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Everything You Didn’t Learn in Kindergarten Will Hurt You

TENNESSEE TRIBUNE — NASHVILLE, TN — DeeAnne Miree loves to come to work in the morning. She is principal of the Cambridge Early Learning Center in Antioch. It was built with a $33 million Department of Education grant and is one of two preschools in the country using Social and Emotional Learning (SEL) practices to study implicit bias in early childhood education. The other preschool is in New Jersey.

Published

6 years ago

October 20, 2018

Peter White

By Peter White

NASHVILLE, TN — DeeAnne Miree loves to come to work in the morning. She is principal of the Cambridge Early Learning Center in Antioch. It was built with a $33 million Department of Education grant and is one of two preschools in the country using Social and Emotional Learning (SEL) practices to study implicit bias in early childhood education. The other preschool is in New Jersey.

DeAnne Miree holds up the SEL pyramid, a model for pre-k and kindergarten Metro classrooms. Miree has not suspended a single student this year.

The SEL model is a pyramid. The base is a trained workforce that uses best practices to nurture relationships with all students. The next level is creating high quality supportive environments. That means good facilities with classrooms designed around small activity centers.

“When children are engaging in problem behavior in the classroom, it’s usually an indication of social and emotional skills and competencies that they need to learn,” said Dr.

Building with blocks

Mary Louise Hemmeter, a researcher at Vanderbilt’s Peabody College of Education. The SEL pyramid Cambridge uses is based on Hemmeter’s work.

In one of Cambridge’s 7 classrooms kids are doing different things but it’s not that noisy. Four kids huddle around a table of laptops practicing their writing and reading skills; another group is playing with blocks. One boy hurts his hand and starts to cry.

Miree calls him over and suggests putting it under some cold water. He shakes his head “No” and goes back to building. A larger group is seated talking about The Rainbow Fish, a

Danielle Norton mixes oobleck.

story about a beautiful fish who finds friendship and happiness when he learns to share.

In another classroom, kids are making oobleck, AKA gloop, a mixture of cornstarch and water. Meanwhile another class is dancing to music. They all eat a family-style lunch served into white bowls from a well-appointed kitchen. The school day ends at 2 pm.

The last two levels of the SEL pyramid target social emotional supports and lastly, individual intervention for kids with persistent challenging behaviors. Just like in K-12 schools, their percentage is small, but those kids can have an outsized negative impact in the classroom.

When kids are aggressive and aren’t gaining social skills to succeed with their peers, they will settle for negative attention instead. SEL is all about giving all kids positive attention to solve problems.

Experimenting with cornstarch, water, and food coloring.

Targeting support and special interventions are at the top of the pyramid for the few who persist with problem behaviors. They are not expelled or punished. They are taught. There were three interventions last year, one so far this year. There are 140 kids at the center. They are all training for the big jump to kindergarten.

“The capacity to develop positive social relationships, to concentrate and persist on challenging tasks, to effectively communicate emotions, and to problem solve are just a few of the competencies young children need to be successful as they transition to school,” said Hemmeter.

Racial Disparities in Preschool Discipline

A national survey of teachers in state-funded pre-kindergarten programs found that preschool children were being expelled at 3 times the rate of K-12 students. And a US Department of Education study found that more than 8,000 children were suspended from public preschool programs in 2011–2012. Black children were the majority of those suspended.

A number of studies have shown that these kids are at risk of failing in school.

Each dot is a student. Each color is a class. Top rows are language skills. Bottom rows are math skills.

One study found that when aggressive and antisocial behavior persists to age 9, intervention has a poor chance of success. The solution is to get kids into good pre-school programs. Metro schools got a $7.7 million grant to expand SEL into 187 pre-K classrooms and about 300 kindergarten classrooms in the next three years. Cambridge’s program will be the model.

“We actually have really good data that show when you coach teachers, and support teachers to do the model, that they do it well and as a result of it, kids’ social skills and problem behavior get better,” said Hemmeter.

SEL strategies have dramatically reduced suspensions at Fall Hamilton Elementary School. Miree reports that Cambridge has had none for its current crop of four-year olds. The same cannot be said of Metro ‘s 168 K-12 schools. (see Cutting the School to Prison Pipeline, Dec. 7-13, 2017)

Between 10-15 percent of two to five-year olds act out some as they grow. If kids don’t learn to control their impulses and solve their problems in pre-school they will have problems when they are older.

Every Cambridge classroom has a flip booklet of pictures called solution cards that prompt kids to resolve their own conflicts. Is somebody playing with a toy you want to play with? One photo shows kids trading toys. Another shows them sharing it.

Every classroom has an oversized hourglass. If trading doesn’t work, a kid turns over the hourglass and waits for the sand to fall through. Then he or she gets to play with the toy. No fighting, no kicking, no biting. Bothered by somebody being mean? Another picture shows a little girl ignoring her tormenter.

Miree was initially a SEL skeptic. “Let’s see how that is going to work with this child that’s defiant that I’ve seen in an elementary setting,” she once thought.

“I was blown away when I came here to see the teachers once they were all trained watching it in action,” Miree said. Learning to share is not genetic. Those kinds of things have to be taught.

Mendy Coe is one of two classroom leaders at Cambridge who coaches four other teachers. Vanderbilt researchers assessed what teachers were doing in the classroom and they looked at students’ academic performance at the beginning and end of the school year.

“They took all that data and we looked at the areas where we needed the most improvement. What came out of all that was that our students seemed to be lower in math and in writing and spelling,” said Coe. Now she is tracking students’ progress with a computer program.

“We selected very specific objectives. We are looking at letters and sounds and numerals and quantities. We could assess that. That’s very measurable,” she said.

Each child gets a construction paper identifier and the school population is tracked on a board as their performance meets expected outcomes. By year’s end, the kids should move from the left to the right side of a display board.

Most of the kids at Cambridge were more than halfway across the board last week.

This article originally appeared in The Tennessee Tribune.

Peter White

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IN MEMORIAM: Ramona Edelin, Influential Activist and Education Advocate, Dies at 78

NNPA NEWSWIRE — Born on September 4, 1945, in Los Angeles, California, activist Ramona Edelin’s early years were marked by a commitment to education and social justice. According to her HistoryMakers biography, after graduating from Fisk University with a Bachelor’s degree in 1967, she pursued further studies at the University of East Anglia in England. She earned her master’s degree before completing her Ph.D. at Boston University in 1981.
The post IN MEMORIAM: Ramona Edelin, Influential Activist and Education Advocate, Dies at 78 first appeared on BlackPressUSA.

Published

4 weeks ago

April 3, 2024

Stacy M. Brown

By Stacy M. Brown, NNPA Newswire Senior National Correspondent
@StacyBrownMedia

Once upon a time, Black Americans were simply known as colored people, or Negroes. That is until Ramona Edelin came along. The activist, renowned for her pivotal roles in advancing civil rights, education reform, and community empowerment, died at her D.C. residence last month at the age of 78. Her death, finally confirmed this week by Barnaby Towns, a communications strategist who collaborated with Dr. Edelin, was attributed to cancer.

Born on September 4, 1945, in Los Angeles, California, Edelin’s early years were marked by a commitment to education and social justice. According to her HistoryMakers biography, after graduating from Fisk University with a Bachelor’s degree in 1967, she pursued further studies at the University of East Anglia in England. She earned her master’s degree before completing her Ph.D. at Boston University in 1981.

Edelin’s contributions to academia and activism were manifold. She was pivotal in popularizing the term “African American” alongside Rev. Jesse L. Jackson in the late 1980s.

Jackson had announced the preference for “African American,” speaking for summit organizers that included Dr. Edelin. “Just as we were called Colored, but were not that, and then Negro, but not that, to be called Black is just as baseless,” he said, adding that “African American” “has cultural integrity” and “puts us in our proper historical context.”

Later, Edelin told Ebony magazine, “Calling ourselves African Americans is the first step in the cultural offensive,” while linking the name change to a “cultural renaissance” in which Black Americans reconnected with their history and heritage.

“Who are we if we don’t acknowledge our motherland?” she asked later. “When a child in a ghetto calls himself African American, immediately he’s international. You’ve taken him from the ghetto and put him on the globe.”

The HistoryMakers bio noted that Edelin’s academic pursuits led her to found and chair the Department of African American Studies at Northeastern University, where she established herself as a leading voice.

Transitioning from academia to advocacy, Edelin joined the National Urban Coalition in 1977, eventually ascending to president and CEO. During her tenure, she spearheaded initiatives such as the “Say Yes to a Youngster’s Future” program, which provided crucial support in math, science, and technology to youth and teachers of color in urban areas. Her biography noted that Edelin’s efforts extended nationwide through partnerships with organizations like the National Science Foundation and the United States Department of Education.

President Bill Clinton recognized Edelin’s expertise by appointing her to the Presidential Board on Historically Black Colleges and Universities in 1998. She also co-founded and served as treasurer of the Black Leadership Forum, solidifying her standing as a respected leader in African American communities.

Beyond her professional achievements, Edelin dedicated herself to numerous boards and committees, including chairing the District of Columbia Educational Goals 2000 Panel and contributing to the Federal Advisory Committee for the Black Community Crusade for Children.

Throughout her life, Edelin received widespread recognition for her contributions. Ebony magazine honored her as one of the 100 Most Influential Black Americans, and she received prestigious awards such as the Southern Christian Leadership Award for Progressive Leadership and the IBM Community Executive Program Award.

The post IN MEMORIAM: Ramona Edelin, Influential Activist and Education Advocate, Dies at 78 first appeared on BlackPressUSA.

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Tennessee State University Board Disbanded by MAGA Loyalists as Assault on DE&I Continues

NNPA NEWSWIRE — Recent legislative actions in Tennessee, such as repealing police reform measures enacted after the killing of Tyre Nichols, underscore a troubling trend of undermining local control and perpetuating racist agendas. The new law preventing local governments from restricting police officers’ authority disregards community efforts to address systemic issues of police violence and racial profiling.
The post Tennessee State University Board Disbanded by MAGA Loyalists as Assault on DE&I Continues first appeared on BlackPressUSA.

Published

4 weeks ago

April 3, 2024

Stacy M. Brown

By Stacy M. Brown, NNPA Newswire Senior National Correspondent
@StacyBrownMedia

Tennessee State University (TSU), the state’s only public historically Black college and university (HBCU), faces a tumultuous future as Gov. Bill Lee dissolved its board, a move supported by racist conservatives and MAGA Republicans in the Tennessee General Assembly, who follow the lead of the twice-impeached, four-times indicted, alleged sexual predator former President Donald Trump. Educators and others have denounced the move as an attack on diversity, equity, and inclusion (DE&I) and a grave setback for higher education.

Critics argue that TSU’s purported financial mismanagement is a manufactured crisis rooted in decades of underinvestment by the state government. They’ve noted that it continues a trend by conservatives and the racist MAGA movement to eliminate opportunities for Blacks in education, corporate America, and the public sector.

Gevin Reynolds, a former speechwriter for Vice President Kamala Harris, emphasizes in an op-ed that TSU’s financial difficulties are not the result of university leadership because a recent audit found no evidence of fraud or malfeasance.

Reynolds noted that the disbanding of TSU’s board is not an isolated incident but part of a broader assault on DE&I initiatives nationwide. Ten states, including Tennessee, have enacted laws banning DE&I policies on college campuses, while governors appointing MAGA loyalists to university trustee positions further undermine efforts to promote inclusivity and equality.

Moreover, recent legislative actions in Tennessee, such as repealing police reform measures enacted after the killing of Tyre Nichols, underscore a troubling trend of undermining local control and perpetuating racist agendas. The new law preventing local governments from restricting police officers’ authority disregards community efforts to address systemic issues of police violence and racial profiling.

The actions echo historical efforts to suppress Black progress, reminiscent of the violent backlash against gains made during the Reconstruction era. President Joe Biden warned during an appearance in New York last month that Trump desires to bring the nation back to the 18th and 19th centuries – in other words, to see, among other things, African Americans back in the chains of slavery, women subservient to men without any say over their bodies, and all voting rights restricted to white men.

The parallels are stark, with white supremacist ideologies used to justify attacks on Black institutions and disenfranchise marginalized communities, Reynolds argued.

In response to these challenges, advocates stress the urgency of collective action to defend democracy and combat systemic racism. Understanding that attacks on institutions like TSU are symptomatic of broader threats to democratic norms, they call for increased civic engagement and voting at all levels of government.

The actions of people dedicated to upholding the principles of inclusivity, equity, and justice for all will determine the outcome of the ongoing fight for democracy, Reynolds noted. “We are in a war for our democracy, one whose outcome will be determined by every line on every ballot at every precinct,” he stated.

The post Tennessee State University Board Disbanded by MAGA Loyalists as Assault on DE&I Continues first appeared on BlackPressUSA.

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Braxton Haulcy and the Expansion of Walker|West Music Academy

May 24, 2023 – Walker West Music Academy gets an early start on expansion. Join us for a Wednesday episode of The …
The post Braxton Haulcy and the Expansion of Walker|West Music Academy first appeared on BlackPressUSA.