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LET’S GET REAL

A recent survey found that 65 percent of U.S. K-12 public school teachers
decided to limit discussions about political and social issues in class.
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Studies demonstrate that high-impact tutoring increases students’ learning by an
additional 3 to 15 months across grade levels.
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In the past, school support staff have typically lacked access to quality
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LET’S BRING REAL CHANGE


LET’S GET REAL

A recent survey found that 65 percent of U.S. K-12 public school teachers
decided to limit discussions about political and social issues in class.

Tweet this


LET’S BRING REAL CHANGE



“There’s a lot of silent censorship happening, [librarians] saying they won’t
buy something because it might violate the law. My school district has tried
really hard to preserve students’ rights in the midst of this craziness, but
others have erred on the side of caution and taken out way more than they should
have. And their explanation is that ‘we don’t know.’”
— Mari Butler-Abry, high school librarian, Iowa
Read: Why Teachers Self-Censor

Studies demonstrate that high-impact tutoring increases students’ learning by an
additional 3 to 15 months across grade levels.

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LET’S BRING REAL CHANGE



“The tutor needs to be a consistent person, and not be some random person
showing up every time. Students benefit if they have a chance to build a
relationship with that individual. Even from a curriculum standpoint, the tutor
knows the pedagogy and the way that curriculum is rolled out, so they can align
their instruction and tutoring with what's happening in the classroom.”
— Maurice Telesford, Michigan science teacher and NEA Tutoring Advisory Group
member
Learn more about high-impact tutoring

In the past, school support staff have typically lacked access to quality
professional development.

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LET’S BRING REAL CHANGE



““I didn’t know anything about restorative justice before learning about it in
our PLC [professional learning community] work on the micro-credentials….I was
sensitive to kids with trauma before, but as I took the course and learned to
dig a little deeper, I saw how it really, deeply affects them, and how we need
to try different things for different students to help them get back to
learning.”
— Stacey Zoon, instructional assistant, Oregon
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