NIH STEP-UP 11th & 12th Grade High School Portal Open

 

National Institutes of Health/National Institute of Diabetes, Digestive, and Kidney Diseases (NIH/NIDDK)

Short-Term Research Experience for Underrepresented Persons (STEP-UP)

2017 American Indian/Alaska Native High School
NIH/NIDDK STEP-UP Cohort
The STEP-UP Program provides hands-on summer research experience for high school and undergraduate students interested in exploring research careers.

Program Highlights

  • 8 to 10 weeks of full-time research experience
  • Students receive a summer research stipend
  • Students are assigned to a STEP-UP Coordinating Center to help coordinate and monitor their summer research experience
  • Students are paired with experienced research mentors
  • Students are encouraged to choose a research institution and/or mentor near their hometown or within commuting distance of their residence. Students are not required to relocate in order to conduct their summer research.
  • Students receive training in the responsible conduct of research
  • All-paid travel expenses to the Annual STEP-UP Research Symposium held in Washington, D.C.
  • Students are given the opportunity to conduct a formal oral and poster presentation

The STEP-UP Program is a federally funded program managed and supported by the Office of Minority Health Research Coordination (OMHRC) in the National Institute of Diabetes and Digestive and Kidney (NIDDK) at the National Institutes of Health (NIH). The overall goal of STEP-UP is to build and sustain a biomedical, behavioral, clinical and social science research pipeline focused on NIDDK’s core mission areas of diabetes, endocrinology and metabolic diseases; digestive diseases and nutrition; kidney, urologic and hematologic diseases.

Eligibility Requirements

  • U.S. Citizen, non-citizen national, or permanent legal resident of U.S.- affiliated territory
  • High school junior or senior (at the time of application)
  • Must meet one or more of the following criteria:
    • Part of an underrepresented racial or ethnic group (American Indian/Alaska Native).
    • Disadvantage as defined by annual family income
    • First generation in family to attend college
    • Diagnosed with a disability limiting one or more major life activities

Principal Investigator: Dr. Carolee Dodge-Francis
Emailcarolee.dodge-francis@unlv.edu
American Indian Research & Education Center (AIREC)

Apply at: http://stepup.niddk.nih.gov/Register.aspx
(If you are a new participant register as a new user and don’t forget to store your email/username and passcode, you will need later if you are a returning, second year use last years’ information)
Apply October 15, 2017 through February 15, 2018
Apply Now

 

Most States Plan To Use Student Absences To Measure School Success

How do you judge how good a school is? Test scores? Culture? Attendance?

In the new federal education law (the Every Student Succeeds Act, or ESSA) states are asked to use five measures of student success. The first four are related to academics — like annual tests and graduation rates. The fourth measures proficiency of English language learners.

The fifth is the wild card — aimed at measuring “student success or school quality” — and the law leaves it to states to decide.

Learn More!

10 Tips for Creating a Fertile Environment for Kids’ Creativity and Growth

TEN TIPS FOR PARENTS AND TEACHERS

There’s a common misconception that the best way to encourage children’s creativity is simply to get out of the way and let them be creative. Although it’s certainly true that children are naturally curious and inquisitive, they need support to develop their creative capacities and reach their full creative potential.

Supporting children’s development is always a balancing act: how much structure, how much freedom; when to step in, when to step back; when to show, when to tell, when to ask, when to listen.

Learn More!

Policy Analysis: Native Students and Their White Peers

Many see education as the key to future opportunity and success for children of all backgrounds. However, deeply entrenched inequities can obstruct future opportunities and successes for many American Indian and Alaska Native students (hereafter referred to as Native students). These inequities are apparent in the substantial achievement gap that exists between Native students and their white peers. On national reading and mathematics exams, Native students perform two to three grade levels below their white peers. Additionally, Native students face myriad difficulties outside of the classroom, including high levels of poverty and challenges with both physical and mental wellness.

Despite these problems, opportunities exist for action that could positively impact educational outcomes for Native students. This report provides an overview of the major education issues the Native student population faces and the current policies that exist to address those issues at the federal and state levels.

View State and Federal Policy: Native American youth by ECS online as PDF

Resource: Equity and ESSA Leveraging Educational Opportunity Through the Every Student Succeeds Act

Despite the American promise of equal educational opportunity for all students, persistent achievement gaps among more and less advantaged groups of students remain, along with the opportunity gaps that create disparate outcomes. However, the recent passage of the Every Student Succeeds Act (ESSA) represents an opportunity for the federal government, states, districts, and schools to equitably design education systems to
ensure that the students who have historically been underserved by these same education systems receive an education that prepares them for the demands of the 21st century.

ESSA contains a number of new provisions that can be used to advance equity and excellence throughout our nation’s schools for students of color, low-income students, English learners, students with disabilities, and those who are homeless or in foster care. We review these provisions in four major areas: (1) access to learning opportunities focused on higher-order thinking skills; (2) multiple measures of equity; (3) resource equity; and (4) evidence-based interventions. Each of the provisions can be leveraged by educators, researchers, policy influencers, and advocates to advance equity in education for all students.

 

View entire report online (PDF)

Google Classroom Resources

Google Classroom and Class Roster

PBS LearningMedia added two new features:

  • Class Roster
    Educators now have the ability to create their own class roster, which enables them to assign specific lessons to students and monitor student progress. To find this feature, click “Classes” in the Dashboard menu within the teacher view of PBS LearningMedia.
  • Google Classroom
    A share button to import PBS LearningMedia resources directly into Google Classroom was added. To find the button, navigate to the resource you wish to add and click the green Google Classroom button located to the upper right of the resource’s description.

5 Ways Juvenile Court Judges Can Use Data

This brief, 5 Ways Juvenile Court Judges Can Use Data, provides specific examples of how juvenile court judges can use aggregate data to learn more about their courtroom practices and the jurisdictions they serve. It is one of a series of briefs being developed by the OJJDP-funded Juvenile Justice Model Data Project. The Model Data Project seeks to improve the quality and consistency of juvenile justice data through developing guidance for states and jurisdictions on how to collect, analyze, and use juvenile justice data.

  Download

*info from http://www.ncjj.org/Publication/5-Ways-Juvenile-Court-Judges-Can-Use-Data.aspx

Resource: Sesame Street Training Videos

The Sesame Street in Communities website has hundreds of bilingual multimedia tools to help families enrich and expand their knowledge during a child’s early years from birth through age 6. There are many resources available for community providers, such as Coping with Incarceration, Helping Kids Grieve, and Autism, that use research-based resources to improve child and family well-being.

Visit the website!

Bullying Awareness Day

Event Date

Wednesday, September 27, 2017
Add to Calendar

Event Description

Established as one of 21 Wisconsin Public School Observance Days to bring attention to the harmful affects of bullying in the school setting. Bullying may negatively impact a student’s connection with school, their engagement with the curriculum, and their overall ability to learn. Bullying prevention is critical to building a school environment conducive to learning and where students feel safe at all times. Observed annually on Wednesday of the fourth week in September.

Enacted May 12, 2010, from the 2009 Laws of Wisconsin, Act 309.

More information and educational resources are available on the Department of Public Instruction Social Studies Education Observance Days website or on the  Safe Schools Bullying Prevention website.

*info from https://dpi.wi.gov/education-events/events/bullying-awareness-day-2017

Evaluating SOC in Tribal Communities Webinar

Children’s Mental Health Initiative (CMHI)
National Evaluation Web Event Training Series
Evaluating Systems of Care in Tribal Communities
Tuesday, September 26, 2017 | 2:30 – 4:00 pm ET
REGISTER NOW https://goo.gl/Ayzy4n