Our recent Crisis on the Coast event held on March 7th at the Community Center at Soper Field in Seaside, CA received coverage by the Monterey Herald. The panel discussion and forum was based on the report “Crisis on the Coast: The Bay Coastal Foster Youth and Homeless Student Populations“ that outlines the findings of a study conducted by Pivot Learning and National Center for Youth Law. Learn more about the report and download a copy.
Excerpted from the Monterey Herald
SEASIDE — Monterey County is in a huge crisis as the dramatic rise in family homelessness along the coast and rural areas continues to grow each day.
The National Center for Youth Law and Pivot Learning hosted a presentation for the report “Crisis on the Coast: The Bay Coastal Foster Youth and Homeless Student Populations” inside the Community Center at Soper Field on Thursday afternoon.
The event, which was co-hosted with Monterey Peninsula Unified School District, featured a panel of experts on homeless and foster youth populations and a public forum.
The panel featured Adrienne “Bing” Goldsworth, who’s the National Center for Youth Law program manager for FosterEd in Monterey County and was on hand to talk about ways to help reduce the number of homeless and foster youth students in the area.
Other panelist included Darius Brown of the Monterey County of Education, MPUSD board trustee Wendy Root Askew, MPUSD Social Emotional Support director Donnie Everett and MPUSD homeless liaison Carlos Diaz.
Brown, who’s the coordinator for McKinney-Vento Homeless Education Services, said getting all the experts, liaisons and families in the same room to talk about the subject means people are acknowledging it is an issue.
“If your district is not talking about the situation then that means you haven’t acknowledged family homelessness as an issue,” he said.
Pivot Learning CEO Arun Ramanathan and program manager Hannah Melnicoe were at the forum to present the report findings.
FIRST REPORT IN THE “INVISIBLE CALIFORNIA” SERIES HIGHLIGHTS EDUCATIONAL NEEDS OF THE ANTELOPE VALLEY REGION IN LOS ANGELES COUNTY
Los Angeles, CA, October 12, 2017 – Today, Pivot Learning, an Oakland-based nonprofit supporting dozens of CA school districts to improve college and career readiness, and PACE, an independent, non-partisan research center based at three California Universities, released The Antelope Valley: Over the hill and out of sight. The report’s authors will present their findings today at 2:00 PM at the California Community Foundation’s Joan Palevsky Center, 281 S. Figueroa St. Suite 100, Los Angeles, CA 90012.
Bigger than the state of Rhode Island, the Antelope Valley is the northern-most part of Los Angeles County. Composed of Lancaster, Palmdale, and the surrounding communities, it is one of the highest need regions in California. Over the past year, Policy Analysis for California Education has partnered with Pivot Learning to paint a comprehensive picture of the educational needs of students, families and educators in the region.
The report discusses:
Dramatic increases and changes in the Valley student population as families flee higher-cost regions in Los Angeles
Large-scale movement of the Los Angeles African-American and Latino/a communities into the Valley
Dramatic rise in the number of foster youth and homeless students
Impacts on the education system of these rapid demographic changes
K-12, higher education, health and transportation infrastructure needs of students from pre-school through post-secondary
A panel of experts, including school district, community, and city leaders and researchers will discuss the state of education in the Antelope Valley. They will provide recommendations to expand and improve educational opportunities for the large numbers of African-American, English Learners, low-income, homeless, and foster youth in the region.
Pivot Learning is a nonprofit organization whose mission is to revitalize our public school systems so that all students have the opportunity to succeed in college and career. We partner with education leaders at all levels of the system—including superintendents, mid-level district leaders, principals, teachers and community members—to provide the knowledge, skills and support proven to strengthen educational systems and transform teaching and learning.
Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of Southern California, and the University of California – Davis. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to postsecondary education and training. PACE bridges the gap between research and policy, working to increase the impact of academic research on educational policy in California.
“We don’t really have the expertise on site so we rely on working with other small school districts and the curriculum department at our [county] office of education.”
-Rural School Leader
Over the past two years , with generous support from the S.H. Cowell and William and Flora Hewlett Foundation, Pivot Learning has supported and collaborated with twenty-one rural districts and counties in Northern California to create the Rural Professional Learning Network (RPLN). Through an iterative design process, the RPLN has joined forces to overcome unique challenges due to their limited budgets and remote locations and effectively implement the Common Core State Standards (CCSS) and Next Generation Science Standards.
Pivot partnered with Policy Analysis for California Education (PACE), an independent, nonpartisan research center at Stanford University, to conduct research and present findings on the current challenges facing rural districts in California. The research was lead by Dr. Thomas Timar, an expert in education finance, policy, and governance, director of the UC Davis Center for Applied Policy in Education (CAP-Ed), and member of the PACE steering committee. In the report, “Surprising Strengths and Substantial Needs: Rural District Implementation of Common Core State Standards”, Dr. Timar and his colleagues found that “If small rural districts are to succeed in meaningful, deep implementation of CCSS, the state, COEs and other support providers must provide small and rural districts with access to relevant exemplars of systemic standards implementation.”
Based on research collected from RPLN’s first year, recommendations on how to better support rural districts included:
1) Encouraging rural districts and schools to think strategically and effectively about time management and resources.
2) Providing ongoing resources to small and rural districts to support professional development according to diverse teacher and student needs, innovative delivery methods, and effective, measurable impact.
3) Redefining the State and Local Role for Instructional and Curricular Support with specific consideration to the needs of small and rural districts.
Pivot and PACE are continuing to collaborate on this work, with the addition of El Dorado County into the RPLN. Additionally, Pivot is working with the Collaboration in Common platform to support the sharing of tools, resources, and supports between districts and between different networks.
The RPLN seeks to alleviate local capacity and statewide infrastructure issues within rural districts by leveraging both in-person meetings and virtual collaboration tools. As part of this network, education leaders identify their core implementation challenges (problems of practice or PoPs). The larger network works collaboratively to develop and share solutions for these challenges. Through this model, counties and districts identify, employ, and disseminate best practices in CCSS.
Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of Southern California, and the University of California, Davis. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to post-secondary education and training. PACE bridges the gap between research and policy, working with scholars from California’s leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California. For more information, see edpolicyinca.org.
PIVOT LEARNING ACQUIRES CONSORTIUM ON REACHING EXCELLENCE IN EDUCATION, INC. (CORE) THROUGH A GENEROUS GIFT FROM OWNERS
Oakland, CA – On May 22, 2017, the Pivot Learning Board of Directors approved the acquisition of the Consortium on Reaching Excellence in Education, Inc. (CORE) through a generous gift from the founder and owner Bill Honig, as well as owners Catherine Honig and Linda Diamond. This gift brings together two of the longest tenured and most respected education service providers to districts and schools in California and the nation.
Over the past 23 years, Pivot Learning has become the largest and most experienced non-profit technical assistance provider for school districts in California. Pivot’s mission is to revitalize our public school systems so that all students have the opportunity to succeed in college and career. Pivot works at the state, district, and school levels to develop systemic solutions in the areas of standards implementation, education finance, leadership development, and school redesign.
CORE is a national professional learning organization that has been serving schools, districts, and states for 23 years. CORE applies the research on best practices and effective adult learning principles to equip educators with the knowledge and skills to significantly improve academic achievement. Through targeted professional development, job-embedded coaching, principal mentorship, and careful selection of curriculum and assessments, CORE collaborates with school systems to implement high quality reading, writing, language, and math instruction PreK-12.
CORE will become a subsidiary of Pivot Learning and its CEO, Dr. Arun Ramanathan, will serve as Chairman of the CORE Board of Directors. Linda Diamond will serve as President of CORE. Pivot and CORE will continue to deliver their respective services and will work together to implement comprehensive solutions that take advantage of the unique strengths of each organization.
“CORE’s decades-long history of providing quality professional learning services to classroom teachers is a natural complement to Pivot’s long history of working in partnership with district and school leaders to transform education systems,” said Diamond. “We are thrilled by this new phase in our proud history.”
Said Ramanathan, “We are grateful to CORE’s owners for this generous gift. Together, Pivot Learning and CORE can better support schools and districts across California and nationally to achieve our mission of ensuring that all students graduate college and career ready.”
The sign on Mrs. Wilkerson’s door read “Lasciate ogni speranza, voi ch’entrate:” Abandon hope all ye who enter here. Through me, you go to the grief-wracked city; Through me you go to everlasting pain. For many, this proved an accurate hint at the sorts of trials they’d go through in Mrs. Wilkerson’s English classes. “Good students” could be found weeping in the wake of her withering critiques, and “bad students,” well, we won’t talk about what happened to those.
I entered her AP 12th grade English class with full knowledge of her reputation, unafraid for some reason to enter the Inferno. I wasn’t a great student. I was capable of fantastic work, but rarely had the opportunity to prove it. However, I did a fine job coasting through English classes by getting As on papers that replaced literary analysis with comedy. I did this in science classes as well, but that was more hit or miss. Mrs. Wilkerson’s class would prove different.
At the end of my high school journey, I found myself in a dark place when Mrs. Wilkerson assigned “As I Lay Dying”, William Faulkner’s terrible novel about a family dragging a corpse to a burial ground. And like the unbaptized in the first circle of Hell, I bemoaned my fate, wailing and gnashing my teeth at the injustice of it all. Why did I have to suffer this torment? I was a reader, sure, but I wasn’t really a critical reader. I understood writing theory and practice, but I wanted my reading material straightforward. Why was I supposed to care about this family? Did this story need to be told? But she pressed me, questioned me. Goaded me into understanding. I still thought it was absolutely terrible. I wrote a scathing essay on everything I found stupid about it, not just as a matter of opinion, but a well-researched takedown with detailed notes and citations. If she wanted me to prove it was a terrible book, I’d prove it was a terrible book. I got an A.
We moved on to Hamlet. That was significantly easier, and all the tools she’d given me to shred William Faulkner to pieces I could use to fully appreciate Shakespeare’s masterpiece. The class moved too slowly for me. I needed more. I devoured it, and eagerly wrote out reams of pages for homework that I turned in weeks early.
I did the same for Waiting for Godot, The Stranger, The Great Gatsby (better than As I Lay Dying, but not by much), King Lear, and several others I can’t recall. She nurtured my ability to pick apart these classics, pushing me to go further always. If I gave her a essay that didn’t prove I’d put all of myself into it, she’d simply give it back to me and tell me to finish it. She could have just graded it and given me a C, but she didn’t.
Eventually, I would always give her an A paper. And in the process, I learned more about writing than I’d ever expected. I learned how to not just study, but to learn, for the joy of learning, not for the grade. And so, the class turned out to be rather easy, in the end. I fought for my grades, but I loved doing it.
Well, until the last book of the year. The Sound and the Fury, by William Faulkner. You knew what you were doing, Mrs. Wilkerson. I hope I can prank you back one day.
A team from the Gridley Unified School District including Superintendent, Rick Rubino, Director of Curriculum & Instructional Technology, Dr. Mona Bernal, Wilson Elementary School Principal, Tracey Allen and Wilson Elementary Fourth Grade Teacher, Alice Montgomery, joined Pivot Learning Partners in their launch of the Rural Professional Learning Network (RPLN) with support from the S.H. Cowell Foundation and the California Education Policy Fund, a branch of the Hewlett Foundation, and a sponsored project of Rockefeller Philanthropy Advisors.
Pivot Learning Partners is a non-profit organization whose mission is to revitalize our public school systems so that all students have the opportunity to succeed in college and career. They partner with education leaders at all levels and provide them with the knowledge, skills, and support proven to strengthen educational systems and transform teaching and learning.
Arun Ramanathan, CEO of Pivot Learning Partners, a nonprofit education consulting firm based in San Francisco, said that districts would be wise to invest in a few strategies that could be sustained for the next several years, such as increasing learning time by extending the school year to reduce summer learning loss, adopting early reading strategies with professional development for teachers and choosing research-based approaches to student discipline. He is worried that districts won’t do that, in part because the LCAP requires districts to respond to eight priorities, including school climate, parent involvement, academic achievement and student engagement…