Leadership

EDC Computer Science Ed Leaders Share Expertise at White House Event

June Mark and Jim Stanton at White House Event

On December 11, two of EDC’s computer science education leaders—Jim Stanton and June Mark (shown at left and below)—were invited to the White House’s K–12 Computer Science Education Workshop to share their individual views and experience with new strategies to expand access to computer science learning.

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Diana Wogan

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Diana Wogan

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Diana

Last name: 

Wogan

Bio: 

Diana Wogan contributes her expertise in research, policy analysis, and school improvement to a wide range of initiatives. Working closely with key state and regional education leaders, she ensures that research and lessons learned by practitioners inform education policy to improve educational outcomes for all students.

Wogan leads a team in providing analytic technical support that ensures that research informs the day-to-day work in schools, school districts, state departments of education, and state capitals. She also contributes analytical expertise to the REL Northeast & Islands

With colleagues, Wogan provides technical support to grantees funded by the US Department of Education Investing in Innovation (i3) program. Her guidance advances i3 project leaders’ efforts to address education challenges such as turning around underperforming schools, educating English learners, and improving school culture and climate. She also provides technical support to grantees funded by the US Department of Education Teacher Incentive Fund (TIF) program, particularly around stakeholder engagement and communication.

Before joining EDC, Wogan worked with the Boston Public Schools, helping schools with a longer day to use their time effectively in support of students and teachers. Prior to that, she served as Research Director for the Joint Committee on Education in the Massachusetts state legislature, where she helped draft legislation relating to school improvement and turnaround, and bullying prevention. In addition, Wogan advised members on education policy matters. She began her career as a community organizer in New Jersey, working with college students to advocate for student debt reform, urban renewal, and public health.

Wogan received a BA in Political Science from the University of Michigan and an MA in Political Science from Northeastern University.  

 

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Non-Staff Profile

Job title: 

Project Director

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2462

A District’s Use of Data and Research to Inform Policy Formation and Implementation

Sun, 11/01/2015

Author(s): 

Andrew Seager, John P. Madura, Joshua Cox, Rebecca Carey, in collaboration with the Urban School Improvement Alliance

How do school boards and districts better use research and data to inform policy decisions? This report describes how one mid-sized urban district in the Northeast & Islands Region formulated and implemented a new discipline policy using data and research. The district examined a national report on districtwide suspension rates, conducted a detailed analysis of internal data, compared suspension rates with those of other urban districts, and consulted research on the relationship between out-of-school suspensions and academic outcomes.

How do school boards and districts better use research and data to inform policy decisions?

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11 pp

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Quick-Click Tour of LTD FY15 Resources

Sat, 10/03/2015

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This "Quick-Click Tour" presents some of the online and print resources that the Learning and Teaching Division at EDC produced from October 1, 2014 to September 30, 2015.

Picture of the Sky

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Lauren Katzman

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Lauren Katzman

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Lauren

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Katzman

Bio: 

Lauren Katzman is deeply committed to advancing systemic changes in K–12 education to improve outcomes for students with disabilities. She has extensive expertise in whole-school reform, evidence-based practices in special education, and strategies to sustain effective inclusive urban schools. Her work has a special emphasis on engaging diverse stakeholders—policy-makers, researchers, and practitioners—in working together to implement cohesive practices that positively affect students with disabilities. To all of her work, she brings a focus on deeply-rooted challenges to equitable education such as enduring linkages between disability and dropout, segregation of students with disabilities, and overrepresentation of students of color in special education.

Katzman is the Executive Director of EDC’s Urban Special Education Leadership Collaborative, a national network of 100 school districts committed to improving educational outcomes and life opportunities for students with disabilities in urban schools. In this capacity, she heads up strategic efforts to foster the leadership development of urban school district administrators in general and special education and ensure they have the skills and knowledge they need to enhance systems, programs, and services for students with disabilities and their families.

To advance the field’s knowledge of inclusive education, Katzman has, with Tom Hehir, the former Director of the Federal Office of Special Education Programs, conducted special education program evaluations including New York City Public Schools and the District of Columbia. She has co-authored the book Effective Inclusive Schools: Designing Successful School-wide Programs, co-edited the book Special Education for A New Century, and written articles that have appeared in Harvard Educational Review and Teachers College Record. She is also the author of the chapter “High-Stakes Testing” in The Praeger Handbook of Special Education. She presents her findings at the annual conferences of organizations such as the American Educational Research Association, Division of International Special Education and Services, and Council of Exceptional Children.

Prior to joining EDC, Katzman served as the Assistant to the Superintendent for Special Education in the Newark Public Schools and was the Executive Director of Special Education (Division of Students with Disabilities and English Language Learners) for the New York City Department of Education. In both districts, she developed and implemented reform efforts with high expectations for students and a vision of inclusion and special education as a service, not a place. She was also an Associate Professor at Boston University, where she developed and taught special education courses for students majoring in special education, general education, educational administration, social work, and law. She taught for 14 years as a special education teacher, starting in self-contained classes and schools and ending with the development of New York City’s first inclusive middle school.

Katzman holds a BA in Special and Elementary Education from Washington University (St. Louis, MO) and an MS in Special Education from Bank Street Teacher’s College. She obtained an EdM and an EdD in Administration, Planning, and Social Policy from the Harvard University Graduate School of Education.

Staff: 

Non-Staff Profile

Job title: 

Senior Project Director

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2539

Anne Wang

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Anne Wang

First name: 

Anne

Last name: 

Wang

Bio: 

Anne Wang is a highly experienced program evaluator, technical assistance specialist, and product developer. She is committed to promoting the use of positive approaches and evidence-based practices to foster the academic and social-emotional development of children and youth.

As a member of EDC’s National Center on Scaling Up Effective Schools team, Wang develops products and provides technical assistance for an initiative that is working with school districts to scale innovations developed collaboratively between school staff, researchers, and developers. She is leading the evaluation of HP LIFE e-Learning, a suite of online training courses for students, entrepreneurs, and small business owners across the globe aimed at applying IT and business skills to establish and grow businesses, build successful companies, and create jobs.

Previously, Wang led the evidence-based programs and practices workgroup of the National Center for Mental Health Promotion and Youth Violence Prevention, which advanced the knowledge and skills of school districts to select, implement, and sustain evidence-based programs. As an Evaluation Technical Assistance Provider for the Center for the Application of Prevention Technologies’ (CAPT) Service to Science initiative, she helped local programs develop logic models and evaluation plans, create evaluation tools, develop data collection systems, and analyze data, toward the goal of achieving evidence-based status. 

Wang has coauthored and developed a range of reports and resources for the field, including Revisiting the Core Elements of Our Capacity Building Framework for Scaling School Reforms: Lessons from the Field after Four Years of Work, Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools (published by the Centers for Disease Control and Prevention), Safe Schools/Healthy Students Evaluation Monograph, and Safe Havens: School, Community, and Education of Youth and Children Experiencing Homelessness.  

She received a BA in Psychology and Chinese Studies from Wellesley College and a PhD in Social Psychology from Harvard University.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Leadership for Learning Innovation

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2180

Logic Models for Program Design, Implementation, and Evaluation: Workshop Toolkit

Fri, 05/01/2015

Author(s): 

Karen Shakman, Sheila M. Rodriguez

This toolkit, developed by REL Northeast & Islands for use by schools, districts, and states (and other groups serving them), helps practitioners learn the purpose of logic models, the different elements of a logic model, and the appropriate steps for developing and using a logic model for program evaluation. This toolkit provides a complete workbook and slide deck for two sessions. Session I is 120 minutes long, and Session II is 90 minutes long. The first session focuses on the elements of a logic model and the process for developing a logic model for a program or policy.

Cover of toolkit

Length: 

118 pp

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Descriptors (Bodies of Work): 

Pages

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