برچسب: Steps

  • Leader steps down from foster youth advocacy group

    Leader steps down from foster youth advocacy group


    Amy Lemley, right, at an April reception for John Burton Advocates for Youth.

    Photo Credit: John Burton Advocates for Youth

    Amy Lemley was still a graduate student at UC Berkeley in the late ’90s when she founded First Place for Youth, the first housing program for former foster youth in California.

    The daughter of a large-animal veterinarian and a hospice nurse, Lemley has long been a force in policy advocacy for system-impacted youth. After First Place, she joined John Burton Advocates for Youth, or JBAY, an influential nonprofit that advocates for California’s homeless and foster youth.

    Amy Lemley

    Lemley joined as JBAY’s policy director at its inception in 2006 and went on to become its executive director, a role she has held for the past eight years.

    A handful of the policy actions led by Lemley during her tenure as executive director include establishing the nation’s first tax credit for foster youth, the extension of foster care from age 18 to age 21, and increasing state funding for housing for former foster youth.

    Lemley, who will be leaving JBAY on Oct. 1, recently sat for an interview with EdSource about her work and what’s ahead. The following interview has been edited for clarity and brevity.

    Early in your career, you worked at a group home in Massachusetts for pregnant and parenting youth. What led you to work at the group home?

    I did what I thought you were supposed to do when you left college, which is to go into management consulting. My parents had paid a lot for that degree, and I felt like I was supposed to go get a big, fancy job. I was miserable, and then I remember breaking down with my mom. She’s like, “Why are you doing this job, honey?” And I said, “Because you guys sacrificed so much for me to have this education.” And she said, “You don’t really get what parenthood is. We want you to be happy.” I just remember the weight of the world coming off my shoulders, and I knew what I wanted to do is what both of my parents had done, which is to try and help people.

    I really had to make a hard sell to this nonprofit where I worked because I, clearly on paper, was not qualified. Whether that was responsible to the young people in their care is another question, but it opened my eyes to a whole world of young people who have had this very unfortunate circumstance and kind of set me forth on my career.

    What was your role in the group home?

    I was a case manager, so I had 14 pregnant and parenting young people on my caseload. I remember thinking at the time, “This shouldn’t be hard. I just have to keep them enrolled in school, and make sure they know how to parent, and help them get a job, and help them navigate public benefits, and how hard could it be?” My eyes were opened very quickly about the complexity of their lives. I had young people who would run away from the group home because their younger siblings were at home and they were trying to protect them. There were so many young people who were victims of intimate partner violence, and their lives were extremely complex. I did my very best to help them make progress in these different domains.

    Why did you pursue the path of founding First Place for Youth as a student at UC Berkeley’s Goldman School of Public Policy versus a different path of support for this particular group of young people, foster youth?

    I definitely have an entrepreneurial temperament. I also really deeply believe, as many others do, that with safe, stable housing, anything is possible. It’s the foundation on which lives are built, and without it, very little is possible. And so seeing the young people who I worked with in the group home age out of care, become homeless and then tragically lose custody of their children, it was clear to me that it’s completely unreasonable for an 18-year-old to be independent. I certainly wasn’t.

    So the creation and opportunity to create something with my very dear friend Deanne Pearn, to do something right, to do it well, to meet the needs of these young people, was very appealing.

    At the time, there was this kind of story we told ourselves, that young people don’t want a program; they want to be free; they just want to do their own thing. But in my experience, when you give young people something of value, something that’s actually helping them meet their practical needs, they’re very receptive to it.

    I’m curious about the transition from First Place for Youth to John Burton Advocates for Youth. Why transition over to JBAY at the time that you did?

    We co-founded First Place and got it to a certain size, and you can really only scale a program so far with private funding. And then I happened to have been introduced to John Burton after he was termed out of office (as a state senator) and really pitched to him taking the First Place program and funding it with public funding. He’d done that a hundred times over. What to me seemed like an impossibility, he had 40 years of experience doing it. So that’s why I left.

    Once an organization gets to be a certain size, as the executive director, you’re not running around doing advocacy. Your whole job really is to manage and maintain the existing organization. I felt like First Place needed an executive director that wanted to do that, and that wasn’t me. I had a different mission. I had the good fortune of meeting John Burton and having the opportunity to kind of pursue that mission together.

    How do you maintain your policy focus when there is so much need and a constantly changing landscape?

    Whether it’s inflation, unemployment during the pandemic or the housing crisis, whatever larger kind of macroeconomic developments occur, these young people feel it the most deeply.

    I think a really important part of our success has been to not try to be experts in everything. We have a specific kind of set of policies that we’re deeply informed about, and that we keep revisiting. We try to be very disciplined in terms of really knowing the body of policy, the public agencies that administer it, the details about the implementation, the different actors that implement it, so that we can develop really smart, strategic approaches that are based not just in a conceptual knowledge, but in a deep practical knowledge of how these programs are implemented in communities.

    I always say we don’t want to be an inch deep and a mile wide. It really means saying no when it’s appropriate and continuing to dig deep into those issues and figure out what is the most pressing need of young people and then how to marry that very pressing need with what is practically possible in today’s economic and political environment.

    What does the U.S. Supreme Court’s ruling last month in the Johnson v. Grants Pass case, which upheld an Oregon city’s ban on homeless residents sleeping outdoors, mean for youth in California and nationwide?

    Unaccompanied homeless youth are less likely to be sheltered than the general population of homeless individuals. And we know that young people who are unsheltered, even for a very short amount of time, are more at risk of violence and exploitation because of the vulnerability of their age. And so every night that they are unsheltered, they’re in danger. The optimist in me hopes that the ruling can be a catalyst for a more coherent, statewide approach, assuming the federal government isn’t going to provide the level of coordination and funding we require.

    What comes next for you?

    I am going to kind of take a couple months off and then I’m going to raise my head and think about whether I want to try my hand at consulting, potentially working with those high-quality local nonprofits who are doing very high quality service to young people and helping them match that with public funding and public policy, and taking what can be a really wonderful intervention and broadening applicability to all young people.

    I’ve promised my husband I will not found another organization. I already had my wheels turning, and he’s just like, “No, Amy, no.” And I was like, “Well, I’ll try my best.”





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  • Three Steps to Get Started with eLearning

    Three Steps to Get Started with eLearning


    When schools close, students don’t have to stop learning. In recent years, eLearning has made huge advancements that make it more accessible, personalized, and engaging than traditional learning. Plus, with digital reporting tools built into the program, teachers can instantly see how students are progressing. However, before choosing or implementing a new eLearning program, first, follow these three key steps:

    1. Prepare teachers with professional development

    Although eLearning often involves students working individually at home, teachers are still vital to the process. Teachers are involved in monitoring students’ progress, reacting when they struggle with particular concepts, and adjusting their learning path as necessary. Teachers should also plan to communicate regularly with their students’ parents. To properly prepare teachers for these new responsibilities, put a professional development plan in place. This professional development doesn’t need to take place in person. Just as students are able to learn through digital methods, so can teachers. As part of the professional development, teachers should learn:

    • What does the curriculum look like?
    • How is the curriculum personalized for each student? 
    • How can teachers monitor their students and navigate the available reports?
    • Which alerts indicate that students need additional help and what should be done that happens?
    • How can teachers adjust what students work on?

    2. Get parents on board

    Because eLearning typically happens at home, parents need to be involved and on board with the program. To do so, schools should send home information to the parents in advance. This communication should include:

    • Why the school is choosing to implement eLearning
    • What this program will look like for students and what technology is needed
    • How students access the program
    • Any expectations on how frequently students should use the program or how much progress they should make
    • How often the teacher will send reports or communicate with parents on their child’s progress
    • Supporting research and proven effectiveness of the program or of eLearning in general
    • How to contact the teacher or school with additional questions, concerns, or issues

    3. Keep students accountable

    Get students excited and invested in eLearning! Show off the program’s engaging features, such as:

    • Digital rewards to keep them motivated
    • Variety of content to prevent boredom
    • Personalization of the curriculum
    • Student choice to encourage personal responsibility

    If possible, introduce students to the program and help them log in for the first time in the classroom. If not, consider holding a livestream or creating a video tutorial. Students should also understand how often they’re expected to use the curriculum or how much progress they’re expected to make, and who they can contact if they get stuck or have any questions.

    How does Wowzers Learning fit in?

    Wowzers Learning is the perfect fit for eLearning. With its complete K-8 math curriculum, extensive professional development program, experience working with schools around the world that are using eLearning, focus on student engagement, and built-in reports and tools for teachers, it makes the move to eLearning easy. Wowzers doesn’t require access to a VPN, which makes it available worldwide. Recently, international schools in China are using Wowzers while students work from home during the COVID-19 pandemic. We have experience working with both virtual schools and traditional schools that are looking to put eLearning to more widespread use.

    For more information on how Wowzers works, and what makes it a great choice for eLearning, check out the video below or sign-up to get started:



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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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