Activity
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Had an enriching experience last week at The One Club for Creativity ‘Where Are All The Black People’ event. The insightful two-day program offered a…
Had an enriching experience last week at The One Club for Creativity ‘Where Are All The Black People’ event. The insightful two-day program offered a…
Liked by Dr. Asya J.
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Today I celebrated Hispanic Heritage Month with our incoming Chancellor Melissa Aviles-Ramos , my Superintendent Fred Walsh , District Superstar…
Today I celebrated Hispanic Heritage Month with our incoming Chancellor Melissa Aviles-Ramos , my Superintendent Fred Walsh , District Superstar…
Liked by Dr. Asya J.
Education
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Organizations
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Bronx Education Consortium of Leaders
Chairperson
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Chancellor David Banks Principal’s Advisory
Advisory Member
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Off School Grounds (OSG)
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National Association of Secondary School Principals
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ASCD
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New York City Department of Education
School Diversity Advisory Group (SDAG)
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More activity by Dr. Asya
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Great things happening in Queens ❤️ Congratulations Dr. Asya J. & Dr. Josephine Yeboah Van-Ess !
Great things happening in Queens ❤️ Congratulations Dr. Asya J. & Dr. Josephine Yeboah Van-Ess !
Liked by Dr. Asya J.
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Cassandra Williams
Did you know... Effective MTSS implementation relies on continuous data collection and analysis to inform decision-making and intervention adjustments. AND... Schools that implement MTSS with fidelity often see improved academic and behavioral outcomes for all students. https://lnkd.in/gm3VzSkP
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Sarah Sandelius
The Hechinger Report is really getting me thinking this week! Their article on curriculum customization vs. standardization resonates deeply, especially as we dig into supporting Districts in implementing High-Quality Instructional Materials (HQIM) in a way that centers diverse learners. A few key lessons stand out from our work: Inclusive Design from the Start: HQIM implementation often fails to incorporate diverse learners' needs from the beginning. We must shift from retrofitting accommodations to designing inclusive curricula that work for all students from day one. Engagement and Background Knowledge: Many HQIM don't adequately tap into students' interests, incorporate cultural connections, or build on the scope of students' existing knowledge. This overlooks how background knowledge aids skill acquisition and ignores the crucial role of the "interest-based nervous system" in engagement, particularly for diverse learners. Comprehensive Training: New HQIM rollouts frequently lack proper implementation training that addresses diverse learning needs. We need professional development that equips all educators to adapt materials effectively and create truly inclusive learning environments. Leadership for Inclusive Systems: School leaders need support to create systems that ensure HQIM serve all students. This includes fostering collaboration between general and special education teachers and using data to monitor effectiveness across diverse populations. Our systems were not designed to support diverse learners, so if we want to ensure their learning, we must look to systemic solutions. Moving forward, we must prioritize inclusive systems thinking at every level. This means supporting leaders in viewing HQIM implementation through an equity lens, providing ongoing coaching for teachers, and ensuring adequate time for and prioritization of thoughtful lesson preparation. When we center diverse learners in our approach to HQIM, we create opportunities for all students to thrive. How can we better support this shift in our schools and districts? #InclusiveEducation #HQIM #DiverseLearners #TheAbilityChallenge
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