toxic stress and impact children’s brain development and physical, social, mental, emotional, and behavioral health and well-being. There is growing evidence that it is the general experience of multiple ACEs, rather than the specific individual impact of any one experience, that matters. The impact of ACEs extends beyond children and can have far-reaching consequences for entire communities; consequently, this brief also points to strategies that families, caregivers, providers, and communities can implement to reduce the negative health effects associated with ACEs and help children heal and thrive in the face of adversity.

Enabling School Counselors to Focus on Postsecondary Transitions

The National Association of State Boards of Education (NASBE) released a policy update exploring the ways state boards of education can address the challenges school counselors face and better support student transitions after high school.

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