Few large-scale policy initiatives speak to the potential of the Local Control Funding Formula (LCFF) more so than the California Scale-Up Multi-Tiered System of Support (MTSS) Statewide Initiative—simply referred to as California MTSS.
We love how the students in this video from Fountain Valley High School are connecting their maxims to the daily life at their school and thinking about how what they are learning is preparing them for what’s next. This is a perfect example of how school communities can bring their outcomes for students to life ensuring that they don’t just live on a poster on the wall!
North Eugene High School Principal, Iton Udosenata and 4J District Associate Director for Communications, Kerry Delf present their work with Inflexion around a visioning process and developing maxims to the school board.
Anaheim Union High School District (AUHSD)’s Local Control Accountability Plan (LCAP) stakeholder engagement processes are some of the most innovative we have seen in California.
Since 2015, California policymakers have invested more than a billion dollars to support the expansion of Career and Technical Education (CTE) across the state.
As we partner with educators to develop a common understanding around a holistic definition of student readiness, many school communities are utilizing explicit and common language to operationalize what readiness means to their community. Many schools already have a holistic definition that their staff, students, and families have bought into to or sometimes have even helped to design.
Occupations with higher hourly wages face a substantially lower likelihood of being automated. We need to help students develop strong skills through a robust training and education agenda to ensure that they benefit from changes in technology, and are able to stay employed as the workers of the future.
To operationalize college and career readiness approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support.
On March 8–10, EPIC researchers Ross Anderson, Michael Thier, and Paul Beach presented at the 41st annual conference of the Association for Education Finance and Policy (AEFP) in Denver, Colorado. The conference drew a strong contingent from the University of Oregon where Ross, Michael, and Paul are PhD students in the Department of Educational Methodology,…
In this paper, we [Matthew Gaertner, David Conley, and Paul Stoltz] attempt to clarify the readiness landscape. We introduce three readiness paradigms—the college readiness index for middle school students, the Conley Readiness Index, and GRIT—and review their goals, theoretical foundations, and empirical support.