Latest news with #EnglishLanguageArts
Yahoo
5 hours ago
- Politics
- Yahoo
Incoming education commissioner outlines priorities
BOSTON (SHNS) – Literacy, teacher recruitment and retention, and promoting bilingual education are at the top of the priority list for the state's new K-12 commissioner of education. Pedro Martinez will begin running Massachusetts's Department of Elementary and Secondary Education on July 1, after former Commissioner Jeff Riley stepped down in March 2024 and over a year of interim leadership. Speaking at his first public event in Massachusetts since he was chosen for the role, Martinez outlined some of his priority goals on Tuesday at a Massachusetts Business Alliance for Education event in Boston. Among them is getting students back on track when it comes to reading. 'This issue has been front and center for students, as students return from the pandemic. And by the way this is national. Anybody who was a parent of a young child remembers, and remember our third and fourth graders today, those were children that were going to start their education during the pandemic period. So it's not a coincidence,' Martinez said. Teachers, education advocates and state officials in Massachusetts have been talking about improving student literacy for years, as young people have struggled with reading and writing after the pandemic. On last year's state testing, 41% of third through eighth graders scored in the 'meeting or exceeding expectations' range for English Language Arts. Currently the superintendent of Chicago Public Schools, Martinez said that in the city 'we realized that the only way to really solve this is we had to go back to the basics.' 'So we had to bring them in as soon as possible,' he said. 'So we expanded universal preschool across every one of the 77 communities. Free, full-day preschool. There we started laying the foundations.' In Chicago, they began 'implementing the foundational skills from pre-K through fifth grade — some people call it the 'science of reading,' ' he said. 'The instruction incorporates best practices such as abundant reading of diverse texts, frequent opportunities for students to write about what they read, and teaching students how to communicate with digital environments.' Science of reading is not one specific curriculum program that districts can buy, but a collection of research based on phonics, vocabulary, fluency and comprehension. The approach to teaching reading differs from past approaches partially by emphasizing phonics instruction — teaching students to understand how letters and groups of letters link to sounds and spelling patterns — though it is not wholly based on phonics. The term science of reading has been around for over a century, but has recently become shorthand to discuss using cognitive research on how children's brains work while reading, and using more classroom time on learning to sound out words and work on comprehension. 'I'll tell you, going into classrooms and seeing kindergartners write about something they've read, it's priceless, especially in high-poverty communities,' Martinez said. Gov. Maura Healey launched a program dubbed 'Literacy Launch' last year that secured $20 million in the state budget, in addition to $38 million in federal literacy grants, focused on getting higher-quality literacy materials into dozens of districts, which they're hoping will translate into improved reading scores and an improvement in the foundational skill on which all other learning depends. 'I know that Massachusetts recently adopted a long-term plan to improve literacy as well. I commit to you I will do everything in my power to ensure that that plan is successful,' Martinez said. In addition to literacy, Martinez said he'd be focused on recruiting and retaining high qualified educators. He shared a story about a teacher who he said changed the trajectory of his life. His sixth grade teacher in the Chicago Public Schools, Mr. Asher, 'was the first teacher that told me I was actually below grade level. He was actually the first teacher that said, 'I'm going to hold you accountable and you're going to make sure that you're going to rise up to that challenge.'' Martinez credited Mr. Asher with his coming out of 6th grade above grade level, and eventually becoming the first in his family to graduate high school and finish college. 'Mr. Asher changed my life,' he said. 'A highly qualified educator is the number one way to really close achievement gaps, and therefore, how we recruit, how we retain teachers — there are proven strategies across the country — and that's what I really want to look at.' He recommended a few ideas, including teacher residency and internal recruitment programs. In Chicago, he said, the district created a program called Teach Chicago Tomorrow. 'We're always complaining that we can't find highly qualified teachers, but guess where the students start? They start in K-12, right? In the districts. And so in Chicago we started working with the higher ed community, identifying students that had a passion for education, giving them really a clear path for them to be able to not only get support financially, get mentorship all the way through finishing to become teachers in our schools,' Martinez said. He added that thousands of paraprofessionals also moved into teacher roles through a similar program. Another priority Martinez highlighted Tuesday was bilingual education. 'I think we need to go even deeper in Massachusetts,' he said. 'One of the blessings that I feel is to be bicultural, to be bilingual is such a gift. It is such a gift. And so why wouldn't we want that for all of our children in Massachusetts? Why wouldn't we want all of our children to have access to multiple languages? Martinez immigrated to Illinois from Mexico when he was five years old. The last priority he highlighted was helping connect Massachusetts students to higher education. He talked about working in the San Antonio school district in Texas, where he saw people move from out of state to take advantage of Texas's strong economy while local students struggled to get jobs. 'Texas imports a lot of their labor, and then we have individuals that grew up in Texas, and there was a mixed bag. And so my question in Massachusetts, how do we make sure that it's our students that live in Massachusetts? How do we make sure that it's our students that are taking advantage of the amazing, amazing higher ed infrastructure that exists in the state?' he said. He added that 'one thing that I'm really anxious to talk to everyone about is, how do we get rid of this conversation of careers or college? That's not a thing everybody.' Martinez proposed working with community colleges and creating pathways in manufacturing, technology and health care to connect higher education and career opportunities for students after high school. 'I can't help but just recognize where I'm at in Massachusetts. This is a rich history, as everybody talked about, of education here,' he said. 'I can just imagine in 1993 when many fine individuals in this room came together to pass the Massachusetts Education Reform Act that has now put Massachusetts, in my opinion, number one in the nation. So think of this moment now. This is a time when we can come together, we can build a similar bold vision about what we expect our students to be able to do after high school.' WWLP-22News, an NBC affiliate, began broadcasting in March 1953 to provide local news, network, syndicated, and local programming to western Massachusetts. Watch the 22News Digital Edition weekdays at 4 p.m. on Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
Yahoo
12 hours ago
- General
- Yahoo
Opinion: How I Coach All Educators at My Baltimore HS to Be Reading & Writing Teachers
If you've been following education news, you know students' reading and writing skills remain low, especially after the pandemic, with no state having made gains since 2022. School districts need to do more to ensure every student enters adulthood fully literate. One step is to train all educators — not just those in elementary and English classes — to be reading teachers. Many states, including Maryland, where I live and work as a literacy coach, are embracing the science of reading, which uses brain science to teach children how to read. However, these efforts are focused at the elementary level, and older students are going through high school without the benefit of these best practices. My district, Baltimore City Public Schools, is working to address that problem. For the last four years, I have helped all teachers at Reginald F. Lewis High School weave reading and writing into their lessons. This is unusual, because while the district has had literacy coaches in elementary and secondary schools, most work only with English Language Arts teachers. This isn't enough. Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter Consider this: During a team meeting, teachers and I reviewed Maryland's state English test and found it had just one set of questions related to a literature passage. The rest were based on informational texts, such as historical primary source documents, scientific reports and graphs. Subject-matter teachers are best-suited to help students learn to read and analyze these passages. While all the teachers I work with know that students are coming to them with large literacy gaps, most weren't accustomed to working with a coach, especially a literacy coach. They were skeptical at first. Overcoming that required taking key steps. Related First, my principal had to make it clear that literacy learning was a schoolwide responsibility and that I was there to help. Then, I had to build strong relationships with teachers. I did that by listening, learning about the challenges they faced, observing instruction and providing feedback, and being a consistent and supportive presence in their classrooms. We studied data and set goals together. It was especially important to be patient. Change of this kind takes more than a single school year. Across classrooms, we raised the rigor. Because reading achievement was low, teachers had been using texts designed for elementary or middle schoolers. But what our high schoolers needed was reading material aligned to high school expectations. My job was to give teachers tools that they could use to help students understand what they were reading. These included strategies such as previewing complex vocabulary with students before diving into reading and offering multiple opportunities and ways to access difficult texts, such as through read-alouds or partnered reading. Those approaches improve reading fluency and are particularly appropriate when books or articles are challenging. Yet, even as the teachers helped students to access harder books, they had to pull back on doing too much. I found they were reading aloud texts that students were capable of reading on their own, or oversimplifying assignments and taking away opportunities for students to write answers that showed what they really knew. Related Today, the teachers know that I'm there to help their students learn in their particular content area and are proud that, after a sharp dip in proficiency directly after the pandemic, our students have made significant gains in English language arts proficiency. Overall, our school went from 10% English proficiency in 2023 to 27% in 2024, and we met our literacy progress goals for the first time since the pandemic. Teachers also like the engagement they see in their classrooms when students read aloud to their partners or speak up to answer questions. More recently, after we realized students were skipping written response questions on state assessments, we started weaving writing instruction into the school day. To tackle this, our school made writing instruction the focus of professional development and coaching. We all read 'The Writing Revolution,' by Judith Hochman and Natalie Wexler, and I provided support to teachers based on the approach in the book and training I received. Many teachers at first lacked confidence around teaching components of good writing, so I provided explicit modeling and coaching. In a math class, I'd have a teacher demonstrate what good writing looks like in that grade and subject — for example, writing a response to a question — and then we'd discuss ways to help students reach that level of proficiency. Today, nearly all teachers in my school are more comfortable providing writing instruction in their content area, and nearly all implement some kind of writing instruction every day. This means that students get multiple chances to practice writing and learn particular skills. I love hearing them saying things like, 'All my teachers are talking about segment fragments!' Or, 'Now we have to use conjunctions everywhere!' In January, teachers had reported that half or more of their students skipped writing tasks on any assignment. Today, nearly every student writes answers to assignments, and basic writing mistakes have dwindled. I've also been working to help encourage students to read independently. NAEP survey data show that a mere 14% of 13-year-olds read for enjoyment daily. It's a shocking figure but it reflects what I see. I often ask students what they like to read, and unfortunately a common answer is, 'I don't know. I don't really like reading.' Related After one of these exchanges, I asked my 10-year-old, who loves curling up with a book, what he would say to that. 'I would say they just haven't found the right book yet!' he replied. High schoolers have tons of interests and opinions; they just need to find a book based on these interests to ignite a love for reading. Sometimes I ask kids what movies they like, and the answer usually helps make a connection to books. I also encourage families to participate in summer library programs that give kids and adults a free book of their choice each month. I believe the successes my school has seen on classroom tests in literacy will also show in the state exams our students recently took. More importantly, I'm confident the skills they've learned will make a lasting difference in their lives, whatever path they choose.
Yahoo
21 hours ago
- Business
- Yahoo
APS budget boosts school-level funding by $45M, cuts central office costs
The Brief The Atlanta Board of Education approved a $1.3 billion budget for fiscal year 2026, focusing on classroom instruction and foundational learning while reducing central office costs. The budget includes a $45 million increase in direct school-level funding and cuts 135 central office positions, saving $25 million to be redirected to schools and classrooms. The budget aims for long-term financial stability by eliminating a $15 million general fund transfer to the School Nutrition Program and reducing reliance on reserve funds by 86%. ATLANTA - The Atlanta Board of Education has approved a $1.3 billion budget for fiscal year 2026, embracing a "back to basics" approach aimed at closing a financial deficit while preserving key investments in teachers, literacy, and school safety. The budget, passed during the board's regular meeting on Monday night, reallocates resources to support classroom instruction and foundational learning while trimming central office costs and duplicative programs. The backstory The newly adopted budget includes a $45 million increase in direct school-level funding and an additional $11 million targeted for core classroom instruction. Resources will be concentrated at the elementary level to bolster early learning. Cuts made in the current year have allowed the district to fast-track the adoption of new textbooks and updated learning materials. Funding for professional development in English Language Arts and Math will be maintained, reinforcing the district's emphasis on instructional quality. A major component of the new budget is a reduction of 135 central office positions, resulting in $25 million in savings. Officials said those funds will be redirected to schools and classrooms. The district is also working to limit utility spending and apply zero-based budgeting to its signature and turnaround programs. Duplicated funding for programs such as Atlanta Virtual Academy and Phoenix Academy is being eliminated to free up additional funds for core services. Employee benefits remain a significant cost driver, with more than $26 million in increases tied to retirement system contributions and state health benefits. The budget fully funds a 5% increase in Teachers' Retirement System rates and increases of 7% and 20% for certified and classified health benefits, respectively. The budget eliminates a $15 million general fund transfer to the School Nutrition Program and fully funds an $8.8 million step increase for all district employees. APS also reported an 86% reduction in its reliance on reserve funds, a move officials said points to improved financial sustainability. A new facilities master planning process is underway to address long-term infrastructure needs across the district's 87 learning sites. Atlanta Public Schools serves approximately 50,000 students across neighborhood, partner, charter, and alternative schools. What they're saying "This budget reflects a focused and deliberate approach, leaning into what's working and strategically abandoning what's not," said Superintendent Dr. Bryan Johnson. "We are maximizing resources in ways that directly propel our students forward, while simultaneously being diligent stewards of taxpayer dollars." "The ABOE's priority is to ensure that every dollar is used effectively to support student success," said Katie Howard, chair of the board's Budget Commission. "This budget, which reduced central office spend and put more money towards schools, reflects our educational goals and priorities as well as positions us to further improve as we focus on student outcomes." The Source Atlanta Public Schools provided the details for this article.
Yahoo
23-05-2025
- General
- Yahoo
District rolls out new ELA curricula
ANDOVER — The school district will roll out new English Language Arts curricula for kindergarten through eighth grade in the fall. The School Committee voted, 5 to 0, at its Thursday meeting to approve the curriculum Great Minds' Arts and Letters at the elementary level and Amplify ELA at the middle school level in order to begin implementation at the start of the 2025-2026 school year. During the past year, a working group of administrators and a team of elementary and middle school teachers tested and evaluated different programs for English Language Arts (ELA). The school district partnered with Achievement Network (ANet) for a literacy audit and to develop the working group in order to review and assess literacy curriculum. A working group was guided by the Implement Massachusetts framework from the Department of Elementary and Secondary Education. Pilot programs were then launched across Andover schools and observed how both students and teachers engaged with the new materials. Both Amplify and Arts and Letters were part of the pilot project. From January to May, a pilot group of 45 elementary and 27 middle school teachers piloted the curriculum in a month-long test. In May, the teachers who piloted the programs in their classrooms, along with administrators, selected their preferred curriculum. While both programs were piloted at the elementary and middle school levels, educators and administrators collectively chose ones for each level. 'The goal was to really make sure that this fit the expectation and the need that the grade-level teachers thought it would,' Assistant Superintendent of Curriculum Julie Riley said. 'It was really important that each group had the ability to make that decision independently.' For elementary students and teachers, Arts and Letters will see instructional time divided into four modules that integrate ELA with social studies, science and fine arts in 60 minute lesson structures. The modules will incorporate literacy, nonfiction, fine art and multimedia texts. Writing is included in all instructions such as narrative, expository, persuasive and responsive interwoven in each module. Amplify ELA for middle schools is a comprehensive curriculum centered on complex texts for the students to build meaning and express their own ideas through writing. It blends print and digital platforms. The curriculum focuses on writing in response to reading. The middle school curriculum is structured, but has flexibility. School Committee member Lauren Diffenbach said she felt good about the curricula. She said it was helpful to see the teachers' feedback. During the rollout next school year, there will be comprehensive professional development and embedded coaching from both curriculum vendors. The school district is additionally planning parent informational sessions.
Yahoo
21-05-2025
- General
- Yahoo
United Way of Champaign Co. raises thousands, starts literacy grant for teachers and non-profits
SAVOY, Ill. (WCIA) — New literacy grant applications are now open in Champaign County, and organizers hope the grants will increase access to books and ultimately improve literacy rates. The reality is, some test scores show many students across Central Illinois are struggling to meet English Language Arts (ELA) expectations. The United Way of Champaign County Women United group wanted to make a change, raise money at this year's 'Power of the Purse' event, and started to write a grant based on the nearly $140,000 raised. They looked at data from third graders from the Illinois State Board of Education report card. In Champaign, 38.9% of third graders did not meet ELA expectations. In Urbana, that number is 63.7%, and in Rantoul, almost 65%. 'That's something that can have a profound effect on communities,' Cynthia Bruno, the Women United chair, said. 'When we think forward to what kind of community we want to live in, and ensuring our children receive a rigorous education, being able to help them with that is of the utmost importance.' United Way of Champaign Co. helps fill the gap for families in need of diapers She and others hope the new grant for Champaign County teachers and non-profit leaders makes a difference. $50,000 will be divided among some applicants, and you can get between $1,000 and $10,000 for the work done. But that's not all. Some of the money will also help bring books directly to families' front doors with Dolly Parton's Imagination Library. 'Dolly Parton's Imagination Library provides the books, but they're not free,' Beverley Baker explained. 'They have to be paid for. The funds that we raise for the library go directly to purchasing those books. It costs about $27 per year for one child.' She has seen the power of the program in the past and is optimistic about seeing how empowering students with books can make a difference in the future. 'As we reach more and more households with children under age five, we hope to see the kindergarten readiness skills and benchmarks begin to improve, and we hope to see that children are progressing on grade level,' Baker added. 'We know that having books in the home is one significant way we can help that.' You can apply for the grant up until July 1st. Parents interested in participating in Dolly Parton's Imagination Library can find more details at this link. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
