The Beacon Fall 2020

Institute

The

Beacon The Windward Institute Journal for Educators and Parents Fall 2020 IN THIS ISSUE When Kids Refuse to Go to School

By Rachel Busman

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ASK AN EXPERT

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Q&A WITH INSPIRING LEADERS IN THE WORLD OF DYSLEXIA

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Managing Anxiety During a Pandemic

By Rachel Busman

Brian Bannon, Chief Librarian, New York Public Libraries

By Stephanie Huie HEAD LINES

Leadership in Crisis

By Jamie Williamson

By Rachel Busman, PsyD, ABPP This article was originally published by Child Mind Institute. Used with permission.

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INSIDE THE INSTITUTE

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RESEARCH ROUNDUP

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A Question of Social Justice: Disproportionality in Special Education

By Dr. John J. Russell Advocating for All Students with Disabilities in their Pursuit of Post­Secondary Opportunities

By Alexia Hartogensis ’19, Katherine Kaneko, and Lara Damashek INTERSECTING RESEARCH WITH CLASSROOM PRACTICE

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The Professional Development Teachers Need Now

By Danielle Scorrano

NEWS AROUND WINDWARD

Year 2 of Windward/Haskins Study and The Next Chapter of WI

When Kids Refuse to Go to School

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he term "school refusal” used to be more or less synonymous with truancy, invoking a picture of kids hanging out on the street corner, or holed up in their bedrooms playing video games. While it is true that some game-playing might well be involved, it’s important to understand that school refusal is not the same as playing hooky. It isn’t driven by the allure of having fun outside of school, but rather by an aversion to school itself.

Problematic patterns Everyone resists going to school once in a while, but school refusal behavior is an extreme pattern of avoiding school that causes real problems for a child. School refusal is distinguished from normal avoidance by a number of factors: n

How long a child has been avoiding school

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How much distress she associates with attending school

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How strongly she resists

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How much her resistance is interfering with her (and her family’s) life

Including all these aspects is important, because a child can still have school refusal even if she attends school most days. I’ve worked with kids who have missed only a day or two of school, but they’ve been tardy 30 times because their anxiety is so extreme it keeps them from getting to school on time. Kids with school refusal might also have a habit of leaving early, spending a lot of time visiting the nurse, or texting parents throughout the day.

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Suspicious sick days

Listen up

Often kids with school refusal will start reporting unexplained It’s also possible that something specific is happening at school, symptoms like headaches or stomachaches. Anxiety does manifest in like bullying or a difficult class. This doesn’t mean you should physical ways, so their symptoms could be indicative of that. As a immediately jump in and ask your child who doesn’t want to go to parent, the first thing you want to do in this situation is get your school, “Who’s bullying you?” But it is important to know what is child checked out by a pediatrician; you don’t want to overlook a going on in your child’s life. You should expect to hear what her medical problem. But it may be that going to school is her problem. teacher is like and how homework is going. You should also have a Sometimes resistance to attending school is just a little blip on sense of the kids your child is hanging out with. These are all things the radar, and it can be easily remedied. Maybe your child had the that should come up in everyday conversation. And if your child flu and was out for a good amount of time, and now she is having a mentions that something happened that day, perk your ears and put hard time making the transition back to school. Suddenly she’s down whatever you were doing and listen in a nonjudgmental way, getting clingy and anxious about all the homework she missed. because it could be important.

In this scenario, it is important not to prolong time at home.

Reaching out Instead, you want to have a conversation with the Treatment providers working with kids who teacher and with your daughter. You want to be have school refusal will often use cognitive able to tell her, “We’ve talked to your teacher, and behavioral therapy, which helps kids learn to he knows you were sick. I know you’re worried, While kids who manage their anxious thoughts and face their but he understands. It’s time to get back to fears.

While kids who are anxious might school.” Then she returns to school and often are anxious might disagree, the best way to get over anxiety is things go relatively smoothly. to get more comfortable with feeling Similarly, some kids in school experience blips disagree, the best actually anxious.

Kids need the chance to see that they of anxiety after vacations. The key point is to get can attend school and their worst fears won’t way to get over children back in school as soon as possible. happen. Exposure therapy, which reintroduces More serious concerns anxiety is actually kids to the school environment gradually, is When school refusal starts to become a bigger very effective at this. In the very beginning to get more problem—it’s going on for numerous days, weeks of treatment, this might mean driving by the or even months—you should reach out and ask school or walking through its empty halls on comfortable with the weekend. From there kids can work up to for help. This includes kids who go to school but only attend partial days because they are spending attending one or two classes and then eventually feeling anxious. a lot of time in the nurse’s office and getting sent attending a full day towards the end of home early from school. treatment.

It’s best to be proactive and catch school Understanding the problem refusal as soon as you can. Unfortunately, the For more serious cases of school refusal, the first step in longer a child misses school, the harder it is to get back in the treatment is getting a comprehensive diagnostic assessment. While routine, because being absent is very reinforcing. I have worked school refusal is not a diagnosable disorder, it often accompanies with families that describe getting ready for school like it’s a battle disorders like separation anxiety, social anxiety, depression or panic complete with huge tantrums. Sometimes the morning gets so disorder. A complete assessment helps treatment professionals challenging and exhausting that mom and dad just give up and understand what is underlying school refusal, allowing them to say, “Fine, stay home; I’ll go pick up your homework.” It’s a very tailor therapy to your child’s particular situation. understandable situation, but again, letting it continue puts kids one day further from being back at school. It is important for parents to know that the sooner the child gets back to school the better, and reaching out for help is an important first step.

About the Author Rachel Busman, PsyD, ABPP is the senior director of the Anxiety Disorders Center and director of the Selective Mutism Service at the Child Mind Institute. She leads a team of clinicians providing evaluation and innovative treatment to children with selective mutism. Dr. Busman is President of the Selective Mutism Association, the nation’s largest network of professionals, families, and individuals with selective mutism.

Fall 2020 The Beacon

Ask an Expert

Managing Anxiety During a Pandemic

Rachel Busman, PsyD, ABPP, answers readers’ questions on COVID-19 and anxiety My husband and I are both teachers, and we have two daughters (one in public school and one at Windward).

We are finding it very hard to balance our four different schedules, and the risk varies at each of our schools.

I think it makes the most sense to take the year off.

This is a really tough situation, and I will start off by validating how hard this is. One of the hardest parts of the question to me is that there really is no one “right” way to handle it. There are a lot of factors to consider and a lot of moving parts here. I am not sure exactly what is meant by “take the year off,” but I assume it means that one of the adults would take the year off from teaching. If that is the case, this kind of decision is best made when all the facts, the pros, and the cons are available and evaluated. Because this situation is likely emotionally charged and stressful, having a conversation with the administration of either school and understanding what taking a leave would entail would help you and your husband decide. Also, a conversation with the children’s school, including what precautions and safety plans are in place, might help you decide. The most important thing to keep in mind that your family’s decision is just that—your family’s decision. There is no “one size fits all” situation during this time.

How can adults reassure kids that they are safe even during such an uncertain time?

Parents and guardians should continue to provide information to their children and teens and answer questions. Explaining the safety precautions that the family and schools are taking can be reassuring.

Talking about exposure and risk in a way that is developmentally appropriate is key. However, it’s also important to avoid making promises about things that you cannot control. For example, if your child asks, “Will I get sick?” it’s tempting to say “Of course not. You will be fine.” Instead, it’s best to ask, “What are you the most concerned about?” and answer the child’s immediate concern.

You can still let them know that there are things we can’t be certain of but will do the best we can to monitor.

I am struggling with my ability to trust in others during this pandemic. Based on social media posts that I see of friends going about their daily lives, I find I’m judging if I deem their activities “safe” or “unsafe.” I want to see my friends to boost my emotional and mental health, but I’m anxious not knowing if someone has been proactively protecting themselves from COVID­19 or not.

Ultimately, you have to decide who to see and where to go based on your own comfort. It’s very hard when you see others, maybe friends or family, doing things that you don’t feel comfortable with.

However, that’s okay to have a different assessment of a situation.

I myself have had conversations with people in my life and said, “That’s just not something I am comfortable doing right now” or vice versa. We all have to operate with our family’s best interest and safety in the forefront and see others with compassion and in a nonjudgmental way. Seeing friends can help our emotional health, so consider a socially distant visit or a Zoom call.

What are some specific strategies to help my child cope with anxiety about being back in school?

It’s always important to lead with validation. That means conveying to your child, “I get it and your worry is important.” If your child is worried about homework because they haven’t had any in a while, start with something like, “I understand you are worried about homework. It’s reasonable to feel worried.” Another strategy is to be clear about your confidence that while the challenge may be hard, you know your child will be able to overcome it. For example, “I know that you are worried about homework. I remember that every year the teachers start out slow and give lots of time to ask questions. I bet they will do that again, and we can talk with your teacher if you need more support.” Finally, it’s important to model non-anxious coping. If your child is worried about getting sick, first validate their concerns. Then convey a sense of confidence that adults are doing what they can to maintain social distancing and safety. You can model that you are calm and that you feel confident in the plan from school.

What are some ways I can manage my own stress about my child returning to school?

This is naturally a stressful time for parents. It might sound silly, but reminding yourself, “I am doing the best I can” can help, because it’s both true and something we can lose sight of in the midst of stress. Also, seek support from friends, family, and school.

Getting support from other adults in your life can help you vent, problem solve, and prevent the stress you are feeling from spreading to your kids. If you have questions about the return to school, reach out to the school. They may be able to clarify something in the plan that would set your mind at ease. Make sure to take time for selfcare; small moments during the day for things like hydration,

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eating, stretching, or taking some time away from the computer screen are really important.

When is it age­appropriate to discuss facts about the pandemic with my child, especially when many questions are unanswerable now?

It’s always important to give your child information, even if they don’t directly ask. Finding out what your child already knows will help guide your conversation. For example, saying, “What do you know about COVID (or the pandemic)” is a great place to start.

Caregivers often worry that talking about stressful things will somehow create a problem or incite more anxiety. In reality, it’s quite the opposite. Our children look to us to set the tone, and talking about the pandemic is reasonable, given how widespread the impact has been and how many people it has impacted. It’s also okay not to have an answer to a hard question and it’s completely acceptable to say, "These are the things we know and these are

the things we don’t.” If your child asks something that you don’t know but can find out, tell them. Finally, these will be ongoing conversations, likely occurring in small bursts, rather than one long dialogue.

My child's school is remaining remote for a period of time. What are some ways to engage and grow social­emotional skills with them and their peers?

There are a lot of ways to help your child stay connected even if school is remote. Plan virtual or socially distanced playdates. Find out what activities or clubs the school is planning and encourage your child to join. Even though some of these activities might not “be the same,” keeping connected is really important. Your child is likely already practicing a lot of important social and emotional skills, like developing resiliency, being flexible in the face of change, and practicing being independent. Look for opportunities to point those accomplishments out to your child.

COMMUNITY LECTURE 2020

Spring 2020 The Beacon

Institute

Parenting and Educating Kids in the Time of Anxiety— Balancing Precaution and Bravery Anxiety disorders are among the most common mental health disorders in the United States; 31.9% of adolescents meet criteria for at least one. Without effective intervention, anxiety in childhood tends to persist and can lead to additional mental health problems. Social support is key when considering resilience in the time of stress. It is crucial for parents and educators to support children in a variety of ways that promote resilience and bravery.

This talk will address the following topics: n What is the fear response and why is it important and adaptive? n What

is anxiety and what are the different types of anxiety disorders?

n How

to parent and educate as the landscape changes

n How

to keep children informed in developmentally appropriate ways without inadvertently increasing anxiety

n Ways

to encourage bravery in the face of anxiety (e.g. taking tests, trying new things)

Thursday, October 22, 2020 7:30 p.m. – 9:00 p.m.

Watch the lecture via Live Stream.

LIVE STREAM

No Fee – reservation required.

RSVP online at thewindwardschool.org/lecture

Presented by

Rachel Busman, PsyD, ABPP Dr. Rachel Busman is Co-Director of the Selective Mutism Program, Anxiety and Mood Disorders Center at the Child Mind Institute.

Fall 2020 The Beacon

Q&A with Inspiring Leaders in the World of Dyslexia

Brian Bannon

A Modern­Day Revolutionary for New York Public Libraries In this Q&A series, we will interview individuals from the dyslexia community who are influencers in their respective fields. We hope this series will provide insight into how dyslexia impacts our world and will inspire our readers to see the potential that dyslexic children can achieve in the future.

By Stephanie Huie, Associate Director of Digital Communications & Publications Brian Bannon is The New York Public Library’s first­ever Merryl and James Tisch Director. In this role, Mr. Bannon acts as the chief librarian, responsible for the operation and direction of NYPL’s 89 neighborhood branches. He focuses on the Library’s educational planning efforts to foster a culture of learning, reading, and education across the city. Mr. Bannon has over 20 years of library services experience, having worked at the Chicago Public Library (as CEO), San Francisco Public Library (as CIO), Seattle Public Library, and the Bill and Melinda Gates Foundation. In 2016, Mr. Bannon was named one of Fast Company’s 100 Most Creative People in Business for his innovative approach to the 21st century library.

Going back to your roots as a child growing up in Washington state, how did you come to the realization that you were dyslexic?

I grew up in Bellingham, WA, which was a remote small town, and the understanding there about learning differences, particularly dyslexia, was not as advanced as it is today. My mother intuited that something was off because there was such a clear difference between myself and my older sister, who was unusually advanced for her age and read many grade levels above her age group. When I entered school and had to learn the basics of how to write my name, read, and spell, it was clear that it was not computing. My mom talked to my teachers who would say, “Boys can sometimes be different mentally, so let’s just wait and see.” But my mom was not going to let it go. I was a happy kid before, and she could tell my experience in school was impacting my self-efficacy. She ended up doing a lot of research herself, and eventually she was able to get me tested and diagnosed with dyslexia. This was a long time ago, so there was no internet, but she was dogged in her efforts.

What was your school experience like once you were diagnosed with dyslexia?

My schools weren’t set up to deal with a dyslexic kid. What that meant for me in terms of academics was that I was placed in special education with kids who primarily had serious behavioral issues, developmental issues, and intellectual disabilities. I was sort of the regular kid, just dyslexic. I really struggled to learn to read and write at grade level. I was always behind my peers. Like many dyslexic kids, for every three hours I spent working on an assignment, my peers were spending half an hour to an hour. Everything took way longer for me.

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Many dyslexics experience challenges with self­confidence or question their own intelligence due to their difficulty with school­ work. How did you navigate this common hurdle in your youth?

My mom realized it was important to find other ways for me to build confidence, because she knew that school was always going to be an uphill slog for me. So, she had me get involved in theatre, art, and sports, and she also encouraged me by saying there are lots of successful dyslexic people. Theatre was great for me, and my mom would record my lines so that I could listen to learn them. I was always the first kid to have my lines memorized because of that.

me two or three times as long as everybody else to do the work; so I had very good study and organizational habits, just so I could get marginal results. In order for me to get a C in high school, I had to move mountains.

I knew how to work hard, I knew how to learn, and I knew how to advocate for myself.

That was another thing that my mom really instilled in me: to be able to talk to my teachers to get extra time on tests. I was used to saying, “Hey, I’m dyslexic, I need help”; so I did that in college too. Frankly, I was not college-bound and, in hindsight, it was a combination of a few really great teachers, a very engaged parent, and activities that helped me build some confidence that allowed me to go to college in the first place. But through my habits, I ended up graduating the top of my class at PLU.

I knew how to work hard, I knew how to learn, and I knew how to advocate for myself.

Your success as a swimmer earned you an athletic scholarship to attend Pacific Lutheran University (PLU).

Can you share how your experience as an undergraduate differed from your formative years in school?

By my freshman year at PLU, I had developed a set of disciplined practices around studying and reading. I already knew that it took

Becoming a librarian is a unique career path. One would think you spent your childhood absorbing books, yet reading was extremely difficult for you. How did you discover that this was the type of job that was suited for you?

Fall 2020 The Beacon

I struggled so much with reading, so I was not interested in books understanding. We can create dynamic spaces and interventions at as a kid. Libraries for me then translated to this incredible place that public libraries that enable all people to pursue their love of learning I knew was filled with knowledge in books, but I imagined it was and support self-directed creation of new knowledge. knowledge that I would never be able to access. I just never thought Have you considered whether being dyslexic I would be able to read the books; libraries were not a place for me. has influenced or shaped your approach to So, the way I ended up in libraries was sort of an accident. I came your work as a librarian? out as gay in high school and pursued LGBTQ studies and I’m definitely unusual in my peer group of librarians. As a dyslexic, psychology in college. I learned about social justice movements I have the experience of being outside the norm, so I think outside because I was interested in information access, activism, and access the traditional way of learning. This has influenced my leadership to justice. One of my social justice professors asked me if I had lens, like how I prioritize the development of strategy that caters to considered a career in libraries, and I thought she was joking, a broad base of users. For example, when I because she knew I was dyslexic. She was CEO of libraries in Chicago, we were educated me how the field of librarianship rethinking our approach to our summer The field of is really about accessing knowledge— learning program. Since the dawn of time, connecting society to the world of librarianship is really every library has had a summer reading information and ideas to create a more program, which is a high-quality learning democratic society. It isn’t about books and about accessing activity. However, engaging in other highreading; the mission of libraries is much quality exploratory activities, like conducting knowledge— bigger than that. Through that lens, I saw science experiments, is as beneficial as reading. libraries in a completely different way. From connecting society We completely redesigned that program by there, I did my graduate work in information incorporating a range of activities that science at the University of Washington and to the world of supports a child’s learning in addition to started my professional journey. books. For kids like me who didn’t gravitate information and to summer reading programs, the expanded Although libraries were not a place ideas to create a more exploratory learning activities provided for you as a child, you are now the chief librarian for The New York opportunities to keep all our kids’ brains democratic society.

Public Libraries, one of the largest active. Not everyone learns and thinks in the public library systems in the world. same way, and in an institution such as public What is your relationship libraries, we must make sure that we’re catering to all needs. with reading like now?

It turns out that I actually love to read, but I primarily listen. I’m For children who are also dyslexic, what is a message you would share with them? in five book clubs, so I’m definitely a reader! I use a lot of assistive For dyslexic kids, growing up we often think about dyslexia as a tools, like listening to all of my emails using text-to-speech disability and a deficit. I wish our culture was one that had more technology. I use accessible tools in order to increase productivity. of a mindset that dyslexics were born with a Maserati that you just Libraries typically have the reputation of being long­ need to learn how to drive, not like you are stuck with a tricycle standing, austere public institutions. Why do you believe while everyone else is driving. You simply have a complicated that libraries are in fact institutions of radical innovation? machine, and it is going to take a little longer to learn how to So many people like me thought as a kid that a public library was properly use it. But there is going to be a day when you learn how just about books and reading, and there’s nothing wrong with that. to drive, you’re going to hit the gas pedal, and you’re going to go It’s fantastic that libraries are a home for many who have a passion faster than you ever thought you could go. All of a sudden, you’ll for books and reading in a particular way, but they’re really a step realize that all this time you have been learning how to maximize above that. Public libraries are about the creation of new knowledge, your incredible brain. Stick with it, and it’ll pay off. lifelong learning, and the building of community around

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Head Lines

Leadership in Crisis

By Jamie Williamson Head of The Windward School

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n September 9, 2019, I began my first year at The uncertainty can manifest into less-than-productive conversations Windward School, fully committed to Windward’s and sharing of incomplete information, and invisible armies mission and energized by the challenges I knew lay ahead. emerge. These are the times when it is critical to stay on course, At the time, I was unaware that the transition would be defined and we at Windward were led by our vision of a world where every by its unprecedented and unforeseen challenges, both for me child with a language-based learning disability is empowered to personally and for us as a community. The start of the 2020-2021 achieve unlimited success. In practical terms, that meant crafting school year finds us stretching into our eighth month of navigating a reopening model that provided our students not only with new the COVID-19 health crisis, and its full health measures to keep them safe but also impact and lasting effects are becoming with robust academic supports, tools, and increasingly evident. Now more than ever, Now more than ever, social and emotional resources to help them it is paramount to look to our compass for thrive. It also meant stretching ourselves to it is paramount to clear direction: to the Windward mission grow within this moment. “[Right now,] we and its values, to finding opportunity in a once-in-a-lifetime chance to courselook to our compass have adversity, and to grounding ourselves in correct, to take what we have experienced and our commitment to our children. learned and create a vision for education that for clear direction: The National Academy of Sciences, is more inclusive, responsive, and purposeful to the Windward Engineering, and Medicine recently shared than it has ever been” (Edutopia, 2020). a news release emphasizing the importance Winston Churchill famously said, mission and its of reopening K-12 schools for in-person “Never let a good crisis go to waste.” I’ve instruction. It noted, “In grades K-3, children been considering those words seriously these values, to finding are still developing the skills to regulate their past several months as we reframe what opportunity in own behavior, emotions, and attention…. our educational environment looks like Schools should prioritize reopening for grades in a post-COVID-19 world. When we adversity, and to K-5 and for students with special needs who transitioned to remote learning last spring, would be best served by in-person instruction” grounding ourselves it was immediately clear how important (National Academy of Sciences, Engineering, fully integrated technology would be to the in our commitment and Medicine, 2020). For Windward, we program, both in the near and long term. knew that there would be dual priorities for Realizing on day three that our content to our children. reopening: both to expand the instructional management system would not be sufficient spaces available so that we could offer for our new needs, we pivoted, secure in the in-person instruction for all students and to ensure that students knowledge that we didn’t need more time with a broken system. In who opted into remote learning (either part- or full-time) received the short term, this switch presented additional challenges; however, the same quality and breadth of instruction as their in-person in the long term it has presented an amazing opportunity to think counterparts. Any changes made to facilities, protocols, and health about how technology can fit it into the framework of Windward. and safety measures had to remain guided by the core elements— A large part of the success of the remote learning program can comprehensive, multi-sensory, and language-rich direct be attributed to the adaptability of our families and their willingness instruction—that provide the backbone of our instructional model. to trust the leadership team with the major changes required. Our In times of crisis, people’s anxieties about widespread families’ confidence in Windward during this health crisis

Fall 2020 The Beacon

COVID­19 Learning Loss: Reading Forecast Forcasted trajectorories for grades 3­8, reading RIT scores based on COVID­19 induced school closures.

RIT Score

underscores what is most special about our 230 School closure Typical last day community—providing a safe space for us to grow, to experiment, and to support one another.

220 8th grade Navigating this experience together has made us 7th grade all stronger, and “it’s now undeniable that we are 210 6th grade all connected to each other, that actions matter, 5th grade and that we can have a dramatic influence on the 200 4th grade health and well-being of others” (Edutopia, 2020).

The idea of our influence on each other (and 190 3rd grade on younger generations) becomes especially critical when we consider the specific needs of our student body. The Brookings Institution recently 180 released a report analyzing the impact of COVIDSep 1 Oct 1 Nov 1 Dec 1 Jan 1 Feb 1 Mar 1 Apr 1 May 1 Jun 1 Jul 1 Aug 1 Sep 1 19 on student achievement, and the results were Typical growth/Summer loss COVID Slide: Students have academic setbacks typical of summers throughout an extended closure sobering, especially for reading. The report noted, “These preliminary…estimates suggest students could begin fall 2020 with roughly 70% of the community in ways we didn’t know were possible. Our children are learning gains in reading from the prior year relative to a typical suffering from the ambiguous loss of familiar structures, ways of life, school year” (Brookings Institution, 2020). and even the ability to meet up with friends and extended family With an instructional model that is wholly targeted on (Haelle, 2020). It is crucial for us to be present for them and remediating reading deficiencies, we simply cannot afford to allow acknowledge their unique needs in this moment. “Now that our students to fall behind. Fortunately, the direct instruction students have lived through this, we can’t stop having conversations model of instruction has been shown to shine in the remote about hard things: loss, grief and societal issues such as inequality, learning environment. Not only that, but it is flexible, so students oppression, and poverty. We have an opportunity to use this participating in person and remote learners receive the same openness to heal and show that we can indeed have hard benefits. Its key components remain unchanged regardless of conversations, move through challenges, and come out the other instructional setting: “1) Students are placed in instruction at their side, together” (Edutopia, 2020). In these circumstances, we look skill level. 2) The program’s structure is designed to ensure mastery to our north star to get our bearings: For Windward, that is our of content. 3) Instruction is modified to accommodate each commitment to learning, our commitment to community, and our student’s rate of learning” (National Institute for Direct Instruction, commitment to making an impact. By modeling resilience in the n.d.). Even more importantly, the Windward program is researchface of adversity, compassion for others, and curiosity about based and field-tested, which ensures that students are never left disrupting the status quo, we demonstrate to our children that faltering in a reading program that is not effective for their needs. anything is possible.

This health crisis continues to test us as a society and as a

For Further Reading Farber, K. (2020, May 20). Lessons Learned During the Pandemic. Edutopia. http://bit.ly/LessonsLearnedDuringthePandemic Haelle, T. (2020, August 17). Your Surge Capacity Is Depleted – It’s Why You Feel Awful. Elemental Medium. http://bit.ly/YourSurgeCapacityisDepleted The National Institute for Direct Instruction (n.d.). Basic philosophy of direct instruction. The National Institute for Direct Instruction. http://bit.ly/BasicPhilosophyofDirectInstruction The National Academies of Sciences, Engineering, and Medicine. (2020, July 15). Schools should prioritize reopening in fall 2020 especially for grades k-5 while weighing risks and benefits. The National Academies of Sciences, Engineering, and Medicine. http://bit.ly/SchoolsShouldPrioritizeReopeninginFall2020 Soland, J., Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E. & Liu, J. (2020, May 27). The impact of COVID-19 on student achievement and what that may mean for educators. Brookings Institution. http://bit.ly/TheimpactofCOVID-19onstudentachievement

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Inside the Institute

A Question of Social Justice:

Disproportionality in Special Education

By Dr. John J. Russell Special Projects Advisor at The Windward School and Associate Director of the Haskins Global Literacy Hub

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n 1968, Lloyd Dunn published his often-cited article, “Special Education and Rehabilitative Services, “This law had a dramatic, Education for the Mildly Retarded—Is Much of it Justifiable?” positive impact on millions of children with disabilities in every In it, he argued that minority and low-income students were state and each local community across the country.” being classified as mildly mentally retarded (author’s note: Since the passage of PL 94-142 45 years ago, significant progress “mildly mentally retarded” was a catchall phrase that included a has been made toward meeting its goals for developing and number of disabilities; this term, which is considered offensive, implementing effective programs and services for early intervention, is no longer acceptable) more than was justified, stating, “In my special education, and related services. Before IDEA, many children view, much of our past and present practices are morally and were disastrously denied an education at all. For example, in 1970, educationally wrong. We have been living at the mercy of general schools educated only one in five children with disabilities, and educators who have referred their problem children to us. And numerous states had laws excluding certain students, including we have been generally ill prepared and ineffective in educating children who were deaf, blind, emotionally disturbed, or cognitively these children. Let us stop being pressured into continuing and challenged (US Department of Education, 2015). Many studies, expanding a special education program that we know now to be however, cast doubt on whether the rights and purported benefits of undesirable for many of the children we IDEA have been applied equally for all are dedicated to serve.” children and, most notably, children of Over 50 years have passed since color. Concern persists that students are Many studies cast Dunn’s impassioned plea for equity and being segregated through prejudiced or quality in special education, and yet otherwise inappropriate educational doubt on whether arguments about disproportionate decisions (Blanchett, Mumford, & the rights and purported representation of low-income students Beachum, 2005; Proctor, Graves, & Esch, and students of color in special education 2012). A large number of studies report benefits of IDEA have continue. There have been many advances that the students who are most likely to in special education since 1968, and still be placed in special education are Black, been applied equally the evils that Dunn railed against persist male, and poverty-stricken (Harry, to this day. Disproportionality remains a Klinger, & Moore, 2000; Holzman, for all children and, most cause of disagreement and at times bitter 2006; Noguera, 2005). More recently, debate among researchers, educators, notably, children of color. Mohammad (2016) maintains that Black advocates, and policymakers. male students are disproportionately In 1975, Congress enacted placed in the special educational systems the Education for All Handicapped Children Act (Public Law 94throughout inner-city public schools in the United States.

142) guaranteeing a free, appropriate public education to each child In a study sponsored by The Research Alliance for New York with a disability. In 1997, PL 94-142 was amended to become City Schools, Fancseli (2019) found that 6% of NYC students with the Individuals with Disabilities Education Act (IDEA). The stated IEPs were Asian, 31% were Black, 48% were Latino, and 13% were purposes of the law were to improve how children with disabilities White, while the actual racial/ethnic composition of the City’s were identified and educated, evaluate the success of these efforts, public schools was 16% Asian, 27% Black, 41% Latino, and 15% and provide due process protections for children and families.

White. This pattern of racial disparities is similar to that seen According to the US Department of Education’s Office of Special nationally, where students of color—particularly Native American,

Fall 2020 The Beacon

Black, and Latino students—are enrolled in special education and with some arguing that minority populations are particularly classified with specific types of disabilities at higher rates than other susceptible to certain disabilities because of economic, cultural, or students (Office of Special Education and Rehabilitative Services, environmental disadvantage (Sullivan & Proctor, 2016); others 2018). In addition to being overidentified, students of color are at suggest racial disparities are the result of broader social inequities higher risk for damaging outcomes, especially Black students, who and race relations (Sullivan & Artiles, 2011). The disproportionate are more likely than White students to be placed in restrictive inclusion rates of low-income students and students of color in educational settings with limited general education involvement, special education programs have also often show fewer academic gains, and remain in been attributed to systemic bias in special education longer (U.S. Department the identification of disabilities in of Education, 2015). schoolchildren, institutionalized racism, The debate rages on Despite these findings, others argue and purposeful segregation. The debate that identification of students for eligibility about whether students of rages on about whether students of color for special education services is more are overrepresented in special education color are overrepresented because they are inappropriately complicated than just overrepresentation.

Sullivan and Proctor (2016) define identified or because they are actually in special education disproportionality in special education as more likely to have disabilities (due to differences in treatment or outcomes that risk factors such as low-income status). because they are are determined by race, ethnicity, or Some argue that students of color are in socioeconomic status, and includes under-diagnosed and missing out on inappropriately identified fact both underrepresentation and necessary services. Research provides overrepresentation in special education. evidence in support of both sides of the or because they are For example, Morgan et al. (2015) claim argument (Donovan & Cross, 2002; that students of color were actually Elder, et. al., 2019; Fish, 2019; Morgan actually more likely underrepresented across five of the et. el., 2015; Skiba, et. al., 2016). to have disabilities disability conditions they studied— Disproportionality is complex and learning disabilities, speech/language enduring, and this article merely skims (due to risk factors such impairments, intellectual disabilities, the surface of a deep-seated problem. No other health impairments, or emotional matter what the underlining causes may as low­income status). disturbances—and were less likely to be, special education disproportionality is receive potentially beneficial special an issue of social justice because of its education services. Their report drew unequal effects on the education of immediate, intense, critical responses from many researchers in the students of color, particularly Black students (Sullivan & Proctor, field of special education who argue that students of color and poor 2016). Therefore, it is imperative that special education programs students have a well-documented history of being overrepresented be continuously and scrupulously examined for underrepresentation in special education (Cohen, Burns, Riley-Tilman, & Hosp, 2015; and overrepresentation. The process and the criteria used to identify Blanchett & Shealey, 2016; Skiba et al., 2016). a student as disabled must be informed by enhanced cultural The research studies and governmental reports cited previously competency of educators. The effectiveness of special education represent a mere fraction of analyses on disproportionality. programs and services must be evaluated on the results that they Despite over five decades of research, the extent and type of produce and not the good intentions of the providers. These steps disproportionality (overrepresentation and underrepresentation) and others will allow educators to finally respond to Dunn’s as well as the mechanisms causing it are still not agreed upon. A indictment that “In my view, much of our past and present number of explanations for disproportionality have been offered, practices are morally and educationally wrong.”

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The Beacon Fall 2020

Research Roundup

Advocating for All Students with Disabilities in their Pursuit of Post­Secondary Opportunities

By Alexia Hartogensis ’19, Katherine Kaneko, and Lara Damashek

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ncreasingly, a college degree is not enough to gain entry in the competitive job market in the United States. Amplified by the uncertain economic future following the COVID-19 pandemic, job competition and scarcity will likely see an even greater rise.

Consequently, advanced degrees and admission to graduate school have almost become a prerequisite for certain career opportunities, such as law, medicine, education, and more. Yet, these careers may be out of reach for some students who require accommodations.

For example, rigid testing requirements for graduate entrance exams, like the MCAT for medical school, demand that such students have documentation of an extended history of disabilities that warrant the accommodations.

Multiple factors that can preclude a student from being able to show this history include socioeconomic background, access to resources within the school district, family understanding around the complex legal issues of an IEP or 504 plan, and institutional obstacles such as misdiagnoses and lack of will within academia.

The repercussions for not receiving accommodations are severe, ranging from a loss of scholarships to those students who are unencumbered by disabilities, or simply not being able to attend graduate school at all. In this article, we explore potential underlying disparities associated with accommodations in post-secondary education, including various graduate-level entrance exams; the impact a 504 plan has on a child with a disability's success; and the various structural issues underpinning awareness and education for students with disabilities.

The Implications of Accommodations for Students with Learning Disabilities Accommodations are significant to leveling the playing field for students with learning disabilities, especially for students with dyslexia and language or reading disorders. Advocates point to accommodations as essential based on the needs of students with dyslexia. According to the Yale Center for Dyslexia and Creativity (2017), “Having accommodations doesn’t give a test-taker the answer, but it allows his/her brain the time it needs to read the question and access the higher-level thinking and reasoning systems that help the dyslexic use the context to figure out a word.” Extra time on a test is necessary for students with dyslexia, as it gives them what they need to fully demonstrate their knowledge. In a study examining the effects of extra time for disabled students, (Ziomek and Andrews, 1998) found when given two tests, one with extra

time and one without, participants with learning disabilities had a higher score than students without disabilities. A dyslexic has the same potential and capabilities as a non-dyslexic; however, they process information differently. Accommodations are critical for students with disabilities to demonstrate their potential.

How does a student receive accommodations? Many students with a disability either apply for an Individualized Education Plan (IEP) or a 504. These plans aim to provide a more comprehensive support system than testing accommodations alone. While an IEP and 504 plan both have the goal of enabling students to thrive, they are different. An IEP, which is covered under the Individuals with Disabilities Education Act (2004), grants students different educational services in either special or regular academic settings (Bachrach, 2016). 504 plans are covered under section 504 of the Rehabilitation Act (1973) and provide for the necessary accommodations or modifications to put students with a limiting condition or disability on the same playing field as their typically developing peers; it is an anti-discrimination law that aims to promote equal access to learning opportunities to children who suffer from disabilities. Normally, 504 plans include three major aspects: changes in the environment, changes to instruction, or changes in how materials are presented (Understood, n.d.). In addition to helping students acquire accommodations in school, a 504 plan helps students receive accommodations on standardized testing. While a 504 will not provide a student with an automatic accommodation on the SAT or ACT, it allows the school to help the student through the process (Understood, n.d.). The purpose of applying for a formal 504 plan is to aid students and their families in the procedure of receiving accommodations and make the overall task easier.

A Case Study on the MCAT and Its History of Accepting Accommodations Documentation is essential for students to apply for accommodations in college and graduate-level entrance exams, yet certain tests have distinct requirements. Historically, the MCAT has accepted uncharacteristically low numbers of applications for accommodation. For example, in 2004, less than 1% (Julian, Ingersoll, Etienne & Higer, 2004) of students requesting accommodations on the MCAT were approved. From 2011-2013, only 0.3% of students that took the MCAT had accommodations (Applerouth, 2017). Many have claimed that the AAMC, the organization in charge of administering the MCAT, denies granting

Fall 2020 The Beacon

accommodations unless a student can demonstrate a track record entrance exams need to reconsider better testing instruments to of receiving accommodations dating back to elementary school. equally measure a student's aptitude on standardized tests.

A few standardized tests have changed and improved their The Equity of Documentation criteria in accepting students for accommodations. These tests Documentation of a learning disability at a young age is crucial include the SAT and the ACT, which have reported increases in for any child who wants access to the same opportunities afforded acceptances of applications in recent years. The ACT only requires to typically developing peers. To qualify for accommodations on a track record of a year (Applerouth, 2020) and the SAT only standardized testing, such as those governing high school or college requires four months of documentation (CollegeBoard, 2020). admission, a student must prove that they have a history of a Another graduate entry test, the LSAT, required for law school, limiting disability or impairment that has hindered their ability will approve accommodations if the student was already approved to learn. for the ACT or SAT (LC, AC, 2020).

As the case study of accommodations in post-secondary The restrictive nature of accommodations for post-secondary entrance exams such as the MCAT reveals, students with learning entrance exams, but particularly for the disabilities may experience barriers to future MCAT, is weighted when considered educational success based on geographic from social and economic perspectives.

Disproportions in accommodations based Students with greater location or socioeconomic status. Students from higher socioeconomic backgrounds, and on socioeconomic status, race, and ethnicity those who have the resources to be connected resources based on continue as students advance in their to educators and professionals cognizant of educational careers (Yull, 2015). Students the requirements, enjoy advantages of having geographic location with greater resources based on geographic a paper trail documenting their cognitive location or socioeconomic status benefit or socioeconomic impairments. This, in turn, helps facilitate from earlier diagnoses, interventions, and accommodations for high-stakes tests like accommodations, while students without status benefit from the MCAT. access to these resources are not supported.

One illustrative example is that schools In fact, studies show that the gap begins in earlier diagnosis, with higher rates of students who qualified early childhood and remains even as the for reduced lunch costs have on average students move through high school. This gap intervention, and 1.6% of their whole student body population can be significant. Children of lower income registered with 504 plans. However, schools accommodations, families without access to early childhood with lower rates of students qualified for education and support lag behind the average reduced lunch costs have larger percentages while students child by twelve to eighteen months (Barnett of students with 504 plans (Belkin, Levitz & & Lamy, 2013). Lower income families without access to Korn, 2019).

In other words, socioeconomic are disproportionally people of color, background correlates to access to the costly reinforcing structural systems that impede these resources process of receiving legal support of their asset accumulation and upward mobility. learning disability, like a 504 plan.

By stark contrast, students from wealthier are not supported.

Other barriers include the manner in families or districts enjoy the longitudinal which the US public schools are funded. documentation that can be used as evidence Funding public schools through real estate when requesting accommodations in graduate taxes automatically disadvantages lower income communities, school exams, especially as the MCAT requires a track record of where rates of home ownership and property values are less than receiving accommodations dating back to elementary school. communities with higher valued properties that garner greater real This documentation is based on school district testing as well as estate taxes.

Further complicating the problem is the increased independent neuropsychological evaluations, all of which are mobility of non-home owning families, whose children then frequently beyond the reach of many families from less wealthy lack continuity of documentation or support in school.

Possible school districts or who lack the flexibility or financial resources solutions include changing funding sources for schools from to be evaluated (Reynold & Rolnick, 2015). Families for whom local coffers, creating a national database for students to upload English is a second language or who are unfamiliar with the US documentation in a uniform manner regardless of location, and to educational system are also at a disadvantage in obtaining have pediatricians, obstetricians, healthcare clinics, and schools documentation and support for their children. begin informing all new parents about the signs of language-based An issue that exacerbates the disparities in accommodations learning disabilities or other impairments so that the families may could be that students abuse extra time when they do not have disabilities, especially those from higher socioeconomic backgrounds have greater agency sooner in their child’s educational journey.

(Belkin, Levitz & Korn, 2019). If that is the case, then post-secondary

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The Beacon Fall 2020

From Information to Advocacy

parents and educators should be alerted to markers that identify a student as needing further testing for language-based disabilities.

Evidence confirms that disparity in educational access and opportunity exists (UNESCO, 2018; Tawfik, Reeves & Stich, 2016; The long-term impact of early intervention encompasses both Walters, 2001); yet, research on contributing factors is complex and academic and social-emotional deficits. In addition to providing students with documentation for needed remediation and services, varied. Nevertheless, bridging the gap between theory and praxis early intervention establishes a longitudinal requires dialogue not just about the causation, history of need. This evidence then translates but also about how to remediate and eliminate these disparities (Shih, 2018). Specifically, by Documentation of a into the student receiving accommodations at an early age and enabling the child to taking the position that an education should learning disability at a show need for accommodations in college provide opportunities for a student to advance and graduate school entrance exams. their social, economic, physical, and young age is crucial Given the high costs of a diagnosis to emotional well-being through accumulated identify language-based disabilities, many knowledge and effort (Bourdieu,1986), for any child who schools, particularly those with fewer our framework moves from being purely resources, are often reluctant or unable to informative to advocative (McLaren, 2015). wants access to the initiate intervention. On average, dyslexic Where Should the Educational assessments can cost between $1,000 to same opportunities System, Schools, and Parents $5,000 for the two or three sessions needed to Start? afforded to typically complete an evaluation. It is understandable According to the First Step Act, dyslexia is that districts might see these costs as defined as “an unexpected difficulty in reading prohibitive, taking away resources from the developing peers. and writing for an individual who has the greater school population for the benefit of intelligence to be a much better reader, most a few. Nevertheless, the primary charge of commonly caused by a difficulty in the the United States school system is to educate and elevate the phonological processing, which affects the ability of an individual population. The system must provide the resources, avenues, to speak, read, and spell” (S.3747). Kindergarten and first grade and education to enable all students to reach their potential. might seem to be an early period in which to identify these Educational support for those who strive for high academic and deficits. However, unusual or anomalous aberrations in reading and career achievement should be not just a regional interest, but a writing, particularly for a student who is otherwise progressing in national priority. acquiring skills, are usually identifiable even at that age. As such,

About the Authors Alexia Hartogensis ’19 is a dyslexic and an alumna of The Windward School. She attended Windward for four years before enrolling at Rye Country Day School. Following her high school graduation, she took a gap year interning with the US Senate before beginning her college career at Harvard University this fall. Alexia interned with Senator William Cassidy (LA-R) where she focused on dyslexia advocacy.

Born and raised in Tokyo, Japan, Katherine Kaneko graduated with a BA in history from Dartmouth College before returning to Asia to work for a British law firm in Hanoi, Vietnam. After working in the Racketeering Division at the Manhattan District Attorney’s office, she earned a master’s degree in early childhood and special education from Manhattanville College while working full-time and raising her two children. She has been a teacher at The Windward School for eight years where she is a language arts, study skills, science, and library teacher at the Westchester Middle School.

Lara Damashek practiced for ten years as a special education attorney at the law offices of Regina Skyer and Associates in New York City. In her current role as a CSE Liaison at The Windward School, she advises parents on how to secure necessary accommodations and services from their local school districts. Prior to her work as an attorney, she worked as a NYC public school teacher and witnessed firsthand the results of students not receiving crucial educational interventions. As a mother of a child who previously had an IEP, she also has personal experience navigating early intervention and preschool services.

Fall 2020 The Beacon

Resources on Special Education Law The parents and guardians of a child with disabilities are encouraged to keep robust documentation with their school district. Advocates will tell parents and guardians, “Do not wait until your child is remediated and looks strong on paper, or they may not qualify for an IEP or a 504 plan.”

For further information, access these free resources to learn basic rights under special education law.

Understood www.understood.org

Special Education Legal Fund www.spedlegalfund.org

What to Know

BEFORE

Your IEP Meeting

By Lara Damashek 1 Bring documentation of any diagnosed learning needs or any educational recommendations from professionals working with your child (therapists, doctors, teachers, psychologists). It is always helpful to create a strong paper trail of your child’s needs.

2 Prepare a short statement about your child’s needs, deficits, and weaknesses.

You want to explain to the district how your child’s learning challenges are significantly impacting their ability to derive a meaningful benefit from the educational environment. Prepare yourself to focus on the negative about your child, and to hear the same. You want to show that your child is not making any significant progress, and, even if the school district says they are doing fine, you can speak to why that progress is simply not enough. The law states that a student's progress must be more than de minimis. As the parent/guardian, you are a necessary and crucial member of the IEP team, and the team must consider your input.

3 Stress that the support you are looking for is what is appropriate and essential for your child. Under the law, a child is entitled to a Free and Appropriate Public Education (“FAPE”) and not the best education.

4 Smart Kids with Learning Disabilities www.smartkidswithld.org

If you can, bring someone who can attend with you—an advocate, friend who works in education/has previously navigated the system of special education, or a therapist/ teacher who works with your child. Talking about your child can be emotional and it is helpful to have someone there to take notes for you, ask questions, and keep you on track for securing what you are seeking.

5 If you do not reach the desired outcome, you can challenge any decision by invoking your due process rights.

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The Beacon Fall 2020

Intersecting Research with Classroom Practice

The Professional Development Teachers Need Now

By Danielle Scorrano Research & Development Director of The Windward Institute and Host of READ Podcast

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nprecedented may have been the entrepreneurial solutions for future learning The need for in an uncertain environment. Traditional word of 2020. The ongoing, of professional development for devastating global pandemic has professional develop­ models teachers may have been limited to single led to growing concerns about safety, has workshops or presentation-based offerings. ment and systemic increased disparities across numerous sectors But current research instead promotes the of society, and has raised questions about our support for teachers multifaceted, interactive, individualized, and children’s well-being continuously in our daily active models of professional development lives. This current time has never felt more is far greater than that integrate theory and practice (Desimone uncertain. & Pak, 2017). Literacy coaching, for example, it has ever been As educational leaders seek to tackle the has been shown to be effective in facilitating most pressing issues in their field, supporting learning and classroom application from before, particularly as teachers must remain a top priority. It is theory to practice (Clark, Shoepf & Hatch, well-documented that the quality of support teachers shift between 2018; Darling-Hammond, Hyler & for teachers matters. In a multi-method Gardner, 2017). Still, coaching effectiveness quantitative study of 9,000 teachers across a physical classrooms has varied in scalability and sustainability, large urban school district, Kraft and Papay even in a pre-COVID-19 world (Bryk, and remote learning (2014) revealed variability across teacher Gomez, Grunow & LeMahieu, 2015; effectiveness in relation to the quality of Kraft & Papay, 2017). environments. support teachers received in their This summer, experts in research and environment. Factors such as safe working reading education, Margie Gillis, EdD, environments, collaboration, strong leadership, commitment to and Julie Washington, PhD, spoke on The Windward Institute’s professional learning, positive school culture, and constructive Research Education ADvocacy (READ) podcast (full interviews feedback positively contributed to teacher growth (Kraft & Papay, can be accessed at readpodcast.org). The conversations with these 2014). Studies across research methodologies and paradigms experts on the podcast and related research provided the following maintained similar findings. key insights and considerations on how systems of education The need for professional development and systemic support further facilitate high levels of teacher support. for teachers is far greater than it has ever been before, particularly as teachers shift between physical classrooms and remote learning Our Changing World environments. At a systemic level, we must deeply examine the The needs for long-term planning and sustainable solutions in ways in which professional development is offered and seek education are imperative in our current world. From an international

Fall 2020 The Beacon

perspective, the Organization of Economic Cooperation and trust is key. Desimone and Pak (2017) assert that coaching and Development (OECD, 2019) outlines educational trends shaping professional learning communities integrate social connections, our current and future society, including security, networked and relationships, and collective efficacy with coherence of learning. In global connections, health and well-being, and modernization. their analysis of novice special education teachers, Jones, Youngs The current pandemic illuminates the need for modernization as and Frank (2013) found that teacher perceptions of support from it pertains to access and equity of technology systems. With the collegial relationships influenced their commitment and overall pressing need for virtual learning platforms, access to high-quality well-being. As Dr. Gillis explained the mechanisms of effective technology for educators and learners as well as investments in coaching on the READ Podcast, she emphasized trust as a key training have become increasingly essential for all. factor for teacher-coach relationships.

Beyond the need for technology, educators must consider the Teacher Agency implications for educational access for diverse populations of Effective professional development programs seek to engage students. During the August interview of the READ podcast, teacher agency in enacting their learning. Calvert (2016) defines Margie Gillis, EdD, pointed to increased cultural and linguistic teacher agency as the potential for teachers to act with purpose to differences in student populations, calling for greater support for connect professional learning with their individual and collective teachers to build their competencies to engage growth. Integrating learning that tunes into their students. In their discussion of agency facilitates intrinsic motivation and In any environment, multicultural education, Banks and colleagues engagement. Guskey (1986), for example, (2001) similarly outline the need for schools maintains a link between self-efficacy and professional to provide students with equity of access to a teacher change, and Clarke and highly rigorous curriculum built within an development models Hollingsworth (2002) illustrate connections empowering social school culture. In an between teacher learning, classroom August webinar and READ podcast interview, will fail unless enactment, reflection, feedback, and teacher Julie Washington, PhD, called for increased intrinsic beliefs. leaders deliberately understanding of cultural and linguistic differences, citing examples from her research for Sustainability consider mechanisms Mechanisms on students using African-American Language In any environment, professional in the classroom. Sustained professional development models will fail unless leaders for programmatic development should facilitate learning for deliberately consider mechanisms for teachers to build upon their instructional sustainability. programmatic sustainability. Desimone pedagogy and create opportunities for and Garet (2015) posit that leadership and educators to understand cultural and linguistic funding structures act as current challenges for professional differences in a multicultural environment (Banks et al., 2001). development programs. Furthermore, Desimone and Stuckey

Complete Systemic Involvement Effective professional development involves the complete commitment and participation within the organization (Jensen, Sonnema, Roberts-Hull & Hunter, 2016; Learning First Alliance, 2000). Systems-level involvement includes effective leadership as well as communities of practice that engage teachers in coherent and collaborative professional learning (Darling-Hammond et al., 2017; Griffith, Ruan, Stepp & Kimmell, 2014; Learning First Alliance, 2000). While discussing the systems of coaching and professional development in school districts on the READ podcast, Dr. Gillis explained the importance of analyzing existing systems in order to address and improve practices moving forward, particularly as it pertains to reading. During the interview, Dr. Gillis explained, “You’re going to be putting a Band-Aid on a huge problem if you don’t address how reading is being taught in the first place.”

Relationship and Trust In an uncertain world, the delivery of professional development can continue to remain fluid and flexible. Whether taking place online in remote environments or physically within school buildings, professional training that prioritizes relationships and

(2014) explain that fidelity of implementation may create barriers for continuous sustainability of professional development opportunities.

Considerations of sustainability and nimbleness during the pandemic offers leaders the opportunity to facilitate systemic change and improvement across networks. Through improvement science, for instance, leaders can enact change that is centered on the problem and its stakeholders, analyze variability through deliberate measurement and data collection, engage in systemic inquiry, and cultivate networks toward continuous improvement (Bryk et al., 2015). In this changing world, examining contextspecific elements of systems such as governance, instruction, human capacity and resources, and data enables leaders to understand the factors that may promote or inhibit future growth (Bryk et al., 2015).

2020 may have brought forth extraordinary challenges, but it may also offer unique opportunities to leverage growth toward a more equitable future. While maintaining a commitment to supporting teachers with existing research, educational leaders may devise innovative methods to address increasing demands and shifts within our current and future society.

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News Around Windward

Beginning Year 2 of Windward/Haskins In­School Research Study

Timeline of the Predicting Literacy Outcomes at The Windward School Study

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he Windward/Haskins Laboratories Collaborative Project launched its in-school research study, Predicting Literacy Outcomes at The Windward School (PLOW), last summer and is now entering its second year of the study. Although the pandemic interrupted the original plans for data collection, The Windward School’s Research Leadership Team and Haskins scientists have remained nimble and adapted the structure of the study to continue the research remotely. The Windward students involved in the study have demonstrated continued enthusiasm about their participation. Many have reported they have enjoyed learning about the neural basis of reading and the scientific process.

Nicole Landi, PhD, leads the Haskins research team of the PLOW study and oversees the EEG lab research. She reported the following findings from the first year.

June 2019 n Windward installed EEG labs at both the Manhattan campus and Westchester campuses n

October 2019 n 22 Windward students, or “Junior scientists”, volunteered to participate in the study n

1. There is significant individual variability in reading and reading-related skills (e.g., phonological awareness) in terms of single time point measures.

2. There are medium-size correlations between EEG profiles and reading/reading-related skills.

3. There appears to be significant variability in EEG profiles, which we hope will be predictive of children’s outcomes longitudinally.

The Haskins team of scientists are presently scoring and entering data from the spring/summer and will begin multi-time point analyses this fall. Over the course of the past year, Dr. Landi has presented on the Windward/Haskins Collaborative Project at several regional and national conferences and co-published a paper,“What’s the Promise of In-School Neuroscience?” in International Dyslexia Association’s The Examiner, Volume 8, Issue 3. The study has also received widespread media attention from Education Week, The Journal News, the SeeHearSpeak podcast, and more. Several grant proposals to further fund the project, including an NIH proposal that was well received, will be revised and resubmitted this fall.

Haskins researchers established IRB protocol and began designing the study

EEG and behavioral data collection began, led by Haskins scientists

March 2020 n Reconfigured study and assessments to online data collection model May 2020 n Began collecting data virtually on behavioral measures of reading (and related skills) from Windward student participants n

Data collection has been highly successful, with minimal data loss and limited attrition

Fall 2020 The Beacon

News Around Windward

The Next Chapter of

Institute

I

n January 2020, The Windward Institute was established as a division of The Windward School. In its first ten months, the Institute has provided professional development for educators and parents; facilitated partnerships with educational and research institutions; worked diligently to advocate for underserved students with language-based learning disabilities; and initiated exploratory discussions and ongoing work locally with schools in New York City and New Jersey, across the nation including Texas and California, and internationally in Jamaica, Spain, China, India, and France.

Grounded in the exceptional results of The Windward School, the Institute was born out of a vision to extend Windward’s reach beyond the classroom and to impact the lives of more students in our region, the country, and across the globe. In the short time since its inception, The Windward Institute has become an integral part of the fabric of Windward’s work to change the landscape of education.

Dr. John J. Russell, as Executive Director of The Windward Institute, was instrumental in the early success of the Institute as its pioneering leader. At the helm of the Institute, Dr. Russell oversaw the beginning of the Windward/Haskins Collaborative Project, the launch of the READ podcast, and the increase in Windward’s global reputation, as the School welcomed numerous international delegations including France’s First Lady Madame Brigitte Macron, and more.

As announced in early August, Dr. Russell moved into the role of Special Projects Advisor at The Windward Institute on September 1, and he began a new role as Associate Director of the Haskins Global Literacy Hub at Yale. In these positions, Dr. Russell will work closely with The Windward Institute on mission-specific projects, such as establishing an advisory board for the Institute, developing course offerings for superintendents and principals, and continuing to lend his voice advocating for students. He will also continue to work closely with the Windward/Haskins partnership.

“I leave knowing that there is so much more to accomplish and confident that the Institute has the right team in place to make even more dramatic strides toward the goal of increasing childhood literacy rates by advocating for the appropriate way to remediate language-based learning disabilities on the local, national and international levels; by preparing a new generation of educators and clinicians; and by empowering parents and guardians to act as advocates,” said Dr. Russell.

Head of The Windward School Jamie Williamson is now directly leading The Windward Institute’s projects and its team comprised of Associate Director Annie Stutzman, Research & Development Director and READ Podcast Host Danielle Scorrano, Administrative and Communications Associate Najah Frazier, Manhattan Administrative Assistant Erikka Ramkishun, and Westchester Administrative Assistant Asante Robinson.

Listen, Subscribe, and Share!

The Research, Education, and ADvocacy podcast readpodcast.org Produced by The Windward Institute, the READ podcast CONNECTS you with thought leaders who SHARE their insights and TEACH you about best practices in literacy, teacher training, and child development.

Listen to READ on your favorite podcast player

TIP In your podcast player, search for ‘READ: The Research Education and ADvocacy podcast.’

The show may not appear if you only type in READ.

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Institute

Beacon The

The Windward Institute Journal for Educators and Parents Fall 2020

Jamie Williamson Head of School BOARD OF TRUSTEES 2020–21 EXECUTIVE BOARD

Patricia L. Wolff Chair Mitchell J. Katz 1st Vice President Jenny Price 2nd Vice President Mark A. Ellman Treasurer Maria Reed Secretary Arthur Ceria Thomas J. Coleman Elizabeth A. Crain Peter D'Avanzo George Davison David Friedland Alexander A. Gendzier Jeffrey B. Goldenberg Meredith Jenkins Joseph Lorono Staci Marlowe Janice Meyer Magdalena Zavalía Miguens Denis J. O'Leary, III Katie Puris Sandip Singh Jon Steingart Nicholas Van Amburg Anike Wariebi EDITOR

Stephanie Huie Associate Director of Digital Communications & Publications

THE ROBERT J. SCHWARTZ MEMORIAL LECTURE Institute

Save the Date

April 20, 2021 7:30 p.m. – 9:00 p.m.

Early Identification of Dyslexia: Research to Practice Early identification is critical for the prevention of reading disabilities and the negative consequences associated with these conditions. In this presentation, factors related to the early identification and intervention of dyslexia, as well as poor comprehension will be discussed.

Presented by

Hugh Catts, PhD Professor and Director of School of Communication Science and Disorders at Florida State University

LIVE STREAM

DESIGN

The Blank Page, NYC

*This lecture is the rescheduled date for the cancelled 2020 event.

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