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  • California colleges report no financial aid delays so far but fear federal upheaval

    California colleges report no financial aid delays so far but fear federal upheaval


    A 2025-26 FAFSA form.

    Credit: Andrew Reed / EdSource

    Financial aid staff at California’s colleges and universities have a cautiously optimistic message to share this spring — but are weighing contingencies in case massive restructuring and cuts at the U.S. Department of Education upend federal aid this summer and fall. 

    First, the good news. Federal aid for this spring term — like Pell Grants and work-study aid — has already been disbursed. Universities are processing files from the Free Application for Federal Student Aid, or FAFSA, for next fall on schedule. And in turn, colleges are sending prospective students preview offers of grants and other support they are eligible to receive if they enroll.

    But trepidation is building about what’s ahead for the hundreds of thousands of California college students receiving Pell Grants and federal loans. Layoffs that have roughly halved the U.S. Department of Education’s workforce “raise serious concerns about the near future, particularly potential delays to the upcoming FAFSA cycle and the federal government’s capacity to accurately distribute billions in student aid,” said Toni DeBoni, the associate vice president for enrollment management at CSU Channel Islands.

    Those worries come following President Donald Trump’s executive order directing Secretary of Education Linda McMahon to “take all lawful steps” to close the Department of Education. The White House wants to potentially shift the $1.6 trillion student loan portfolio to the U.S. Small Business Administration (SBA) and even transfer Pell Grants to another department.

    Trump administration officials have pledged not to interrupt services as they wind down the Education Department, which would require congressional action to be formally eliminated. Trump says student loan servicing has “been a mess” and that it would improve under the SBA. But critics charge that dismantling Education parceling out its workload could hamper the distribution of aid to millions of students and harm student borrowers.

    If those dire predictions prove true, the University of California (UC) and California State University (CSU) systems would face disruption to a major funding source. Cal State received almost $2.3 billion and UC about $1.7 billion in federal student aid in the 2022-23 school year, much of it for Pell Grants and student loans. Any delay would also be felt at California community colleges, where 24% of students received a Pell Grant in the 2023-24 school year.

    Both university systems are reassuring prospective students and saying they think federal student aid will continue uninterrupted, despite fears of possible cutbacks.

    A UC spokesperson said in a statement that the system of 10 campuses does “not expect recent news about the U.S. Department of Education to impact our ability to award and disburse financial aid to our students” and that federal grants and loans remain available “with no anticipated changes to availability in the foreseeable future.”

    A CSU spokesperson said the 23-campus university system does not anticipate any delay or stop to federal student aid in the 2025-26 school year, adding that “the number of [student and parent] concerns regarding recent federal actions haven’t been widespread.” Systemwide, almost 42% of CSU students receive a Pell Grant, a form of aid for students from low-income families that can provide up to $7,395 for the 2025-26 award year. 

    However, Cal State officials addressed the uncertainty about federal changes more directly at the March meeting of the system’s board of trustees.

    “We know that there have been some (departures) of employees in the Department of Education,” Chancellor Mildred García said. “We are concerned about the process it will take to really go through the FAFSA, and that’s the most that we have heard.”

    “We don’t know who’s going to be processing our FAFSA applications, who is the people in charge, etc.,” she added.

    Nathan Evans, the CSU system’s chief academic officer, said that students and families seeking help with their federal student aid “are having difficulty in connecting and engaging with folks that support the FAFSA process at the federal level. So our teams at our universities are working as hard as possible, but sometimes those answers can only come from the folks that are helping support that directly.”

    Meanwhile, the California Student Aid Commission reported in late February that the number of high school seniors completing financial aid applications was down 25% compared with the same point two years ago, before the rocky rollout of the 2024-25 FAFSA. State officials attributed the decline in part to a nearly two-month delay in the opening last fall of the current federal financial aid cycle.

    Aiming to boost applications, the California Student Aid Commission extended the state’s priority deadline — the date by which students planning to attend four-year schools must apply for most state aid programs — until April 2. The latest commission data shows that as of April 1, about 55% of current high school seniors have completed a FAFSA or the California Dream Act Application, a form of state financial aid aimed at undocumented students. An aid commission spokesperson said the commission plans to soon compare applications through early April to previous years.

    So far, there are promising signs that aid applications are increasing. An analysis by the National College Attainment Network found that FAFSA submissions in California have risen 11% year-over-year. Financial aid staff at Cal Poly Pomona, CSU Bakersfield and UC Riverside said they have observed more FAFSA applications than in the previous year or two, suggesting a return to normal after complications with the new FAFSA.  

    But financial aid officials said Trump’s call to close the Department of Education has led some families to mistakenly conclude that federal student aid is no longer available, discouraging them from applying. Officials are working to counter that misinformation.

    Chad Morris, the director of financial aid and scholarships at CSU Bakersfield, has a simple message to families questioning whether federal aid will be reduced or delayed: Apply anyway. “Take the steps as if there won’t be any disruption,” he said. 

    Cal Poly Pomona is also trying to keep students focused on the here-and-now basics: The Department of Education is still operational; Pell Grants and federal student loans are protected by the law and are still available; students should apply as usual.

    “We don’t know what’s going to happen,” said Jessica Wagoner, the university’s senior associate vice president for enrollment management and services, “but what we can do is tell (students) what’s going on now.”

    Those soothing messages could be muddied by the loaded choice facing students who are eligible for federal aid as U.S. citizens or permanent residents, but who have spouses or parents who are undocumented immigrants. Students from such mixed-status families may have particular apprehension about whether data submitted through the FAFSA could be used for immigration enforcement purposes, though federal law prevents the U.S. Department of Education from using information students enter into the FAFSA for a purpose other than determining a student’s aid.

    University of California students have sued the Education Department, accusing it of turning over sensitive federal student aid data to members of Elon Musk’s Department of Government Efficiency, or DOGE. A federal judge in March blocked DOGE from accessing private data housed at the Education Department. 

    “When students are completing the FAFSA, they need to really look at the risk factor that they may take, especially mixed-status families,” said Jose Aguilar, the executive director of UC Riverside’s financial aid office. “But at the end of the day, if they are eligible for these federal grants and programs, I would encourage them to apply through the FAFSA.”

    UC Riverside has already started sending new students preliminary aid award letters. Its students receive about $79 million in Pell Grants, another $3 million from federal work study and Supplemental Educational Opportunity Grant combined, and an additional $70 million in federal direct subsidized student loans, Aguilar said.

    Given the swings in federal education policy this spring, some university officials are starting to think about how they might respond if federal aid is delayed. DeBoni of CSU Channel Islands said her campus is “actively preparing contingency measures.” The university could extend internal deadlines for students to accept admissions offers or apply for scholarships, she said, and institutional scholarships could help to fund students’ expenses.

    At Cal Poly Pomona, Wagoner said the university could give students waiting for aid similar leeway. But the university, where almost 44% of students receive a Pell Grant, would face “a very big challenge” in the unlikely event of an abrupt drop in Pell dollars, Wagoner added. “I don’t know if we — if any institution — could supplement that loss.”





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  • Balancing Freedom and Control with Classroom Technology

    Balancing Freedom and Control with Classroom Technology


    Feb 4
    2025

    Balancing Freedom and Control with Classroom Technology

    Al Kingsley

    By Al Kingsley, CEO, NetSupport.

    Teachers know that giving students more freedom — by enabling greater choice and agency — unlocks engagement and better outcomes. Decades of research backs this idea up. Still, there’s value to structure in a classroom.

    How then, can teachers balance maintaining a level of control that steers productive learning with giving students the freedom they need to thrive? Setting clear boundaries and leveraging technology effectively are the keys. 

    The Value of Limiting Choice

    Technology is often thought of as a tool that can help open more choice for students. Whether it’s choosing research topics that fit their interests, providing options to engage in educational content to meet different learning styles, or even giving students ways to master topics at their own pace.

    Research on choice, however, shows that too many options can be counterproductive. People are more likely to make decisions, and avoid “analysis paralysis,” when there are fewer options. The magic number, the reports say, is to offer less than six choices. 

    As teachers continue to embrace allowing students more classroom freedom, using technology to offer a set of choices rather than limitless options can be effective. 

    Adding Alternatives for Answering Questions

    Class participation is an easy way to add greater freedom for students without overwhelming them with choices, especially by using technology. For example, if teachers want all students to participate in a classroom discussion they can ask for responses to questions using a computer-based poll and then ask students who feel comfortable to share their answers out loud.

    An alternative option is to adopt a platform with a classroom chat feature. Teachers who use classroom.cloud report that using the solution’s chat feature allows students who might be more self-conscious or shy to speak up. By typing their response, or even discreetly asking a question, students can engage more fully in classroom activities. 

    Adding Guardrails to Set Students Up for Success

    Many approaches that grant students greater freedoms are based on self-directed learning. Students might be able to choose the final format of a project or decide between learning about a topic by reading or watching a video about it.

    Likewise, offer a game like a web-based scavenger hunt. Such activities require students to use computers and tablets with internet access, opening the door to a variety of explorations, as well as distractions. 

    Just as teachers can use technology to increase options for learning, they can also use it to add guardrails that size down the vast world of the internet to something not quite so overwhelming (or tempting).

    Determining the websites and applications students can access by creating a list of “allowed” and “restricted” content ensures students only access relevant and appropriate resources during class. This way, they will stay on task and work more efficiently. 

    IT directors who have adopted classroom.cloud ease the burden of managing such a list off teachers’ plates. Instead of taking up teachers’ time to create and manage the lists, IT leaders work with educators to identify sites and apps and then set the restrictions and allowances. Other control options needed include different permissions for specific school buildings within a district. 

    Tools that enable simultaneous screen sharing as well as a lock screen feature can also help in setting up appropriate guardrails.

    When teachers can manage students’ screens with a single click, it becomes easier to bring everyone together after a period of working independently or redirect students who may have gone off track. 

    Provide Support Anytime, Anywhere

    Many classrooms have continued to embrace learn anytime, anywhere environments. Students are learning remotely, in person and in hybrid classrooms. No matter where kids are learning, they deserve the same level of help.

    The right technology can enable students to maintain freedom in where and how they learn while still getting the support they need. This goes beyond live-streamed instruction or watching videos asynchronously. Teachers can use technology, like classroom.cloud, to support and engage with students in the very moment they are learning.

    When teachers use technology they have an immense opportunity to continue fostering classroom environments that are engaging and anchored in choice. By considering how the same tools can create structure, educators can strike the balance to help students avoid feeling overwhelmed and keep them focused on growing and learning.



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  • The Science of Reading – Podcast Series: Unlock the Secrets of Reading Success


    Jeffrey D. Bradbury
    Latest posts by Jeffrey D. Bradbury (see all)

    The Science of Reading is revolutionizing literacy instruction, providing educators with evidence-based strategies to enhance student outcomes. This approach focuses on the essential components of reading development and leverages scientific research to inform teaching practices. Over the last few weeks, I have had the opportunity to learn more about The Science of Reading by creating a series of Podcast Episodes featuring Laura Stewart, the Chief Academic Officer from the 95 Percent Group.

    In this blog post, I am excited to present key insights from our podcast episodes and showcase the valuable resources offered by the 95 Percent Group to support educators in their journey to improve literacy education.

    Check out these great resources to learn more about The Science of Reading and the 95 Percent Group.

    1. 10 Principles of Literacy Instruction

    In this episode, we delve into the 10 Principles of Literacy Instruction, which emphasize the importance of explicit instruction, repeatable routines, and data-driven practices. These principles are designed to help educators implement effective literacy strategies in the classroom.

    https://www.youtube.com/watch?v=5MI3H5_PMH0

    2. The National Science of Reading Landscape – Part 1

    This episode explores the current landscape of the science of reading, highlighting the importance of investing in teacher knowledge, coaching, and high-quality instructional materials. Learn how this national movement is reshaping literacy education.

    https://www.youtube.com/watch?v=pmYaIOmTxOw

    3. The National Science of Reading Landscape – Part 2

    Continuing from Part 1, this episode delves deeper into the levers that can improve literacy outcomes, such as funding, teacher preparation programs, and the banning of ineffective instructional strategies. Discover success stories and ongoing efforts to sustain and improve literacy education.

    https://www.youtube.com/watch?v=IUizERtdCiE

    4. Six Bold Moves to Protect Your Literacy Investment – Part 1

    In this episode, we discuss six bold moves that educators can make to protect their literacy investments. These strategies focus on ensuring the longevity and effectiveness of literacy programs through thoughtful planning and implementation.

    https://www.youtube.com/watch?v=AljlqRKEeE8

    5. Six Bold Moves to Protect Your Literacy Investment – Part 2

    Building on Part 1, this episode provides further insights into the six bold moves and their impact on literacy outcomes. Learn how these strategies can help maintain the integrity of literacy investments in the long term.

    https://www.youtube.com/watch?v=3QbOcrpKiPs

    6. The Science of Implementation – Part 1

    Understanding the science of implementation is crucial for the successful adoption of literacy programs. This episode covers the key components of effective implementation and how they contribute to improved literacy outcomes.

    https://www.youtube.com/watch?v=EJsUIUMJ8OE

    7. The Science of Implementation – Part 2

    Continuing from Part 1, this episode explores advanced strategies and best practices for implementing literacy programs. Gain insights into how to overcome common challenges and achieve sustained success.

    https://www.youtube.com/watch?v=bqQ55gSuOOw

    Promoting the 95 Percent Group

    The 95 Percent Group offers a range of resources and programs designed to support educators in implementing the Science of Reading. Their offerings include professional development, instructional materials, and comprehensive literacy programs that align with evidence-based practices.

    Visit 95 Percent Group to explore their full range of offerings and learn how they can help you enhance your literacy instruction. Whether you are looking for training opportunities or high-quality instructional resources, the 95 Percent Group has everything you need to succeed.

    Join my Newsletter Today!

    Stay updated on our latest podcasts and educational news articles by filling out our contact form below.

    Discover more from TeacherCast Educational Network

    Subscribe to get the latest posts sent to your email.



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  • Where are California’s high school students?

    Where are California’s high school students?


    High school students in a math class.

    Credit: Allison Shelley / EDUimages

    As California schools continue their post-pandemic recovery, a troubling pattern has emerged: High schoolers aren’t showing up.

    Recent midyear attendance data reveals that while elementary school attendance has improved significantly, high school chronic absenteeism remains stubbornly high.

    Nationally and in California, chronic absenteeism numbers tell a concerning story about older students. While California’s average chronic absence rate, based on the sample in the new report, fell to 20.46% (down from 29.04% in 2022-23), high school students continue to struggle.

    Over 28% of California high school seniors included in the report have been chronically absent this school year. We must rethink approaches to engaging older students to improve high school attendance.

    When students miss school, they miss more than just instruction. They miss opportunities to connect with supportive adults and peers — connections directly linked to academic success and well-being.

    Research from YouthTruth, which surveys elementary, middle and high school students, reveals that only 40% of high school students feel they belong at school, compared with 47% of middle schoolers. Only 22% of high school students report that their teachers understand their lives outside school — the lowest percentage since before the pandemic.

    Traditional attendance approaches that work for elementary students don’t resonate with teenagers navigating complex social pressures, growing independence, and increasing responsibilities. Many high school students juggle jobs, family care duties and mental health challenges that are not as prevalent in younger grades.

    The California Safe and Supportive Schools initiative identifies school connectedness as fundamental to attendance. When high schoolers have even one strong connection with a teacher or staff member who understands their life beyond academics, attendance improves dramatically. Schools can implement connection mapping to identify which students could benefit from more connections.

    Schools can also leverage peer influence. According to YouthTruth, 68% of high school students want to help improve their communities, but only 30% report having opportunities to create positive change. Student-led attendance initiatives consistently outperform adult-directed programs. For example, a peer-led “attendance influencer” program has an impact exceeding what other systems can achieve.

    Educators must also seek to understand and address the specific attendance barriers older students face. Many chronically absent teens are helping to support their families, caring for siblings or facing transportation limitations. Flexible scheduling options, transportation assistance and partnerships with local employers can help address these obstacles.

    Communication must shift from punitive to supportive to effectively reach students and families. A recent K-12 family survey revealed that more than 71% of families want messages celebrating good attendance or improvements to share with their child, while only 37% of respondents reported receiving regular communication about steps they can take to improve attendance. Schools that successfully address absenteeism use data to identify patterns and engage students and families in collaborative solutions-finding rather than blame.

    Finally, we must address the mental health component of attendance. Nearly half of all California students (48%) cite depression, stress or anxiety as obstacles to learning — yet only 41% of students nationally report having an adult at school to talk to.

    This “support gap” is particularly pronounced among at-risk student populations. About 77% of LGBTQ+ students cite mental health challenges as barriers to learning, compared with 41% of their peers. While 46% of white students report having an adult at school they can talk to, the percentage is significantly lower for other racial groups, between 37-44%.

    The good news? When targeted strategies are implemented, improvement can happen quickly. Effective approaches to building a culture of belonging include:

    • Teacher-student connection time: Brief but regular one-on-one check-ins to understand students’ lives outside school.
    • Student voice channels: Creating opportunities for students to provide feedback and lead attendance initiatives that resonate with peers.
    • Positive communication: Shifting from absence-focused messages to celebrating improvements and recognizing attendance gains.
    • Data-driven intervention: Using integrated attendance, academic and behavioral data to identify early warning signs and track what works.

    As California continues to invest in attendance improvement, we must tailor our approaches to different grade levels. Our high schoolers don’t want automated calls or perfect attendance certificates. They need meaningful connections, relevant engagement and practical support for real-life barriers.

    California’s future leaders walk our high school hallways — when they show up. Meeting these students where they are isn’t just good policy, it’s our obligation to the next generation of leaders, innovators and citizens.

    •••

    Kara Stern is director of education and engagement at SchoolStatus, a company that provides school districts with data tools and communication support for student engagement. 

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Unlocking the Power of Feedback in Student Learning

    Unlocking the Power of Feedback in Student Learning


    Student Feedback for Learning Image

    Introduction

    Student feedback plays a crucial role in the educational process. When delivered effectively, it allows students to recognize their strengths and areas for improvement. It not only highlights their achievements, but also guides them toward growth. By appreciating the value of student feedback and employing effective feedback techniques, educators can enhance the learning experience. This creates an environment where students feel empowered and achieve their highest potential.

    Key Highlights

    • Effective feedback is crucial for enhancing the learning process and boosting student performance.
    • This blog explores the impact of feedback, different types of feedback, and strategies for delivering it effectively.
    • Discover how personalized feedback and technology can be leveraged to maximize student learning.
    • It also addresses the challenges of providing feedback, such as navigating negative feedback and ensuring timeliness.
    • Lastly, the blog emphasizes the importance of measuring the impact of feedback and using it for continuous improvement in education.

    Understanding the Impact of Feedback For Student Learning

    Feedback for Learning

    Constructive feedback from the University of Texas plays a crucial role in enhancing student performance and fostering a positive learning environment. It highlights students’ strengths, as well as areas needing improvement. When students can identify where they can grow, they are more inclined to take charge of their own education and strive for better results.

    Additionally, feedback helps students develop critical thinking abilities and deepen their grasp of the subjects they are studying. By providing clear and helpful advice, effective feedback enables students to better understand their learning goals.

    Exploring the Role of Feedback in the Learning Process

    Feedback serves as a guiding compass for students, directing them toward their learning objectives. Formative feedback takes place throughout the learning journey, while summative feedback is provided at the conclusion of a learning unit. This feedback allows students to adapt their learning strategies and deepen their comprehension as they progress. It’s an invaluable tool that enables quick adjustments and reinforces their understanding of key concepts at critical moments.

    Additionally, feedback plays a crucial role in fostering metacognitive skills, encouraging students to reflect on their learning processes. They can identify their strengths and areas needing improvement. This self-awareness is vital for cultivating a growth mindset, empowering students to tackle challenges and view mistakes as valuable opportunities for growth.

    Incorporating regular feedback into the learning experience generates a cycle of continuous improvement, empowering students to take an active role in their educational journey.

    The Psychological Effects of Feedback on Students

    The impact of feedback on students’ minds can significantly shape their motivation and engagement levels. When feedback is positive, genuine, and straightforward, it boosts students’ confidence and fosters a strong connection to learning. By acknowledging their efforts and celebrating their successes, teachers can instill pride in students, motivating them to strive for even greater achievements.

    However, it’s essential to strike a balance between encouraging and constructive criticism. Feedback should promote growth without causing frustration. When giving constructive advice, pinpoint specific areas for improvement and provide practical suggestions, rather than simply highlighting mistakes.

    Ultimately, the goal of feedback is to cultivate a supportive learning environment. This approach empowers students to embrace challenges, learn from their missteps, and achieve their full potential.

    Encourage Continuous Feedback from Students

    Encourage regular feedback from students is essential for developing a dynamic and adaptable learning environment that caters to their needs. This continuous exchange not only fosters open dialogue, but also empowers students to share their opinions on teaching strategies and learning resources. By consistently gathering input through surveys, suggestion boxes, or guided discussions, teachers can gain valuable insights into how students feel and experience. This approach helps pinpoint areas that might require changes, and reinforces the idea that student input is important in education. Moreover, nurturing a culture of reciprocated feedback motivates students to take charge of their learning journey. They begin to value the feedback they receive and feel inspired to share their thoughts to improve classroom interactions. By acting on student feedback, educators foster a collaborative relationship that encourages ongoing enhancement of the learning experience for everyone involved.

    Types of Feedback and Their Effectiveness

    Feedback comes in various forms, each with unique advantages and considerations to keep in mind. Understanding these different types enables teachers to blend their approaches and select the most suitable one for specific situations or educational objectives, always considering the assignment’s intentions. Tailoring feedback to align with the context and individual needs of students is crucial to be effective.

    In the upcoming sections, we will explore several types of feedback. We’ll look at their characteristics and examine how they influence student learning.

    Positive vs. Constructive Feedback: A Comparative Analysis

    Positive feedback and constructive feedback are two fundamental types of feedback, each playing a distinct role in student learning. While positive feedback aims to reinforce desired behaviors and attitudes, constructive feedback focuses on identifying areas for improvement and providing further clarification and guidance for growth.

    Types of Feedback Purpose Example
    Positive Feedback To reinforce positive behavior and build confidence. “Excellent work on your essay! Your arguments were well-structured and supported by strong evidence.”
    Constructive Feedback To identify areas for improvement and provide guidance for growth. “Your essay shows good understanding of the topic, but the conclusion could be strengthened by summarizing the key arguments more concisely.”

    Effectively utilizing both types of feedback helps create a balanced and supportive learning environment. Educators must recognize the importance of acknowledging and strengthening positive progress, while also providing specific and actionable guidance for improvement.

    Immediate vs. Delayed Feedback and Student Performance

    The timing of feedback plays a significant role in student performance. When feedback is provided immediately after an activity, it enables students to identify and correct errors, enhancing their comprehension. This approach is particularly beneficial for tasks that require immediate application of their knowledge.

    On the other hand, feedback after a delay can be more appropriate for larger projects or assessments. This allows teachers to offer more comprehensive insights and support, addressing a wide range of skills and concepts, as students have had the chance to reflect on their work.

    Ultimately, the choice between immediate and delayed feedback should be based on learners’ needs, the complexity of the task, and the specific learning objectives in mind.

    Strategies for Delivering Effective Feedback

    Giving effective feedback requires careful thought and a focus on the student. Teachers should use methods that make everything clear, encourage thinking, and support a growth mindset. When teachers use these methods, they can create a feedback process that truly matters and helps every student.

    The next sections look at practical strategies teachers can use to improve their feedback practices. This will help students take ownership of their learning journey.

    Creating Actionable Feedback for Students

    Creating actionable feedback for students is essential for fostering a learning environment where growth and improvement are prioritized. Actionable feedback goes beyond mere praise or criticism; it provides clear, specific, and targeted suggestions tailored to each student’s needs. To ensure feedback is effective, teachers should focus on the steps students can take to enhance their understanding or performance in a given task. Utilizing examples from a student’s work can illustrate the points made, making it easier for them to recognize how to apply the suggested changes in future assignments. Moreover, empowering students to reflect on their feedback fosters independence and critical thinking, enabling them to set personal goals for improvement. By making feedback actionable, educators not only enhance students’ skills, but also help them develop a proactive approach to their learning journey, cultivating an atmosphere that values continuous growth and self-improvement.

    Creating a Culture of Feedback

    Creating a culture of feedback is essential for fostering a supportive and growth-oriented learning environment. When students and educators prioritize feedback, it transforms the educational landscape into a collaborative space where learning is continuous and evolving. This culture encourages open dialogue, allowing students to feel safe to express their thoughts and concerns without fear of judgment. Teachers should model constructive feedback practices, demonstrating how to give and receive feedback effectively, which lays the groundwork for students to engage in meaningful peer reviews. Furthermore, integrating feedback into daily routines—through discussions, reflections, and regular check-ins—reinforces its importance and normalizes the practice. By emphasizing the value of feedback, educators cultivate a mindset of improvement, where both students and teachers see challenges as opportunities for growth, paving the way for enhanced learning outcomes and deeper engagement in the educational process.

    Partnering with Students for Feedback

    Partnering with students for feedback creates a dynamic learning environment where both educators and learners collaborate to enhance the educational experience. By involving students in the feedback process, educators cultivate ownership and accountability over their learning. This partnership allows students to share their insights and perspectives, which can lead to more tailored and effective feedback. Additionally, it encourages students to take an active role in their evaluation, as they become more aware of their strengths and areas for growth. Workshops and structured discussions can facilitate this partnership, providing students with a platform to express their thoughts and suggest improvements. By fostering this two-way dialogue, educators can not only refine their feedback practices, but also empower students to become reflective practitioners, thus nurturing a continuous cycle of growth and improvement in learning outcomes.

    Aligning Feedback with Learning Objectives

    Aligning feedback with learning objectives is crucial to ensure that students understand what they have learned, but also why it matters. When feedback directly relates to specific learning goals, it provides students with a clear framework for evaluation and improvement. This connection helps students see the relevance of the feedback they receive, and motivates them to engage more deeply with the material. Educators can enhance this alignment by clearly communicating the objectives at the start of each lesson and consistently referring back to them during feedback sessions. For instance, when discussing a student’s work, teachers can highlight how certain aspects met or missed the established learning targets, offering precise suggestions for improvement tied directly to these objectives. This reinforces the purpose of their efforts and fosters a growth mindset, as students understand that feedback is not just a critique, but a valuable tool in their learning journey.

    Utilizing Technology for Efficient Feedback Delivery

    In today’s digital world, technology gives us many tools to help with feedback in higher education. These tools make the feedback process easier and save teachers time. They also improve the quality and effect of the feedback. Using learning management systems or interactive platforms, teachers can provide timely and focused feedback that meets different learning styles.

    For example, platforms that support audio or video feedback create a more personal and fun experience for students. Tools that allow real-time feedback during online activities help students understand and correct mistakes immediately, which can be especially beneficial in larger classes. Teachers can also use online rubrics and assessment tools for clear and regular feedback on assignments.

    By using technology wisely, teachers can give feedback that boosts student learning and creates a more engaging classroom experience.

    Incorporating Peer Feedback for Enhanced Learning

    Peer feedback is a helpful way to improve learning. It allows students to learn from each other. They also get different viewpoints on their work. When students participate in peer feedback, they build critical thinking skills. They also strengthen their communication skills. This helps them understand learning objectives better.

    Here’s how peer feedback improves the learning experience:

    • Multiple Perspectives: Students get ideas from their peers. This helps them see more about the topic and find areas to work on that they might have missed.
    • Enhanced Communication Skills: Giving and receiving feedback in a friendly way teaches important communication skills.
    • Increased Engagement and Ownership: Peer feedback makes learning more active. It encourages students to take ownership of their learning by sharing and using constructive tips.

    By adding peer feedback to the lessons, teachers create a teamwork-focused environment. This helps both students give feedback and those receiving it.

    Challenges in Providing Feedback and How to Overcome Them

    Giving good feedback can be hard. Teachers often deal with issues like not having enough time, handling negative feedback, and making sure students understand and use the useful feedback. These problems can make feedback less effective and slow student progress.

    Still, if teachers recognize these challenges and use plans to fix them, they can build a system for feedback that works better and helps both them and their students.

    Navigating the Pitfalls of Negative Feedback

    While feedback helps students grow, negative feedback can hurt them if it’s not given carefully. This can lower their motivation and self-esteem. When you criticize a student’s work without clear ways to improve, it can be discouraging.

    To avoid negative feedback problems, try to give it in a positive way next time. Focus on chances for improvement, not just mistakes. Instead of saying, “This is wrong,” you could say, “I see where you’re going, but consider this approach.” Give clear examples and specific steps. This way, you help the student see how to improve and feel confident in doing it.

    Always remember, feedback should guide and encourage students, not bring them down. When you handle negative feedback with care and focus on solutions, you help students build a growth mindset. This empowers them to face challenges better.

    Ensuring Timeliness and Relevance in Feedback Provision

    Timeliness and relevance are important for good feedback. When feedback is given a long time after a task is done, it loses its value. Students might have moved on or forgotten details about their work. Quick feedback helps students think about it and use it for future tasks.

    Make sure your feedback is related to the learning objectives and the standards for the task. Avoid general comments that don’t give clear insights or point out specific areas to improve. Focusing on a few key parts helps students work better and see real progress, making their learning experience more positive and productive.

    By giving timely and relevant feedback, teachers show they care about their students’ progress, and that the feedback is meant to help them grow and understand better.

    Measuring the Impact of Feedback on Student Achievement

    Measuring how feedback affects students is important for teachers. This helps them figure out if their feedback works and if they need to change it. By looking at how students react to feedback and using that information in future lessons, teachers show they care about the students and want to keep improving.

    Using different tools, like quizzes, surveys, and self-reviews, can give helpful ideas on how students grasp and use the features of effective feedback given. Teachers can then check this information to find trends and spots where they might need to improve their feedback methods.

    Tools and Techniques for Assessing Feedback Effectiveness

    A range of tools and methods can be used to check how feedback helps students learn. These methods do more than just collect student work after giving feedback. They promote thinking, discussion, and real use of the feedback received.

    One common way is to use exit tickets at the end of a lesson or unit. In this, students write down what they have learned and how the feedback helped them understand better. Another way is to encourage self-reflection. Students can use journals or online platforms to share the learning process and talk directly about the feedback.

    By using these assessments, teachers can understand how their feedback makes a difference. They can adjust their teaching style to meet the different needs of their students. This ongoing process keeps feedback as a strong tool for learning and growth.

    Feedback as a Tool for Continuous Improvement in Education

    In the changing world of education, it’s important to keep improving. Quality feedback is key in this process. When teachers embrace a culture of feedback, they show they want to give their students the best learning experience.

    This means teachers should stay open to student feedback about teaching methods, course content, and tests. Using student suggestions can help make learning more engaging and effective. Teachers should also seek feedback from their colleagues and participate in professional development that centers around feedback. This can give them useful insights and help them improve their teaching practices.

    In the end, using feedback to keep improving helps both teachers and students. It creates a lively and responsive educational environment.

    Reflecting on Your Feedback Practices as an Educator

    As teachers, it’s important to think about how we give feedback. This helps us support our students better. We need to look at our methods often. We should be open to new ideas and remember that giving good feedback is something we keep working on.

    Ask yourself: Is your feedback quick, clear, and helpful during office hours? Does it help students take charge of their learning and inspire them to get better? By looking closely at how we give feedback and finding ways to improve, we can create a better learning space for our students.

    Conclusion

    Student learning greatly benefits from effective feedback, as it enables educators to enhance the educational environment. Tailoring feedback, leveraging technology, and incorporating peer interactions are excellent strategies to keep students invested in their studies. It’s crucial to address challenges like negative feedback and ensure timely responses. This approach can significantly aid students in their academic journeys. Additionally, continually refining feedback practices can lead to remarkable student accomplishments. As educators, when we thoughtfully consider how to deliver feedback and experiment with new approaches, we enrich the learning experience. Let’s collaborate to ensure that feedback becomes a fundamental aspect of student success.

    For Review



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  • The New York Times: Trump Is Swinging a Wrecking Ball at the U.S. Government and the Global Economy

    The New York Times: Trump Is Swinging a Wrecking Ball at the U.S. Government and the Global Economy


    David Sanger wrote an article in the New York Times about Trump’s “Experiment in Recklessness.” His plan is no plan at all. His approach is no more than “burn-it-down-first,” figure what to do later. His article appeared on Wednesday, before Trump announced a 90-day pause in his incomprehensible plan to tax every nation–even uninhabited islands–but exempt Russia, Belarus, North Korea, and Cuba. Even desperately impoverished Lesotho–where the average pay is $5 a day–was subject to Trump’s tariffs.

    Our government is run by a cabal of people who are either evil or stupid or both. Probably both. People will die and are dying now because of their actions. Government agencies are being ripped apart. A generation of scientists has been ousted from important jobs in the government and in universities, where their federal grants have been terminated. All federal efforts to address climate change have been cancelled.

    Where Trump goes, chaos , destruction and death go with him.

    Sanger writes:

    As the breadth of the Trump revolution has spread across Washington in recent weeks, its most defining feature is a burn-it-down-first, figure-out-the-consequences-later recklessness. The costs of that approach are now becoming clear.

    Administration officials knew the markets would dive and other nations would retaliate when President Trump announced his long-promised “reciprocal” tariffs. But when pressed, several senior officials conceded that they had spent only a few days considering how the economic earthquake might have second-order effects.

    And officials have yet to describe the strategy for managing a global system of astounding complexity after the initial shock wears off, other than endless threats and negotiations between the leader of the world’s largest economy and everyone else.

    Take the seemingly unmanaged escalation with China, the world’s second largest economy, and the only superpower capable of challenging the United States economically, technologically and militarily. By American and Chinese accounts, there was no substantive conversation between Mr. Trump and China’s top leader, Xi Jinping, or engagement among their senior aides, before the countries plunged toward a trade war.

    Last Wednesday, Mr. Trump’s hastily devised formula for figuring out country-by-country tariffs came up with a 34 percent tax on all Chinese goods, everything from car parts to iPhones to much of what is on the shelves at Walmart and on Amazon’s app.

    When Mr. Xi, predictably, matched that figure, Mr. Trump issued an ultimatum for him to reverse the decision in 24 hours — waving a red flag in front of a leader who would never want to appear to be backing down to Washington. On Wednesday, the tariff went to 104 percent, with no visible strategy for de-escalation.

    If Mr. Trump does get into a trade war with China, he shouldn’t look for much help from America’s traditional allies — Japan, South Korea or the European Union — who together with the United States account for nearly half of the world economy. All of them were equally shocked, and while each is negotiating with Mr. Trump, they seem in no mood to help him manage China.

    “Donald Trump has launched a global economic war without any allies,” the economist Josh Lipsky of the Atlantic Council wrote on Tuesday. “That is why — unlike previous economic crises in this century — there is no one coming to save the global economy if the situation starts to unravel.”

    The global trading system is only one example of the Trump administration tearing something apart, only to reveal it has no plan for how to replace it.

    State Department officials knew that eliminating the U.S. Agency for International Development, the nation’s premier aid agency, would inevitably cost lives. But when a devastating earthquake struck central Myanmar late last month and took down buildings as far away as Bangkok, officials scrambled to provide even a modicum of help — only to discover that the network of positioned aid, and the people and aircraft to distribute it, had been dismantled.

    Having dismantled a system that had responded to major calamities before, they settled on sending a survey team of three employees to examine the wreckage and make recommendations. All three were terminated from their jobs even while they stood amid the ruins in the ancient city of Mandalay, Myanmar, trying to revive an American capability that the Department of Government Efficiency — really no department at all — had crippled.

    Secretary of State Marco Rubio was unapologetic about the paltry American response when he talked to reporters on Friday: “There are a lot of other rich countries, they should also pitch in and help,” he said. “We’re going to continue to do our part, but it’s going to be balanced with all of the other interests we have as a country.”

    Similarly, there was no plan for retrieving a Maryland man who was wrongfully deported to a notoriously dangerous Salvadoran prison, a move a judge called “wholly lawless” and an issue the Supreme Court is expected to take up in the next few days. A Justice Department lawyer in the case was placed on administrative leave, apparently for conceding that the man never should have been sent to the prison.

    Mr. Trump has appeared mostly unmoved as the knock-on effects of his policies take shape. He has shrugged off the loss of $5 trillion in the value of the American markets in recent days. Aboard Air Force One on Sunday night, he said: “Sometimes you have to take medicine to fix something.”

    To finish reading the article, click here. It should be a gift article.

    Friends, we are in a whole lot of trouble. Trump is not a businessman. He played one on TV. He is a performer. He is in way over his head. He called Elon Musk a “genius.” Musk called Trump’s trade advisor Peter Navarro “a moron.” Trump allowed Musk to tear almost every federal agency apart, destroying vital programs and firing essential personnel.

    We have to push back as hard as we can. Trump and his minions have retreated on some of their stupid actions (like purging Harriet Tubman and the Jnderground Railroad of its role in helping slaves escape). Little victories like this should encourage wider protests against the chaos that Trump has unleashed. Is he doing it for Putin’s benefit? Does he suffer from dementia?

    RESIST! PROTEST! STAND UP AND BE COUNTED!



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  • How Doug Doblar Uses Cold Call to Solve the “Endemic Problems” of Group Work

    How Doug Doblar Uses Cold Call to Solve the “Endemic Problems” of Group Work


    The challenge is real…

     

     

    I’m pretty cautious about “group work.”

    It can be beneficial but the “can be” should be in italics because it has endemic problems that are often over-looked. One of which is the fact that it can be really hard to ensure that everyone is working, thinking and benefitting.

    The happy buzz of voices in the classroom, just far enough away that you can’t really hear what they are saying, can be a recipe for happy collusion: I will let you go off to the corners of the room and we will both pretend the optimal case is occurring.

    So I was very happy to read a brilliant blog post by my friend, colleague and TLAC Fellow (see below) Doug Doblar of Bay Creek Middle School in Gwinnett County, Georgia, that uses the TLAC technique Cold Call to solve some of group work’s endemic problems. 

    Here’s how Doug describes the endemic problems of group work:

    One of the challenges that requires constant vigilance … is assuring that every member of a group thinks and learns during the day’s thinking task.  There are quite a few ways this can go wrong, I’ve found:

      • One or two students in the group form a quick understanding of the new topic and race forward, leaving the other member or members of the group in the dust
      • One or two students in the group do not form a very quick understanding of the topic, but are afraid to say so, so they feign an understanding, allowing the other member or members of the group to similarly leave them in the dust
      • One or two students in a group “aren’t feeling it today,” so they don’t participate, feign an understanding, and get left in the dust

     

    Or some other iteration of this situation where part of the group is off to the races while another part of the group is stuck at the starting line, willingly or not.

     

    Perfectly put. I love an advocate for an idea who is keenly aware of the potential downside!

    Doug advises addressing these challenges through a variety of tools, which is supremely practical and realistic. A complex challenge in the classroom is rarely solved by one tool alone.

    First Doug advises building strong routines and setting clear expectations that address the pitfalls.

    But Doug also advises using Cold Call and I think this application of the technique is brilliant.

    As you walk from group to group, he advises you should Cold Call students who are at risk of non-engagement.

    Here’s how he describes it:

    Cold calling is my go-to technique during thinking tasks when I’m worried that a member of a group might be getting left behind, willingly or unwillingly.

    As I actively observe during thinking task time, it usually isn’t too hard to spot these students.  They stand a little farther from the group, maybe don’t face the whiteboard, rarely have the marker, and might be ones I already know are “not feeling it” today and who feel that their bad mood should excuse them from learning and participating.  They’re also ones with personalities who make them regular disengage-ers who I’m always aware of.

     

    As Doug circulates he finds these students and Cold Calls them in one of three ways, which I will let him describe:

      1. Directly asking a student to do the next “thin slice”: During thin-sliced thinking tasks– which I use more days than not –I’ll often just show up to a group and ask a student who I’m afraid might be disengaged to lead the next example or to explain a prior example to me.  “Bryce, will you lead the next one?”  or “Maddie, will you explain this last one to me?”
      2. “What’s he/she talking about?: When I come to a group whose leader is doing great of explaining thinking and trying to make sure the group is following along, but I’m worried that a member of that group is either disengaged or feigning an understanding to keep things moving, I’ll often just slide up to that student and ask “what’s he/she talking about?”  It’s a quick and easy cold call that holds the student accountable for explaining the leader’s example.
      3. “​What’s he/she doing?”: This version of cold calling works just like the “what’s he/she talking about” one, except I use it when the group’s leader isn’t doing as good of a job.  Sometimes I’ll catch the student with the marker silently and independently working a slice on his or her own with just the other members of the group watching.  Usually this is ok, but I’ll frequently slide in and ask another group member “what’s he/she doing?” while it’s happening to make sure that the rest of the group actually understands what’s going on.
    2.  

     

    As if that’s not helpful enough, Doug has posted videos of himself doing this and I’ve made a short montage of them here:

     

     

    Doug wraps by talking about how important it is to keep the Cold Calls positive and how that helps  build what we sometimes call ‘loving accountability.’

    They know I might move over at any moment and cold call one of them, and not a single one looks anxious about it…the students understood and they were proud to be able to explain that to me…. Accountability is hard to build into any instructional setting, but once it is assumed, kids really take ownership of their learning most of the time. 

    It’s great stuff and there’s plenty more insight in Doug’s full post, which you can read here.

    Want to know more?

    Check out:

    Doug’s Blog: Doug writes beautifully about implementing Building Thinking Classrooms in Mathematics and how TLAC techniques support that framework. He provides practical advice and video. To read more, visit his blog here: http://www.dougdoblar.com/

     

    TLAC Fellows: Doug is one of twelve of our talented TLAC Fellows – Cohort 3. We’re opening the application for Cohort 4 on February 18th! All application materials and more information about the program can be found here: https://teachlikeachampion.org/teach-like-champion-fellows/

     

    Upcoming Engaging Academics Workshop: Interested in exploring Cold Call with us? We’re in LA on February 27-28 for an Engaging Academics workshop where we’ll study high engagement strategies like Everybody Writes, Cold Call, Means of Participation, and Lesson Preparation. Join us here: https://teachlikeachampion.org/engagingacademicsfeb2025



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  • When districts face the tough job of closing schools, Manny Barbara is the go-to guy

    When districts face the tough job of closing schools, Manny Barbara is the go-to guy


    Manny Barbara, right, and new Alum Rock Superintendent. German Cerda discuss plans to transition the district to fewer schools.

    Credit: John Fensterwald/EdSource

    Takeaways From Manny Barbara’s school-closure playbook:
    • Allow plenty of time; let the closure process play itself out.
    • Create a fully representative advisory committee without board members, and protect confidential discussions.
    • Celebrate the closure of a school with a community event.
    • Principals must take the lead to welcome parents, students and staffs to their new schools.

    Alum Rock Union Elementary District in East San Jose was out of time. By last fall, it had spent down most its savings; enrollment, more than 16,000 K-8 students in the early 2000s, had dropped to 7,300 and was headed to under 6,000.

    The state was threatening to take it over.

    With more than two-thirds of its 21 schools at less than 50% capacity, the school board faced what it had long delayed: downsizing. It turned to Manny Barbara, the closer. 

    Alum Rock would be the sixth school district in the San Jose area that Barbara had advised on closing schools in the two decades since, as superintendent, he had shuttered two schools in nearby Oak Grove. A former school psychologist, Barbara was well-respected, affable and a good listener. He also had a plan for closing schools.

    Having fired its last superintendent, the Alum Rock board hired Barbara in the summer of 2024 as interim superintendent to lay the groundwork in the community for likely closures. He switched roles to facilitator when the new superintendent, German Cerda, took over in September.

    Between 2019-20 and 2023-24, 222 elementary, middle, and high schools in California closed, according to the state. Along with the five that Alum Rock will close in the fall and additional consolidations of four schools, there will be many more statewide, with tighter budgets ahead and state enrollment projected to decline further.

    Barbara discusses his template for closing schools and how it worked in Alum Rock in an interview with EdSource. The interview was shortened and edited for clarity.

    It’s April; suppose you’re a school board planning to close some schools this fall. What would you say about the timing?

    It’s too late because you need time for the process.

    There are three phases in school closure. The first is the preparation, informing the board, making the case why it has to be done.

    Then the actual process itself: That involves engaging the community through a committee process and taking the recommendation to the board.

    And then, once the board makes a decision, the third phase, which is just as challenging, is the transition to fewer schools.

    At Oak Grove, we started a year in advance — meeting with community, explaining the rationale, presenting the information to the board. Once you begin, you need to be done around February so that you’ve got the last few months for the transition and closure.

    What are the factors to consider when deciding whether to close?

    It’s an economic decision. You don’t want to do this unless you absolutely have to. With Alum Rock, there was a potential receivership.

    It’s also a psychological experience — emotional for the people involved. Parents, staff, students do not want their school closed. I don’t blame them. They get angry. You have to be prepared for that. You can’t convince people with sheer logic.

    Finally, it’s a political process. Elected boards are vulnerable. Parents can make threats of recall.

    What are the factors to address even before you begin the process?

    Context is important. No two districts are alike. The size of the district matters, the number of schools you have to close, the political climate in the district, the stability of the board, superintendent experience. All should be taken into account.

    Employee unions have to be informed. I never expect the associations to support school closures. The associations in Alum Rock’s case weren’t thrilled about it. My expectation is that only if they say they understand the situation, then at least they don’t tell you one thing privately and then publicly say something different.

    Goal for savings: $1 million per school

    So how much would you expect to save from closing a school?

    Close to a million dollars from the savings in administration, support staff, energy costs and so forth. That does not count any revenue that might be received from leasing the school or selling a site, which could bring in tens of millions of dollars.

    When you consolidate two schools, for example, with 300 students per school, you only need one principal, not two.

    In Oak Grove, we were able to do it through retirements. That’s not always possible.

    What’s the role of the superintendent?

    It’s critical. The superintendent has to be front and center. It’s ultimately the board’s decision, but the superintendent needs to be the key communicator and take as much of the heat as possible.

    Is it wise for districts to consider a facilitator?

    I would not recommend that superintendents do it on their own. With a facilitator, a superintendent can observe.  A superintendent has to be out there communicating with behind-the-scenes meetings, listening to people, hearing their concerns, and explaining why it has to be done. You always should be focusing on what’s best for all the students in the district.

    You’re really selling hope that, at the end of the day, the district will come out better in terms of serving all the students. There’ll be more resources available for students and compensation for employee groups.

    I remember a meeting — it was close to 11 p.m. with 100 parents. I made a comment, “Look, if there’s anything I could do to avoid closing the school, I would do it.” Then I caught myself and said, “Well, no. There is something a lot worse: if I have to lay off a lot of staff that support other students in the district to keep open a small school.”

    Who should be on an advisory committee?

    Representatives from every school, all the employee groups, the administration, community groups like neighborhood associations. The one in Alum Rock was particularly challenging, with about 30 people.

    Who chooses them?

    Schools choose their own. The parents apply, and the principal selects. Unions choose their own representation.

    But no board members?

    No board members. The reason is that I don’t want the board members to get too involved because they’re going to be involved in making the final decision. It’s up to them — they can do what they want to do.  I did not encourage them to attend the committee meetings as observers, and they did not.

    As an advisory committee, their meetings were not subject to the Brown Act, the open-meetings law. Did you suggest that they not be open to the public?

    Yes, that is what I recommend. As the superintendent’s advisory committee, it is important to protect committee members. If you’re a parent and you realize “I have to vote to close my school,” it’s not fair to put them in a position where they’re taking the heat.

    Did their names appear in the vote on recommendations?

    The results, but not the names of how people voted. 

    Do you ask the committee not to discuss what is going on? With 30 people, I’m sure it was difficult to keep things in the room.

    I’m not naïve.  You tell people, please keep it in confidence, but we’re dealing with human nature, and sometimes things get out.

    However, after every meeting, a summary of everything that went on in the meeting is made public. The first part in the process is informational. They hear information on the budget, facilities, programs, enrollment, financial projections.

    What are the criteria for deciding which schools to close? Is it diversity, test scores?

    Test scores are not a factor, but it’s school enrollment, demographics; there are legal constraints you have to take into account, like the impact on a lower socioeconomic community. You take into account even political things, like how close they are to charter schools, whether they’re dual-immersion schools and special programs. You also look at the cost of improving facilities.

    Do you recommend speaking with parents?

    There’s constant communication. You need to go to the schools that are recommended for closing. As you might expect, there’s not a lot of, “Thank you for the great work.”

    What is the process before the board?

    You present in a hearing so the public can respond. Then you present again as action.

    How to handle the transition

    Then what after the decision?

    The bad news is that’s actually the easy part. Morale can be very down. And then you go through this period where people are losing their jobs.

    There needs to be a closure period. Schools are a large part of people’s lives, so you celebrate that ending. That is very hard for boards and superintendents, but they have to be there. For a district that closes many schools, it’s like a new district, and you’re now asking, “How are we going to reimagine ourselves going  forward?”

    So how do you bring two groups of parents and teachers together?

    It starts now, not in the summer, with a meeting with staff, explaining the process, meeting with PTA groups, school site councils, since they’re going to merge parent leaders. Principals have to take the lead in making this happen.

    The transition is easier for students and harder for adults. Once kids get there, and teachers welcome them, they adapt pretty quickly.

    Is there an effect on the receiving school, too?

    Depending on how many students they’re receiving, psychologically, they close, too. The teachers may still be there, but it’s a new school.

    For teachers, the transition can go smoothly if the cultures are similar. Sometimes, you need to bring in facilitators for staff to communicate.

    Do you have meetings where kids and parents meet one another before the end of school?

    I recommend that — whenever possible, not just once. Parents especially.

    In instances where things fall apart — boards rescind decisions or can’t reach agreements on closing schools — why does this happen?

    Usually, it falls apart if you rush the process. Anyone can close a school. You just make an announcement, and that’s done. Now, you have to deal with the repercussions.

    You hear about districts where parents said they didn’t believe the dire financial problems the district says existed.

    You have to have credibility with the financing, make budget numbers available to anyone who wants to see them, and explain it over and over. You have to make your case.  

    What happened in Alum Rock?

    You strive for consensus. I’ve been involved with closures in six districts. I’ve always had unanimous votes from the boards. In Alum Rock, with that many schools, we arrived at a consensus on six (four elementary and two middle schools), but the final three were very difficult, and we were under a timeline. The superintendent had to make the decision for the final three. The board responded and modified some. In the end, they got it done.

    How has the process affected you?

    Even as a facilitator, it’s emotional. People are grieving, they love their school. The superintendent and the board go through a lot of stress. Closing a school is the hardest initiative that you’re going to face as a superintendent. 

    I’ve been willing to help, although I kept saying I was never going to do it again. This time, I really mean it.

    How Alum Rock achieved its savings

    Alum Rock Superintendent German Cerda recalls sobering words from a fiscal adviser for the state last September on the plan to close or consolidate nine schools. “He said, ‘You aren’t going to be able to. This is impossible,’” Cerda recalled, with a laugh. “He told me in my face the day they’re approving my contract. And I’m like, ‘Thank you. I’m going out there to accept the contract.’” Cerda was previously assistant superintendent in nearby Campbell Union High School District.

    Cerda proved him wrong. The closure of five schools this fall, plus the expected closure of a school with 200 students in 2026-27, along with the consolidation of four schools into two, will save $8.4 million. The savings will come from reduced expenses like electricity and fewer staff positions (a single principal, secretary, custodian, counselor and community liaison instead of two of each), he said. Additionally, the district will save $7 million to $8 million through teacher layoffs and retirements, and fewer schools with undersized classes will lead to some larger class sizes within limits set by the teachers’ contract – 31 students per class in the case of middle schools, he said.

    The savings don’t include the potential income from selling or leasing closed schools; several companies and private high schools have expressed interest, Cerda said.

    District morale is low because of layoffs and school closures, Cerda acknowledged, but in meeting with principals who will remain, he sensed excitement for the future. There will be more enrichment courses, and once again, Alum Rock will offer algebra in eighth grade – essential for any middle school in San Jose.

    “They can see the light at the end of the tunnel,” he said.





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  • 8 Steps to Structured Literacy Change in Our District

    8 Steps to Structured Literacy Change in Our District


    There are numerous steps that our district and school took to help implement Science of Reading strategies and ensure structured literacy was our approach in ELA instruction. These are our steps to structured literacy success.

    Before we begin, let’s define some terms. Science of Reading is the research behind how a child’s brain learns to read. Structured literacy is the application. Structure literacy applies the knowledge of Science of Reading to teach children to read in an evidence-based, explicit, and systematic way. Structured literacy approach incorporates skills including phonemic awareness, phonics, orthography, morphology, syntax (sentence structure), semantics.

    For more information, I highly suggest the book Structured Literacy Interventions.

    Our District’s 8 Steps to Structured Literacy Success

    structured literacy – 8 Steps to Structured Literacy Change in Our District

    To prepare our teachers for the shift from our previous balanced literacy with guided reading groups to a structured literacy approach with a new curriculum, we took some critical steps. Looking back I believe these 8 steps have helped our teachers and district be successful in implementing a structured literacy approach to our ELA block.

    1. Built the “Why”

    We all want to know “why” we are doing something. We want to see the reasons, the proof, and the theory behind our change. Education is constantly changing and like many things in education we didn’t want our teachers believing that science of reading was only a pendulum swing. We wanted to prove to teachers this is the best approach to teach our students to be successful readers. We provided short articles and a few videos to introduce our teachers to the Science of Reading. We also started various book study groups working through Natalie Wexler’s book The Knowledge Gap.

    2. Introduced Instructional Coaches

    This new position of an instructional coach was designed to support teachers in their shift from balanced literacy to structured literacy approach. We are lucky to have one instructional coach for each of our elementary buildings. During our first months in this new role, we devoured all the information about science of reading, structured literacy, explicit phonics, vocabulary, comprehension, etc.. We attended any professional development opportunities. We became “experts” so that we could better support teachers throughout this process.

    3. Demolished Guided Reading

    At the beginning of the year, we demolished our previous guided reading group method and rebuilt a stronger approach to this precious time within our day. We first changed the title to WIN (What I Need) time. We wanted a clean break, even in name, from our previous guided reading group structure and instruction. Instructional coaches research best practices and after looking at school data, we helped to create more meaningful groups and provided teachers with a new framework for teaching. Many of our students had phonics gaps, so our first year we targeted this area while addressing other components. We also introduced teachers to decodable readers instead of leveled readers.

    4. Pilot New ELA Programs

    Our district was already piloting many programs before COVID. Honestly, COVID saved us from making a wrong decision in curriculums since all curriculum pilots were on pause for a year. During this time, Science of Reading information was exploding and we used this time to reevaluate some of our pilots. We dropped a few programs that were not Science of Reading aligned. We focused all our attention to a very few select programs and dove into them deeply. Coaches were able to observe teachers in the different pilots and talk with students about what they were learning. We were able to see mid-year data and formative assessments. In the end, it was a no brainer. We had made our decision!

    5. Selected ELA Program & Celebrated!

    In January we decided on a curriculum and moved forward with board approval and budget. Our next district professional development day in March was our biggest day. We celebrated with teachers! I have never been to a PD that was more exciting. We were moving forward!  We were excited! We were ready to see our kids’ reading improve! During this day, we gave teachers a sneak peak at the new curriculum and our reps were there to answer questions. Pilot teachers provide the rest of the grade level teachers with a demonstration of a lesson so they could see the curriculum in action. We also had Natalie Wexler, author of The Knowledge Gap, as our Keynote speaker.

    6. Support!!

    As our new year started, instructional coaches, pilot teachers, and administration were available and ready to support teachers with the new curriculum. We knew it would be a heavy lift but we knew the key to success was to provide help and support along the way. Instructional coaches attended private coaching training with our curriculum reps to find ways to better support teachers and brought that knowledge back to grade level PLC meetings. We also helped with unit planning and attending meetings where teachers could ask questions, voice concerns, or seek feedback/help. All hands were on deck!

    7. Carefully Selected & Meaningful PD

    Our new curriculum was a heavy lift. We knew that leaving teachers to work independently was not going to be successful. Also we knew our teachers would be drowning and we wanted to have lifeboats, life vests, and the whole Coast Guard ready to help. Therefore, our administration built a district calendar based around carefully selected days that teachers would have time to work together with grade level teams, curriculum reps, and coaches to build capacity one or two units at a time. 

    During each PD, instructional coaches were providing various training along with our curriculum reps. Teachers were provided time to work through a unit with their district wide team and instructional coaches while curriculum reps guided them through the process. Teachers had time for collaboration and sharing. Our administration did a great job at chunking the professional development offered by our curriculum company so that teachers could digest a small amount of information and implement it in their classroom before learning something new. 

    8. Building PD

    Meaningful professional development is essential. There is nothing worse than leaving a meeting thinking- “That could have been an email” or “I didn’t learn anything”. One of our goals was to ensure that teachers learned something new and it was meaningful. In our district, instructional coaches are responsible for providing building-wide professional development. Our district is a large district with 8 elementary schools and growing quickly. The first year as a coach we noticed that every school did things differently. Our first main goal was to bring consistency to the buildings.. We took teacher feedback, classroom observations, and new implementations to build our professional development presentation together. This way each school was getting the same information from their instructional coaches.

    structured literacy – 8 Steps to Structured Literacy Change in Our District

    Success

    These steps crucial in our new curriculum being successful and our shift to structured literacy. Our teachers worked hard and had support at every turn. I truly believe these steps helped our district be successful.

    “Most transformation programs satisfy themselves with shifting the same old furniture about in the same old room. But real transformation requires that we redesign the room itself. Perhaps even blow up the old room. It requires that we change thinking behind our thinking.”

    Dahah Zohar (1997, p.243)



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  • The Power of Read Aloud & Come See Us in Denver

    The Power of Read Aloud & Come See Us in Denver


    Reading aloud to students creates the music of text for them…

     

     

    In mid-March we’ll be in Denver leading a workshop on reading.

    The workshop will incorporate content for our new book, The Teach Like a Champion Guide to the Science of Reading.

    One of the themes of the book is bringing the text back into the center of the classroom. When we read together, from a book, during class, often aloud, we can bring the text to life and make the story compelling, we can socialize students to sustain their attention in text, we can practice fluency if students read, and model it if we read to them.

    Check out these beautiful moments of Pritesh Raichura’s science class reading aloud—excerpted from the outstanding Step Lab documentary Great Teaching Unpacked for example.

     

    Or this montage—from the book—of Spencer Davis, Will Beller, Emily DiMatteo, Jo Facer and Rob De Leon reading aloud with their classes.

     

    Read Aloud, then, is a literacy tool that shouldn’t be overlooked, even among older students, we note in The Teach Like a Champion Guide to the Science of Reading.

    Some other key benefits of doing what we see Spencer, Will, Emily, Jo and Rob doing.

    Read Aloud can be an opportunity to share in, relish, and savor the beauty of books—one of the most joyful parts of the students’ and teachers’ day. It is also more critical to building fluency and preparing students to comprehend rich, complex texts than we originally understood.

    A good Read Aloud allows students to access a text well beyond what they can read on their own, enabling them to familiarize themselves with more complex vocabulary, rhythm, and patterns of syntax.

    Read Aloud also has the benefit of speed. A teacher reading a book aloud to students can cover more ground, more quickly, than the students themselves could if they were reading on their own, especially if the text is complex and challenging. In that case, the rate of exposure to key ideas, background knowledge, rare words, and technical vocabulary is accelerated.

    Teacher Read Aloud also provides a model of fluent expressive reading for students. It helps students hear what language sounds like when read aloud with mastery and develop a mental model.

    Developing such a mental model, will not only inform how students read aloud but also how they read silently. One of the core outcomes we seek as reading teachers is a sort of cognitive afterimage in our students when they read silently. We want their internal reading voice to be characterized by expression and prosody that bring the book to life during independent reading, thus enhancing meaning and perhaps pleasure.

    Some details that we love about the clips in the montage.

    • 90/110: Good read aloud is of done at 90% of your natural pace—providing students a bit more room to hear and process the words and information clearly but not so slow as to lose the story—and 110% expression—to build that mental model of expressive meaning making. You can hear that for sure in all of the clips
    • Check for Attention: We want students locked in and listening and often reading aloud themselves. So it’s important that they have texts out and are following along. Quick call and response checks that they are with you can help. Spencer, for example, pauses to say “We were specifically told….” And students respond “not to go past,” proving they are locked in. Rob does something similar
    • Circulate as you read: This lets you get near to students to observe them more closely and interact with them subtly if they need direction. It also somehow makes the reading a bit more dynamic.
    • Feed knowledge: Emily very quickly explains that the phrase “in league” means “teamed up with.” Jo asks students to clarify who ‘her father’ was in Othello’s soliloquy.
    • Shape Attention. It’s often helpful to give students something to “look for” such as “be on the look out for ways in which Squealer is scapegoating Snowball.”

     

    We’ll spend two days “close reading” dozens more videos of teachers in action at the Reading workshop in Denver. Come join us!  Details here: https://teachlikeachampion.org/readingreconsidered/mar2025

     



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