On a recent episode of Mudboots, the Whole Child Challenge Podcast, Paul Reynolds talks with Karen Pittman, exploring the role of the community in the whole child ecosystem.
Using data to improve performance is essential for bettering outcomes for children and youth. When a new data system is created or implemented, it's important to address critical questions first about the processes and people involved, not just the technology. In this recent blog, the Forum's Larry Pasti reflects on his own experiences as well as the Chapin Hall report, commissioned by the Wallace Foundation, titled "Connecting the Dots: Data Use in Afterschool Systems."
School leaders have recently been asked to consider how to support the social and emotional learning (SEL) of their students. How this can be done effectively is the subject of a recent brief, "Preparing for Effective SEL Implementation," by the EASEL (Ecological Approaches to Social Emotional Learning) Lab at Harvard University.
Several studies have shown that school-based programming in SEL is linked to a number of positive outcomes such as academic achievement and emotional well-being. But sometimes these programs don't make as much of a difference as prior evidence would suggest. The brief by Stephanie Jones and her team at EASEL, commissioned by the Wallace Foundation, posits that problems in the implementation phase can lead to less powerful results.
My mother’s mission upon learning of her pregnancy with my twin brother and me was to provide us with everything she never had. She wanted to open the world beyond Chicago and expose us to as many experiences and opportunities as possible. Growing up, we were busy kids.