I recently came across a blog post that synthesized the evidence for social-emotional learning interventions very well.
The post narrates how research on the benefits of SEL contributed to greater interest among educators and policymakers on how to integrate SEL and academic approaches.
Studies of interest include a 2012 meta-analysis of 75 studies and a 2015 study that estimated a 11 to 1 return on investment for six different SEL interventions.
Jobs for the Future produces resources and toolkits for state policymakers and local education leaders. The national nonprofit has released several briefs related to work-based learning. Below, you will find links to three documents, each with a short description.
Work-Based Learning with Small Business (November 2018): The brief provides specific examples of how district leaders could engage the business community. The document explores the benefits of offering early postsecondary opportunities to high school students.
Work-Based Learning System Development Guide (2017): JFF produced a set of resources for districts interested in developing and implementing work-based learning strategies, including self-assessment and learning goals tools, workforce portfolios, and experiences inventory.
Not As Hard As You Think (2015): The document describes strategies for engaging high school students in work-based learning opportunities by presenting case studies from the manufacturing and healthcare sectors.
The Southern Regional Education Board (SREB) Go Alliance provides training and technical assistance to increase postsecondary readiness, access and success. An August 2019 webinar focuses on how to work with students and parents to fill out the Free Application for Federal Student Aid. The presenter is an Awareness and Outreach Specialist in the Office of Federal Student Aid at the U.S. Department of Education.
USED Toolkit for Counselors
The 2012 research brief from the National Endowment of the Arts analyzes data from four longitudinal databases regarding the effect of arts engagement on students' future education and labor market outcomes.
Researchers conclude that disadvantaged children and youth with high arts engagement are more likely to score better on different academic and behavioral metrics than their peers. Also, their analysis indicates that programs that engage at-risk students in the arts could narrow achievement levels between low and high-SES youth.
Senate Study Committee on the Financial Efficiency Star Rating
Here is a touching example of how teachers can make a difference in a child's life. Children will likely be excited about learning if they feel valued, respected, and understood. Great article.
The 2018 Georgia General Assembly created several House and Senate Study Committees. The following includes the study committee reports related to education. Legislation during the 2019 General Assembly Session will include many of the recommendations from the committee reports.
House of Representatives Rural Development Council Final Report
House of Representatives Study Committee on School Security Final Report
Senate Study Committee on School Safety
Senate Study Committee on Dyslexia
Senate Study Committee on Advanced Communications Technologies and Use of State and Local Government Right of Way Policy Modernization
Senate Study Committee on Continual Audit Exceptions on Local School Systems
Good afternoon world language professionals,
Below are some updates that I wanted to be sure to share with you. As always, thank you for all you do!
Session Proposals can be made until Jan 2nd via this link. https://docs.google.com/forms/d/e/1FAIpQLSdB4G2ZX9nxwrMQ2Gy02ybdHRETEw4q33yTXNCXRs_U9OeBaA/viewform
Good afternoon World Languages Teachers,
A quick CULTR update:
Call for Applications now open for Georgia Tech's new M.S. in Global Media & Cultures and M.S. in Applied Language and Intercultural Studies! Priority Deadline Jan 15th / Final Deadline March 1st. See below for details.
Thank you for all you do in support of world language education in Georgia!
M.S. in Global Media and Cultures M.S. in Applied Language and Intercultural Studies The MS-GMC and MS-ALIS offer targeted preparation for emerging 21st century careers, from media and international business to non-profit, international education, and smart technologies. These degrees build on the rapidly growing media industry in Atlanta, the No.1 location in the U.S. for film production and home to over 2000 multinational businesses. Through internships, study abroad, multimedia projects, and advanced business-oriented language training, students build a professional portfolio that positions them for success in a global career. 1-year M.S. in Global Media and Cultures Chinese | French | German | Japanese | Russian | Spanish The MS-GMC is a joint degree by Georgia Tech's School of Modern Languages and School of Literature, Media, and Communication. It offers targeted bilingual preparation for careers in media, international business, and global leadership. We provide experiential training in media studies, cross-cultural communication, and advanced competence in a high-impact language and region. Students build a bilingual portfolio through internships, media production, research, and leadership opportunities. 1-year M.S. in Applied Language and Intercultural Studies Focus in Spanish, 2019 | French and German in 2020
The MS-ALIS trains you in the real-world applications of language for a wide range of career paths, from communications and non-profit to business, engineering, and medicine. As a student, you will gain professional-level language training and hands-on experiences through internships, study abroad, and creative projects, positioning you to pursue leadership roles in a range of industries. All courses in this program are in the target language.
*MS-GMC and MS-ALIS are BOR approved and pending SACSCOC approval.
Priority Deadline: January 15th Final Deadline: March 1st
Language proficiency will be evaluated via online interview after applications have been submitted. Students are encouraged to submit information about previous proficiency scores from official testing services to provide additional context for assessment. Students may apply to more than one program. Students must apply to each program separately to be considered for both programs. International students are encouraged to apply by the January 15th deadline. This program has been approved by the USG Board of Regents and is pending approval by our accrediting body SACSCOC. Applications are being accepted at this time. However, offers of admission will be made only after SACSCOC approval is granted.
Dual Language pptx.pdf
Georgia Department of Education
World Languages and Global Workforce Initiatives
Georgia's Dual Language Immersion Programs
During the last 4 years, DLI programs have seen an explosion of popularity in Georgia and particularly in the Atlanta Metro Region but expanding in recent years to Dalton City Schools, Clarke County Schools and this coming year to the Savannah-Chatham School system with the addition of two programs. (1 in Spanish and 1 in Chinese). During the last few years, we have seen the growth go from 3 schools at the start of the 2012-2013 school year to 53 programs.
In Georgia, students in dual language immersion schools receive instruction for half the school day in English and the other half in another language. The immersion programs in Georgia include German, French, Spanish, Chinese and in 2018 Japanese with plans to expand to more languages in the future. Typically, the immersion student starts the program in kindergarten and then expands their knowledge with each grade level. Science and math are taught in the target language, immersing the student in the second language while they simultaneously study two of their core subjects.
The Dual Language Immersion Model is a state approved ESOL delivery model and is mentioned in the State's ESSA Plan. (See page 10). Substantial research has confirmed the efficacy of the model for all learners. (See research by Thomas & Collier.) This past year, the Georgia Department of Education launched several new Professional Development opportunities to support immersion teachers and administrators, such as the Dual Language Immersion in a Day Professional Development programs as well as the annual summer Georgia Dual Language Immersion Institute (GADII) which will be held for the 5th consecutive year in 2018. This past year also saw the awarding of grants in support of DLI programs through a partnership with the Georgia foundation for Public Education. The GaDOE Video DLI Diary project visited several DLI programs and interviewed students, parents and administrators about the DLI model and their experiences.
For more information on Georgia's Dual Language Immersion Programs please visit our webpage: Georgia's Dual Language Immersion Initiative.
Mr. Patrick Wallace
Program Specialist for World Languages & Global Work Initiatives
Office Phone: 404-651-8373
Mobile Phone: 404-694-4633
Facebook: Georgia Department of Education World Languages
Data-based individualization (DBI) is a research-based process for individualizing and intensifying
interventions for students with severe and persistent learning and behavioral needs. The process integrates
evidence-based intervention, assessment, and strategies using 5 interactive steps: