By Transforming Education|2021-03-15T12:57:19-04:00August 9th, 2020|
We are living through an unprecedented moment of challenge and uncertainty as we experience the serious health and economic impacts of COVID-19 and a simultaneous racial reckoning nationwide. In this same moment, we also know more than ever before about learning and human development. Convergent evidence from multiple disciplines has demonstrated that learning and
By katieandclark|2020-11-09T23:27:57-05:00August 6th, 2019|
Transforming Education (TransformEd) has been working with NewSchools Venture Fund on a multi-year project to assist schools in expanding their definition of student success to include academics, social-emotional competencies, and positive learning environments that support students’ development. As part of this project, TransformEd provides school leaders with the data, research, and support they need to improve student outcomes.
By Akira|2020-10-31T02:12:27-04:00June 20th, 2019|
A recent study by Transforming Education, conducted in partnership with NewSchools Venture Fund, suggests that across 18 innovative and diverse charter schools located throughout the country, students report having very different experiences within the same school based on a student survey of the school culture and climate.
By Akira Gutierrez and DJ Cervantes|2020-11-09T23:18:32-05:00May 20th, 2019|
Practitioners can use CORE benchmarking data to target resources and supports needed most within their schools and districts. Benchmark data can be used to illuminate strengths within and across schools or grade-levels in order to help identify and scale promising practices; it can help leaders and administrators identify disparities in SE development in order to inform resource allocation; and, it can be used to prioritize student SE development goals and set priorities for the year. We recommend that you use following set of questions to help guide your use of the CORE benchmark data to unpack your own students’ social-emotional survey data.
By Jen McMillan|2020-10-22T03:21:42-04:00March 11th, 2019|
When educators make over 1,500 decisions on a daily basis, how do we ensure that these choices are consistently oriented toward the holistic development of each of our students? This is the question that our team at Detroit Prep and Detroit Achievement Academy sets out to answer each school year as we develop our annual goals.
By Katie Buckley & Sara Krachman|2020-10-14T20:40:25-04:00January 6th, 2019|
A large and growing body of research demonstrates that success in life requires both academic and social-emotional skills. When young people develop these interconnected sets of competencies, they are more likely to be healthy, engaged in their communities, financially secure, and empowered to pursue goals of their own choosing. Inspired by this body of research, Transforming Education (TransformEd) and NewSchools Venture Fund (NewSchools) have embarked on a multi-year partnership to support schools in expanding their definition of student success to include academics, social-emotional competencies, and the positive learning environments that support students’ development in both of these domains.
By Akira Gutierrez and Katie Buckley, EdD|2020-11-09T23:27:48-05:00November 28th, 2018|
We recently had the opportunity to attend SRCD’s special topic session: Promoting Character Development Among Diverse Children and Adolescents. The conference touched on many things we, here at TransformEd, believe in deeply and work to integrate not only into our work with educators but also into our own lives, as parents to little ones.
By Transforming Education|2020-10-22T03:24:24-04:00August 24th, 2018|
Nowhere is a data-informed approach to social-emotional learning more pronounced than in California’s CORE Districts, which embarked on a groundbreaking effort in 2013 to capture a more holistic vision of student success and school quality. There, eight of the largest districts in the state have incorporated Social-Emotional (SE) and Culture and Climate (CC) survey data into their measurement systems. Research on these measures, led by Policy Analysis for California Education (PACE), reveals encouraging results: that student self-reporting on these measures is valid and reliable for driving continuous improvement in practice. But what does continuous improvement look like on the ground in these California schools?
By Clark McKown|2021-07-06T22:39:59-04:00July 11th, 2018|
Multi-tiered systems of support, or MTSS, are based on a simple and positive premise: We should use data to teach in ways that build on student strengths and address student needs. At its best, MTSS guides educators to use assessment data to teach in the most effective way possible.
By Matthew Kraft|2020-10-31T02:21:10-04:00May 24th, 2018|
There’s a palpable, growing urgency to focus on social-emotional learning (SEL) in our schools. Education experts and policymakers recognize that building healthy relationships and responsible decision-making matters to student outcomes, and teachers overwhelmingly acknowledge that SEL is important to learning. Meanwhile, recent “staggering statistics” reveal the high rate at which today’s students suffer from mental illness and trauma – conditions which certain SEL-related practices can work to address. For these reasons and others, more and more educators are seeking to intentionally cultivate learning environments that help students develop socially and emotionally.