Winter 2021 survey of Minnesota educators, families, and students
The WMCC10 developed the Minnesota Safe Learning Survey to examine educators’, students’ (grades 6-12), and families’ educational experiences during the first half of the 2020-21 academic year. The report contains a summary of the over 23,000 respondents including 9,333 educators, 11,651 family members and 2,988 students (grades 6-12). The purpose of this survey was to get a true picture of how those being most impacted by the Safe Learning Plan are experiencing it. The survey will be deployed at three intervals, February, May, and October 2021, with statewide reports following the conclusion of each survey window. This is the first of three reports that will be produced. This information will inform future MDE planning and support that the WMCC and the UMN’s College of Education and Human Development may be able to provide MDE, policymakers, districts, and schools.
The purpose of these briefs is to provide succinct and timely guidance on best practices for schools and school-based early learning programs regarding the assessment of student learning, with the goal of informing instructional planning and decision-making during the COVID-19 pandemic.
The following brief synthesizes guidance from the Minnesota Department of Education (MDE) and existing guidance offered by professional educational associations, assessment/test vendors, state departments of education, and educational organizations.
Each of the components of this theory of action is supported by a brief that overviews the literature and evidenced based practices. As a way of contextualizing the ‘Why of this work, it is suggested that an understanding of the current context or trends in the state of teaching in the US and Minnesota may be helpful. This brief, titled Trends in the State of Teaching in the United States and Minnesota, draws on the work of Richard Ingersoll and his colleagues at the Penn Graduate School of Education who have been studying the teacher workforce for over 30 years. Additionally the work of Villegas and Irvine’s (2010) overview of decades of empirical research on efforts to diversify the teaching force is discussed along with the most recent data from Minnesota’s biennial teacher supply and demand report.
A Supplement to A Literature Review of Explicit, Systematic Phonics Instruction
This document was created in response to a request from the Wisconsin Department of Public Instruction to the Wisconsin Minnesota Comprehensive Center (WMCC) Region 10 to provide information on high-quality, qualitative studies about K-2 explicit, systematic phonics instruction. This document is intended to supplement the review document: “Explicit, Systematic Phonics Instruction.” This document contains additional resources and theories that may be useful in creating a comprehensive K-2 reading program. It is meant for internal use by the Department of Public Instruction to inform professional development provided to Wisconsin districts, schools and appropriate stakeholders.
This document was created in response to a request from the Wisconsin Department of Public Instruction to the Wisconsin Minnesota Comprehensive Center (WMCC) Region 10 to provide information on high-quality, qualitative studies about explicit, systematic phonics instruction in grades K-2. It is meant for internal use by the Department of Public Instruction to inform professional development provided to Wisconsin districts, schools, and appropriate stakeholders.
A Review of the Literature
This document summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of interventions for struggling adolescent readers. Databases used for conducting this review included Google Scholar and ERIC. Literature from peer-reviewed, scholarly journals was reviewed, along with national reading and literacy organizations’ websites and white papers from state departments of education and national education organizations. The search primarily was limited to studies and sources published from 2000-2020. Search terms used include but are not limited to: “struggling adolescent readers”, “struggling” AND “intervention” AND “adolescent readers”, “struggling” AND “adolescent” AND “intervention” AND “policy”, etc.
This Initiative Inventory Summary is intended to support the incoming administration’s understanding of an agency-wide project undertaken during 2019-2020 to strengthen and improve efforts to address the persistent gaps in equity, opportunity, and access present throughout Wisconsin’s education system. This summary includes: background about the initiative inventory, a process and timeline overview, key data findings and limitations, lessons learned, and recommendations for consideration by the new administration. Also included are links to pertinent supporting documentation used during this process.