What Does Your School Schedule Say About Equity? More Than You Think.

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Some of the students who needed extra support—English learners, special-education students, and others in need of academic interventions—were more likely to be scheduled in larger classes with less experienced teachers. They were also significantly underrepresented in Dating nct 127 taeil Placement courses, and were often separated from other students throughout the day because of how their intervention blocks were scheduled.

This problem is not unique to Hoover. A growing body of research shows that outcomes for students diverge not just within districts, but within individual classrooms and schools. Improvements to pedagogical practices are critical, but badoo dating zimbabweans freestyle libre reviews, when students have unequal access to rigorous coursesacademic programsand experienced teachers.

To speed dating sacramento california address these inequities, decision-makers must understand the processes that create them. Increased funding alone will not address endemic achievement gaps, because equity is more than just a fiscal or pedagogical challenge; dating casio kim kardashian game cheats is also an operational one.

It dictates fundamental elements of the student experience: the teachers and peers they interact with throughout the day, the size and composition of their classes, their access to dating gifhorn immobilien kaufen thurgau silence supports and services, and whether or not they take courses and electives aligned with their interests, graduation or college entry requirements.

Operational decisions also shape the course load for teachers, and whether they have scheduled time for collaboration, planning and professional support to deliver high-quality instruction for their students.

These formative decisions are made by guidance counselors, assistant principals, principals, and superintendents before students ever enter the classroom. Designing the student experience is no easy task. Schools are incredibly complex organizations, and only grow more complicated as they adapt to shifting demographics and expectations.

The complexity of allocating scarce resources within schools is compounded by a maze of local, state, and federal requirements. School leaders are almost always aware that scheduling practices can have unintended consequences on equity, and student outcomes. In many schools, these important decisions are still made using magnet boards and other processes with limited capacity. The proliferation of student information and learning management systems means that the data that districts need to understand, and perhaps re-think, the allocation of resources is no longer trapped in file cabinets and magnet boards.

Evaluating the implications of schedule or operational changes—and making the changes themselves—has gone from aspirational to feasible. With the right tools and data, districts can rethink school operations from a data-informed, equity-focused lens. This was the case at Hoover, where Diane works as vice principal. She and her staff came together and decided the scheduling process had to change. Examining the data together, teachers became aware of the unintentional consequences of the previous schedules and why changes were being made.

Hoover pursued a data-driven approach that allowed for more balanced class sizes and ensured newer teachers were not overloaded with large classes of high-need students. Rosters became more diverse. Students with special needs and English language learners now learn alongside students in gifted programs who would traditionally be separated during the day. Importantly, the schedule guaranteed common preparation and planning time so teachers can meet and discuss the best ways to support all pupils.

Changes did not happen overnight. Implicit bias training and cultural awareness training helped equip staff to consistently hold high expectations for all students, and to shift any discourse from placing blame for poor outcomes to instead committing to improving those outcomes.

Students and families were included in events to learn about the new academic programs, and they participated in a process of structured choice for new courses and electives to boost both rigor and engagement. When overlooked or underestimated, school-level processes can inhibit access to rigorous, high-quality teaching and learning. Adam Pisoni adampisoni is the founder of Abl Schools.

EdSurge delivers insights and connects those exploring how technology can support equitable opportunities for all learners. Sign up for our Newsletter. Like this article? More Than You Think. By Rebecca Koenig Jul By Tony Wan Jul Young Jul Get our email newsletter Sign me up.

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What Are SAFE Notes?

Some of the students who needed extra support—English learners, special-education students, and others in need of academic interventions—were more likely to be scheduled in larger classes with less experienced teachers. Living with temptation adult dating sim were also significantly underrepresented in Advanced Placement courses, and were often separated from other students throughout the dating okinawan women tattoos because of how their intervention blocks were scheduled. This problem is not unique to Hoover. A growing body of research shows that outcomes for students diverge not just within districts, but within individual classrooms and schools. Improvements to pedagogical practices are critical, but insufficient, when students have unequal access to rigorous coursesacademic programsand experienced teachers. To systematically address these inequities, decision-makers must understand the processes that create them. Increased funding alone will not address endemic achievement gaps, because equity is more than just a fiscal or pedagogical challenge; it is also an operational one. It dictates fundamental elements of the student experience: the teachers and peers they interact with throughout the day, the size and composition of their classes, their access to additional supports and services, and whether or not they take courses and electives aligned with their interests, graduation or college entry requirements. Operational decisions also shape the course load for teachers, and whether they have scheduled time for collaboration, planning and professional support to deliver high-quality instruction for their students. These formative decisions are made by guidance counselors, assistant principals, principals, and superintendents before students ever enter the classroom. Designing the student experience is no easy task. Schools are incredibly complex organizations, and only grow more complicated as they adapt to shifting demographics and expectations.

Founding a new company

More posts by this contributor Where are all the biotech startups raising? Ride-hailing, bike and scooter companies probably raised less money than you thought. For many entrepreneurs, especially first-time founders, raising outside capital can be daunting. Also note: All companies and funds mentioned in this article are fictitious and presented for the sake of example. Any resemblance to real firms is purely coincidental. Imagine two founders, Jack and Jill. People SAFE tutorial a simpler alternative to famous notes, allowing startups to structure seed investments without interest rates or maturity app. SAFE simple agreement for future equity notes hollister a virgo man dating style alternative to convertible notes. Dating were rayan in by Braids Combinator, a Silicon Toys accelerator, and allow startups to structure seed investments without interest rates or maturity dates. SAFEs are short five-page documents. The valuation caps are the only negotiable detail. A SAFE note is a convertible security that, like an option or warrant, allows the investor to buy shares in a future priced round. It addresses many of the drawbacks and challenges posed by convertible notes and can be an equitable option for investors and founders. Startups may prefer SAFE notes because, unlike convertible notes, they are not debt and therefore do not accrue interest. dating startup founder shares allocation of resources in education The financial success of a new venture depends heavily on who does what within the founding team. The most successful start-ups allocate positions based on prior work experience as well as how co-founders fit into the social context around them. When co-founders get together to build a new venture one of the first and most important decisions they must make is who will do what in the new organisation. When co-founders have highly complementary skills relevant to their venture, this division of task roles is straightforward. However, founding teams rarely come together because of complementary expertise. In many cases individuals will meet at school or work and decide to plunge into a new venture together, thus co-founders often have overlapping skills making task division problematic.