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Raise your awareness on trauma in postsecondary education institutions and how trauma affects learning and development and learn strategies to work effectively with college students who have been exposed to trauma.
Find out about the progress community colleges in Oregon are making to support students who are traditionally required to take developmental education courses and face a high risk for not graduating from college.
This brief serves as a resource for K–12 districts, state education agencies, higher education institutions and district Title VI Indian education offices.
Addressing the unique needs of students from diverse backgrounds is one of the major challenges facing public education today because many teachers are inadequately prepared with the relevant content knowledge, experience, and training. Inadequate preparation can create a cultural gap between
This guide addresses bullying, harassment and discrimination in schools; captures similarities in the causes, types and responses to different forms of bias; and addresses the legal aspects of dealing with this problem.
The Oregon Leadership Network (OLN) promotes the engagement of school and district staff to continually examine and discuss potential inequities. These conversations may address policy and procedural issues, student engagement issues, allocation or redistribution of resources, or just a new way of
Our schools exist because of our students. As educators we have the awesome responsibility and unique opportunity to reach, teach and prepare our students for tomorrow. To make sure we are doing the best we can, we need to hear directly from our students. Their voices must be heard. Empowered
Creating and enforcing a clear and equitable discipline policy plays an important role in ensuring that all students are afforded the opportunity to reach their full potential. For more than three decades, however, research has documented a gap between how discipline is assigned to students of
This document is organized to provide training and basic information for use of the Indigenous Culture-Based Education Rubrics, which were originally developed to measure culture-based education (CBE) program levels in partner schools. Each of these schools focuses on the use and teaching of an
A series published by Education Northwest that distills and shares research and experience from the field. From Training Space to Any Place: Expanding Approaches to E-Learning Vol. 4, Issue 2 By Benjamin Carmel and Nancy Henry Addressing the Challenges of Building and Maintaining Effective Research
The promise of a public education is that all students will have access to high-quality learning opportunities. Accomplishing this requires collective and coherent action to increase system effectiveness and produce results that are not predictable by race, ethnicity, or socioeconomic status. On
Last fall, our regional educational laboratory, REL Northwest, joined with REL Central and REL Pacific to organize a convening of tribal representatives from across the country to examine how our education system can incorporate indigenous language and culture and what research can increase and...
One of the major tasks facing Native American communities is to create lifelong learning opportunities that allow all the members to improve their quality of life.
Developed by master American Indian and Alaska Native educators, the inventory is designed to determine how and to what extent your school is supporting the needs of Native students. Nine key school areas that impinge upon students were identified to inventory. Those who administer the inventory
This March 2012 NASSP Principal’s Research Review, written by Education Northwest’s Rhonda Barton and Rob Larson, looks at strategies for improving educational equity. With racial and economic disparities still an everyday reality throughout our education system, this brief suggests steps
Discipline disparity is a growing problem in our schools. Disproportionate rates of suspensions and expulsions for students of color result in substantial loss of instructional time for these students.
This issue focuses on English language learners, who make up 8 percent of our region’s student population. As a group, ELL students face the dual challenge of learning all the content that any student has to learn, while at the same time developing proficiency in English.
This April 2013 article in Principal Leadership, written by OLN alliance researcher Vicki Nishioka, examines the research on disparities in exclusionary discipline policies and practices.
This April 2013 article in Principal Leadership, written by Rob Larson and Rhonda Barton, looks at lessons for school leaders on improving educational equity. It provides examples from OLN member districts and discusses use of OLN’s LEAD Tool™. One message is that equitable education begins with