2023-05-18T14:04:17-04:00 2021-12-31 462108854 KENDALL PREBOLA AND JONES LLC PO BOX 259 BEDFORD PA 155220259 990 2021-01-01 300231116 STRATEGIC EDUCATION RESEARCH PARTNERSHIP INSTITUTE STRA 2022238555 1100 CONNECTICUT AVE NW STE 1310 WASHINGTON DC 20036 MARY SUZANNE DONOVAN EXECUTIVE DIRECTOR 2022238555 2023-05-18 true MARY SUZANNE DONOVAN XXX-XX-XXXX RICHARD M JONES CPA P00621721 8146231880 2023-05-18 X 2021 2023-04-26 12:10:37Z X MARY SUZANNE DONOVAN 1100 CONNECTICUT AVENUE NW WASHINGTON DC 20036 2283861 false X WWW.SERPINSTITUTE.ORG X 2003 DC TO GENERATE INNOVATIVE, SCALABLE SOLUTIONS TO OUR SCHOOLS' MOST PRESSING PROBLEMS THROUGH SUSTAINED COLLABORATIONS AMONG EDUCATORS, RESEARCHERS, AND DESIGNERS. 10 10 18 13 0 2494881 2064797 60458 218257 2822 807 0 2558161 2283861 349351 98178 0 2218563 1913435 0 514 512702 404299 3080616 2415912 -522455 -132051 1738916 1566464 226629 186228 1512287 1380236 X THE STRATEGIC EDUCATION RESEARCH PARTNERSHIP GENERATES INNOVATIVE, SCALABLE SOLUTIONS TO OUR SCHOOLS' MOST PRESSING PROBLEMS THROUGH SUSTAINED COLLABORATIONS AMONG RESEARCHERS, PRACTITIONERS, AND DESIGNERS. WE WORK TO INCREASE EQUITY, IMPROVE STUDENT LEARNING, AND GIVE TEACHERS AND STUDENTS GREATER AGENCY. false false 843482 98178 BUILDING CAPACITY TO SUPPORT STRUGGLING ADOLESCENT READERS SERP WAS AWARDED A FIVE-YEAR, 7.8-MILLION EDUCATION INNOVATION AND RESEARCH (EIR) MID-PHASE GRANT STARTING IN OCTOBER 2018 TO BUILD THE CAPACITY TO SCALE THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI). IN A PRIOR STUDY, STARI SHOWED IMPACTS THAT ARE STATISTICALLY AND SUBSTANTIVELY SIGNIFICANT ON COMPONENT READING SKILLS AND ON DEEP COMPREHENSION. THIS PROJECT WILL ALLOW SERP TO EXPAND THE CAPACITY- BUILDING RESOURCES AVAILABLE FOR STARI AND SCALE THE PROGRAM TO MORE DISTRICTS, SCHOOLS, TEACHERS, AND STUDENTS. TO MEET THE COST-MATCHING REQUIREMENT, SERP HAS RECEIVED CONTRIBUTIONS FROM THE ABELL FOUNDATION AND BLAUSTEIN FOUNDATIONS, AS WELL AS SEVERAL IN-KIND DONATIONS. OVER THE COURSE OF THE PROJECT, TRAINING WILL BE PROVIDED TO NEARLY 100 TEACHERS AND COACHES, PROGRAM MATERIALS WILL BE PROVIDED TO AN ESTIMATED 3,500 STUDENTS, INCLUDING WORKBOOKS, FLUENCY PASSAGES WRITTEN AT FOUR LEVELS, AND THE NOVELS, NON-FICTION TEXTS, AND POETRY THAT ACCOMPANY EACH UNIT. ELIGIBLE STUDENTS WILL BE RANDOMLY ASSIGNED TO RECEIVE STARI OR THE SCHOOL'S BUSINESS-AS-USUAL READING INTERVENTION, AND MDRC WILL CONDUCT THE EVALUATION. CAPACITY WILL BE SHIFTED FROM THE PROJECT TEAM TO DISTRICT STAFF TO SUPPORT SUSTAINABILITY AND EXPANSION IN PARTNER DISTRICTS. IN ADDITION, PROFESSIONAL LEARNING RESOURCES WILL BE DEVELOPED TO ENABLE MORE SCHOOLS AND DISTRICTS TO ADOPT AND IMPLEMENT THE PROGRAM SUCCESSFULLY IN THE FUTURE. THUS, ANTICIPATED IMPACT FAR EXCEEDS THE NUMBER OF STUDENTS DIRECTLY SERVED THROUGH THE PROJECT. BY THE END OF THE FIVE-YEAR GRANT PERIOD, WE EXPECT TO (1) SIGNIFICANTLY INCREASE PERFORMANCE ON COLLEGE AND CAREER ALIGNED STATE TESTS FOR APPROXIMATELY 3,500 STUDENTS IN 246 CLASSROOMS ACROSS FOUR PARTNER DISTRICTS; 2) VALIDATE THE EFFICACY OF STARI WHEN IMPLEMENTED ON A LARGER SCALE FOR SUBGROUPS OF STUDENTS IN DIVERSE CONTEXTS; 3) IMPROVE DISTRICT CAPACITY TO HELP STRUGGLING READERS MEET COLLEGE AND CAREER READINESS STANDARDS; AND 4) EXPAND SERP'S CAPACITY TO SUPPORT THE USE OF STARI IN OTHER SCHOOL DISTRICTS. DEVELOPMENT WORK FOR THE PRODUCTS OF THE PROJECT WILL OCCUR DURING 2018-2021. DUE TO THE COVID-19 PANDEMIC, WORK IN SCHOOLS AND DATA COLLECTION EFFORTS HAVE BEEN IMPACTED SIGNIFICANTLY IN 2020. WHILE THE RESEARCH COMPONENTS OF THE PROJECT HAVE BEEN DISRUPTED, PRODUCT DEVELOPMENT EFFORTS HAVE CONTINUED AND EXPANDED TO INCLUDE EXTENSIVE SUPPORTS AND RESOURCES FOR CLASSROOMS USING STARI IN HYBRID AND VIRTUAL LEARNING ENVIRONMENTS. PROFESSIONAL LEARNING SERIES AN ONLINE PROFESSIONAL LEARNING SERIES IS BEING DEVELOPED TO EXPAND TEACHERS' KNOWLEDGE REGARDING STARI COMPONENTS AND PRACTICES. THE SERIES CONSISTS OF ONLINE SESSIONS THAT CAN BE COMPLETED INDEPENDENTLY OR IN TEACHER TEAMS. SESSIONS WILL CONSIST OF VIDEOS FEATURING STARI LEAD DEVELOPER LOWRY HEMPHILL, STARI PROJECT DIRECTOR MARGARET TROYER, AND STARI INSTRUCTIONAL COACHES TALKING THROUGH KEY FEATURES OF STARI, SUCH AS FLUENCY, GUIDED READING, DEBATE, COMPREHENSION STRATEGIES, AND DECODING. VIDEOS ARE INTERLEAVED WITH ACTIVITIES FOR TEACHERS TO COMPLETE. IF POSSIBLE, SESSIONS WOULD BE LED BY A COACH/FACILITATOR TO FOSTER DEEP AND PRODUCTIVE CONVERSATIONS AMONG TEACHERS REGARDING STARI IMPLEMENTATION AND PRACTICES. 183006 ACADEMICALLY PRODUCTIVE TALK SERP RECEIVED A THREE-YEAR, 1-MILLION GRANT FROM THE SPENCER FOUNDATION TO BRING TOGETHER A DIVERSE TEAM OF RESEARCHERS WITH EXPERTISE ON ACADEMICALLY PRODUCTIVE TALK. RESEARCH KNOWLEDGE BASE AND CURRENT EDUCATION STANDARDS SUPPORT A MAJOR SHIFT IN INSTRUCTIONAL PRACTICE - ONE THAT REQUIRES STUDENTS TO ENGAGE IN EXPLAINING THEIR THINKING AND MAKING AND DEFENDING ARGUMENTS. DESPITE AGREEMENT ON THE IMPORTANCE OF ACADEMICALLY PRODUCTIVE TALK, THERE ISN'T CONSENSUS ON WHAT CONSTITUTES ACADEMICALLY PRODUCTIVE TALK OR HOW TO MAKE IT HAPPEN IN CLASSROOMS. THE COLLABORATION WILL ADDRESS THREE PURPOSES: 1) TO CREATE A VIDEO DATABASE AND INSTRUMENT-SHARING SITE TO PROMOTE SITUATED RESEARCH ON CLASSROOM TALK CAPABLE OF INFORMING CLASSROOM PRACTICE; 2) TO CONDUCT RESEARCH ON THE FEATURES OF CLASSROOM TALK THAT MAKE IT ACADEMICALLY PRODUCTIVE; AND 3) TO PROVIDE ANNOTATED VIDEO RESOURCES FOR TEACHERS AND THOSE WHO PREPARE THEM PROFESSIONALLY THAT WILL SUPPORT THE DEVELOPMENT OF TEACHER EXPERTISE IN TALK-BASED PEDAGOGY. PRODUCTS PRODUCTS OF THE COLLABORATION WILL INCLUDE: A) A CORPUS OF TRANSCRIBED VIDEO AND CODING INSTRUMENTS HOUSED ON TALKBANK, AN EXISTING PLATFORM DESIGNED FOR RESEARCHERS AND CAPABLE OF EXPANSION OVER TIME; B) A NEW, FREELY-ACCESSIBLE WEBSITE TO SUPPORT PRACTICE WITH ANNOTATED VIDEOS THAT HAVE PERMISSIONS FOR PUBLIC SHARING; AND C) RESEARCH PAPERS THAT ADVANCE OUR UNDERSTANDING OF THE MARKERS OF TALK THAT MAKE IT ACADEMICALLY PRODUCTIVE AND THE CONDITIONS THAT SUPPORT IT. MEMBERS OF THE TEAM HAVE CONTRIBUTED A SIGNIFICANT AMOUNT OF CLASSROOM FOOTAGE FROM THEIR OWN RESEARCH INITIATIVES TO THIS WORK. THE INITIAL FOOTAGE HAS BEEN VITAL IN GENERATING THE CONVERSATIONS THAT ARE HELPING TO ANSWER OUR RESEARCH QUESTIONS AND WILL BE USED IN OUR PRACTITIONER FACING WEBSITE. WE HAD INITIALLY PLANNED TO COLLECT ADDITIONAL FOOTAGE IN AREAS LIKE ELEMENTARY MATH WHERE WE DO NOT HAVE EXISTING VIDEO, HOWEVER PLANS FOR FURTHER VIDEO COLLECTION HAVE BEEN DELAYED DUE TO THE COVID-19 PANDEMIC. INITIAL FINDINGS FROM THE PROJECT WILL BE PRESENTED AT AERA 2022, THE PAPER WILL FOCUS ON THE SIMILARITIES AND DIFFERENCES IN ACADEMICALLY PRODUCTIVE TALK ACROSS CONTENT AREAS. 145635 CENTER FOR THE SUCCESS OF ENGLISH LEARNERS FUNDED BY THE INSTITUTE OF EDUCATION SCIENCES, THE CENTER FOR THE SUCCESS OF ENGLISH LEARNERS (CSEL) WILL AIM TO IDENTIFY AND REMOVE BARRIERS TO SCHOOL-LEVEL PRACTICES INFLUENCED BY POLICIES THAT CONSTRAIN STUDENT'S COURSE-TAKING AND DEVELOP AND TEST INTERVENTIONS THAT IMPROVE INSTRUCTION FOR ELS. THE WORK OF THE CENTER WILL CONSIST OF THREE STRANDS; 1) POLICY, 2) INSTRUCTION AND 3) LEADERSHIP. PRODUCT SERPS CONTRIBUTION TO THE CENTER WILL FOCUS ON THE INSTRUCTION STRAND THAT IS AIMED AT DEVELOPING AND TESTING INTERVENTIONS TO IMPROVE INSTRUCTION FOR ELS IN GRADES 6 AND GRADE 9 IN SCIENCE AND SOCIAL STUDIES. THE INTERVENTIONS WILL CONSIST OF NEW CONTENT AND ADAPTATIONS OF EXISTING SERP PRODUCTS, SCIGEN AND SOGEN FOR EL STUDENTS AND LEVERAGE FOUR TRANSDISCIPLINARY APPROACHES TO IMPROVE INSTRUCTION FOR ELS. THESE LEVERS INCLUDE: 1) FOREGROUNDING CONTENT TO BUILD LANGUAGE THROUGH CONTENT INSTRUCTION, 2) USING ACTIVITIES THAT ARE ENGAGING AND MEANINGFUL TO STUDENTS WHILE INVOLVING STUDENTS IN THE PRACTICES OF THE DISCIPLINE, 3) USING ORGANIZING LEARNING IN HETEROGENOUS TEAMS (TEAM-BASED LEARNING) TO PROMOTE COLLABORATION, DISCUSSION, AND SOCIAL MOTIVATION, AND 4) MAKING USE OF FORMATIVE ASSESSMENT TO IMPROVE TEACHERS- AND STUDENTS' UNDERSTANDING OF STUDENTS' DEVELOPMENT, AND TO PROMOTE RESPONSIVE INSTRUCTION AND FEEDBACK TO STUDENTS. 626553 218257 1. TEACHING HIGH SCHOOL CHEMISTRY THROUGH CLIMATE CHANGE 2. MATHBYEXAMPLE 3. GEOMETRY BY EXAMPLE 4. DCPS PARTNERSHIP TO PROMOTE EARLY LITERACY SUCCESS 5. LEARNING PROGRESSIONS IN SCIENCE 6. OAKLAND URBAN TEACHER RESIDENCY 7. OTHER PROGRAMS 626553 218257 1798676 true true false false false false false false false false true false false false true true true false false false false false false false false false false true false true false false false false false false false false false false false false false false false false false true 13 0 18 true false false false false false false false false false false false false false false X 10 10 true false false false false false false true true false false true true true true true true true false false CA X BEVERLY HOFFMASTER 2022238555 1100 CONNECTICUT AVE NW STE 1310 WASHINGTON DC 20036 X BRUCE ALBERTS CHAIRPERSON 2.00 X X 0 0 0 PHIL DARO VICE CHAIRPE 2.00 X X 0 0 0 CATHERINE SNOW SECRETARY 2.00 X X 0 0 0 STEVE CARNEVALE TREASURER 2.00 X X 0 0 0 CAREY WRIGHT - EXECUTIVE VICE PRESIDE 2.00 X X 0 0 0 BILL HONIG VICE PRESIDE 2.00 X X 0 0 0 LOUIS GOMEZ BOARD MEMBER 2.00 X 0 0 0 PATRICK BRENNAN BOARD MEMBER 2.00 X 0 0 0 SUE SHALVEY BOARD MEMBER 2.00 X 0 0 0 GLORIA LADSON-BILLINGS BOARD MEMBER 2.00 X 0 0 0 JORGE AGUILAR - OUTGOING BOARD MEMBER 2.00 X 0 0 0 BARBARA JENKINS - OUTGOING BOARD MEMBER 2.00 X 0 0 0 JAL MEHTA - OUTGOING BOARD MEMBER 2.00 X 0 0 0 MARY SUZANNE DONOVAN EXECUTIVE DI 37.50 X 296568 0 42168 MATTHEW ELLINGER CREATIVE DIR 37.50 X 135528 0 29606 DAVID DUDLEY - ILLUSTRATOR & CONTENT D 37.50 X 101193 0 24959 MARGARET TROYER PROGRAM DIRE 37.50 X 105783 0 12009 639072 108742 4 false true false MDRC 200 VESEY STREET NEW YORK NY 10281 SUBCONTRACTEE 115030 1 1798288 266509 2064797 CONSULTING 611710 99490 99490 PUBLICATION SALES 611710 92583 92583 REGISTRATION FEES 611710 26184 26184 218257 557 557 250 250 250 250 2283861 218507 557 98178 98178 335509 191383 144126 1199917 908938 290682 297 117367 86364 30977 26 147443 108495 38915 33 113199 83297 29877 25 42234 42234 188900 183752 5148 21539 19623 1786 130 19076 15842 3231 3 111648 88617 23031 2231 1312 919 18 18 851 243 608 11292 8853 2439 REPAIRS AND MAINTENANCE 4128 3779 349 DUES AND SUBSCRIPTIONS 2382 2382 2415912 1798676 616722 514 2500 2500 708153 719247 966456 710256 5097 77079 43159 44682 16926 16516 1261 410 12290 12290 1738916 1566464 206481 171136 20148 15092 226629 186228 X 745262 575326 767025 804910 1512287 1380236 1738916 1566464 -132051 X false true X true true true X 1967795 3547774 3874848 2494881 2064797 13950095 1967795 3547774 3874848 2494881 2064797 13950095 2240393 11709702 1356 2661 6133 2822 557 13529 13963624 2083425 0.83860 0.79460 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 16926 16516 410 410 DEFERRED RENT ABATEMENT 15092 15092 X 2283861 2283861 2283861 2415912 2415912 2415912 SCHEDULE D, PAGE 3, PART X ACCOUNTING PRINCIPLES GENERALLY ACCEPTED IN THE UNITED STATES OF AMERICA PROVIDE CONSISTENT GUIDANCE FOR THE ACCOUNTING FOR UNCERTAINTY IN INCOME TAXES RECOGNIZED IN THE INSTITUTE'S FINANCIAL STATEMENTS AND PRESCRIBE A THRESHOLD OF "MORE LIKELY THAN NOT" FOR RECOGNITION OF TAX POSITIONS TAKEN OR EXPECTED TO BE TAKEN IN A TAX RETURN. THE INSTITUTE PERFORMED AN EVALUATION OF UNCERTAIN TAX POSITIONS FOR THE YEAR ENDED DECEMBER 31, 2021, AND DETERMINED THAT THERE WERE NO MATTERS THAT WOULD REQUIRE RECOGNITION IN THE FINANCIAL STATEMENTS OR THAT MAY HAVE ANY EFFECT ON ITS TAX-EXEMPT STATUS. AS OF DECEMBER 31, 2021, THE STATUTE OF LIMITATIONS FOR TAX YEARS 2018 THROUGH 2020 REMAINS OPEN WITH THE U.S. FEDERAL JURISDICTION OR THE VARIOUS STATES AND LOCAL JURISDICTIONS IN WHICH THE INSTITUTE FILES TAX RETURNS. IT IS THE INSTITUTE'S POLICY TO RECOGNIZE INTEREST AND/OR PENALTIES RELATED TO UNCERTAIN TAX POSITIONS, IF ANY, IN INCOME TAX EXPENSE. AS OF DECEMBER 31, 2021, THE INSTITUTE HAD NO ACCRUALS FOR INTEREST AND/OR PENALTIES. true MDRC 16 E 34TH STREET 19TH FLOOR NEW YORK NY 10016 237379473 501C3 98178 SUBCONTRACT RESEARCH 1 SCHEDULE I, PAGE 1, PART I, LINE 2 ALL GRANTS ARE MONITORED THROUGH THE ANNUAL AND INTERIM REPORTS AS REQUIRED BY THE GRANTEE X X X false false false false false false false false false MARY SUZANNE DONOVAN EXECUTIVE DIRECTOR 295844 724 29000 13168 338736 MATTHEW ELLINGER CREATIVE DIRECTOR 135079 449 13618 15988 165134 FORM 990, PAGE 1, ITEM B GRANTS RECEIVABLE FROM THE DEPARTMENT OF EDUCATION AND THE NATIONAL SCIENCE FOUNDATION DECREASED BY A TOTAL AMOUNT OF 14,175. THIS DECREASE WAS A RESULT OF THE INDIRECT COST PROPOSAL UNIT FINALIZING THE INDIRECT RATE FOR THE 2021 CALENDAR YEAR. AS A RESULT OF ACCEPTANCE OF THIS FINAL RATE, THE STRATEGIC EDUCATION RESEARCH PARTNERSHIP INSTITUTE RETROACTIVELY ADJUSTED THE AMOUNT OF GRANT REVENUES DUE FROM THE FEDERAL GOVERNMENT. FORM 990 - ORGANIZATION'S MISSION THE STRATEGIC EDUCATION RESEARCH PARTNERSHIP GENERATES INNOVATIVE, SCALABLE SOLUTIONS TO OUR SCHOOLS' MOST PRESSING PROBLEMS THROUGH SUSTAINED COLLABORATIONS AMONG RESEARCHERS, PRACTITIONERS, AND DESIGNERS. WE WORK TO INCREASE EQUITY, IMPROVE STUDENT LEARNING, AND GIVE TEACHERS AND STUDENTS GREATER AGENCY. FORM 990, PAGE 2, PART III, LINE 4A BUILDING CAPACITY TO SUPPORT STRUGGLING ADOLESCENT READERS SERP WAS AWARDED A FIVE-YEAR, 7.8-MILLION EDUCATION INNOVATION AND RESEARCH (EIR) MID-PHASE GRANT STARTING IN OCTOBER 2018 TO BUILD THE CAPACITY TO SCALE THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI). IN A PRIOR STUDY, STARI SHOWED IMPACTS THAT ARE STATISTICALLY AND SUBSTANTIVELY SIGNIFICANT ON COMPONENT READING SKILLS AND ON DEEP COMPREHENSION. THIS PROJECT WILL ALLOW SERP TO EXPAND THE CAPACITY- BUILDING RESOURCES AVAILABLE FOR STARI AND SCALE THE PROGRAM TO MORE DISTRICTS, SCHOOLS, TEACHERS, AND STUDENTS. TO MEET THE COST-MATCHING REQUIREMENT, SERP HAS RECEIVED CONTRIBUTIONS FROM THE ABELL FOUNDATION AND BLAUSTEIN FOUNDATIONS, AS WELL AS SEVERAL IN-KIND DONATIONS. OVER THE COURSE OF THE PROJECT, TRAINING WILL BE PROVIDED TO NEARLY 100 TEACHERS AND COACHES, PROGRAM MATERIALS WILL BE PROVIDED TO AN ESTIMATED 3,500 STUDENTS, INCLUDING WORKBOOKS, FLUENCY PASSAGES WRITTEN AT FOUR LEVELS, AND THE NOVELS, NON-FICTION TEXTS, AND POETRY THAT ACCOMPANY EACH UNIT. ELIGIBLE STUDENTS WILL BE RANDOMLY ASSIGNED TO RECEIVE STARI OR THE SCHOOL'S BUSINESS-AS-USUAL READING INTERVENTION, AND MDRC WILL CONDUCT THE EVALUATION. CAPACITY WILL BE SHIFTED FROM THE PROJECT TEAM TO DISTRICT STAFF TO SUPPORT SUSTAINABILITY AND EXPANSION IN PARTNER DISTRICTS. IN ADDITION, PROFESSIONAL LEARNING RESOURCES WILL BE DEVELOPED TO ENABLE MORE SCHOOLS AND DISTRICTS TO ADOPT AND IMPLEMENT THE PROGRAM SUCCESSFULLY IN THE FUTURE. THUS, ANTICIPATED IMPACT FAR EXCEEDS THE NUMBER OF STUDENTS DIRECTLY SERVED THROUGH THE PROJECT. BY THE END OF THE FIVE-YEAR GRANT PERIOD, WE EXPECT TO (1) SIGNIFICANTLY INCREASE PERFORMANCE ON COLLEGE AND CAREER ALIGNED STATE TESTS FOR APPROXIMATELY 3,500 STUDENTS IN 246 CLASSROOMS ACROSS FOUR PARTNER DISTRICTS; 2) VALIDATE THE EFFICACY OF STARI WHEN IMPLEMENTED ON A LARGER SCALE FOR SUBGROUPS OF STUDENTS IN DIVERSE CONTEXTS; 3) IMPROVE DISTRICT CAPACITY TO HELP STRUGGLING READERS MEET COLLEGE AND CAREER READINESS STANDARDS; AND 4) EXPAND SERP'S CAPACITY TO SUPPORT THE USE OF STARI IN OTHER SCHOOL DISTRICTS. DEVELOPMENT WORK FOR THE PRODUCTS OF THE PROJECT WILL OCCUR DURING 2018-2021. DUE TO THE COVID-19 PANDEMIC, WORK IN SCHOOLS AND DATA COLLECTION EFFORTS HAVE BEEN IMPACTED SIGNIFICANTLY IN 2020. WHILE THE RESEARCH COMPONENTS OF THE PROJECT HAVE BEEN DISRUPTED, PRODUCT DEVELOPMENT EFFORTS HAVE CONTINUED AND EXPANDED TO INCLUDE EXTENSIVE SUPPORTS AND RESOURCES FOR CLASSROOMS USING STARI IN HYBRID AND VIRTUAL LEARNING ENVIRONMENTS. PROFESSIONAL LEARNING SERIES AN ONLINE PROFESSIONAL LEARNING SERIES IS BEING DEVELOPED TO EXPAND TEACHERS' KNOWLEDGE REGARDING STARI COMPONENTS AND PRACTICES. THE SERIES CONSISTS OF ONLINE SESSIONS THAT CAN BE COMPLETED INDEPENDENTLY OR IN TEACHER TEAMS. SESSIONS WILL CONSIST OF VIDEOS FEATURING STARI LEAD DEVELOPER LOWRY HEMPHILL, STARI PROJECT DIRECTOR MARGARET TROYER, AND STARI INSTRUCTIONAL COACHES TALKING THROUGH KEY FEATURES OF STARI, SUCH AS FLUENCY, GUIDED READING, DEBATE, COMPREHENSION STRATEGIES, AND DECODING. VIDEOS ARE INTERLEAVED WITH ACTIVITIES FOR TEACHERS TO COMPLETE. IF POSSIBLE, SESSIONS WOULD BE LED BY A COACH/FACILITATOR TO FOSTER DEEP AND PRODUCTIVE CONVERSATIONS AMONG TEACHERS REGARDING STARI IMPLEMENTATION AND PRACTICES. FORM 990, PAGE 2, PART III, LINE 4B ACADEMICALLY PRODUCTIVE TALK SERP RECEIVED A THREE-YEAR, 1-MILLION GRANT FROM THE SPENCER FOUNDATION TO BRING TOGETHER A DIVERSE TEAM OF RESEARCHERS WITH EXPERTISE ON ACADEMICALLY PRODUCTIVE TALK. RESEARCH KNOWLEDGE BASE AND CURRENT EDUCATION STANDARDS SUPPORT A MAJOR SHIFT IN INSTRUCTIONAL PRACTICE - ONE THAT REQUIRES STUDENTS TO ENGAGE IN EXPLAINING THEIR THINKING AND MAKING AND DEFENDING ARGUMENTS. DESPITE AGREEMENT ON THE IMPORTANCE OF ACADEMICALLY PRODUCTIVE TALK, THERE ISN'T CONSENSUS ON WHAT CONSTITUTES ACADEMICALLY PRODUCTIVE TALK OR HOW TO MAKE IT HAPPEN IN CLASSROOMS. THE COLLABORATION WILL ADDRESS THREE PURPOSES: 1) TO CREATE A VIDEO DATABASE AND INSTRUMENT-SHARING SITE TO PROMOTE SITUATED RESEARCH ON CLASSROOM TALK CAPABLE OF INFORMING CLASSROOM PRACTICE; 2) TO CONDUCT RESEARCH ON THE FEATURES OF CLASSROOM TALK THAT MAKE IT ACADEMICALLY PRODUCTIVE; AND 3) TO PROVIDE ANNOTATED VIDEO RESOURCES FOR TEACHERS AND THOSE WHO PREPARE THEM PROFESSIONALLY THAT WILL SUPPORT THE DEVELOPMENT OF TEACHER EXPERTISE IN TALK-BASED PEDAGOGY. PRODUCTS PRODUCTS OF THE COLLABORATION WILL INCLUDE: A) A CORPUS OF TRANSCRIBED VIDEO AND CODING INSTRUMENTS HOUSED ON TALKBANK, AN EXISTING PLATFORM DESIGNED FOR RESEARCHERS AND CAPABLE OF EXPANSION OVER TIME; B) A NEW, FREELY-ACCESSIBLE WEBSITE TO SUPPORT PRACTICE WITH ANNOTATED VIDEOS THAT HAVE PERMISSIONS FOR PUBLIC SHARING; AND C) RESEARCH PAPERS THAT ADVANCE OUR UNDERSTANDING OF THE MARKERS OF TALK THAT MAKE IT ACADEMICALLY PRODUCTIVE AND THE CONDITIONS THAT SUPPORT IT. MEMBERS OF THE TEAM HAVE CONTRIBUTED A SIGNIFICANT AMOUNT OF CLASSROOM FOOTAGE FROM THEIR OWN RESEARCH INITIATIVES TO THIS WORK. THE INITIAL FOOTAGE HAS BEEN VITAL IN GENERATING THE CONVERSATIONS THAT ARE HELPING TO ANSWER OUR RESEARCH QUESTIONS AND WILL BE USED IN OUR PRACTITIONER FACING WEBSITE. WE HAD INITIALLY PLANNED TO COLLECT ADDITIONAL FOOTAGE IN AREAS LIKE ELEMENTARY MATH WHERE WE DO NOT HAVE EXISTING VIDEO, HOWEVER PLANS FOR FURTHER VIDEO COLLECTION HAVE BEEN DELAYED DUE TO THE COVID-19 PANDEMIC. INITIAL FINDINGS FROM THE PROJECT WILL BE PRESENTED AT AERA 2022, THE PAPER WILL FOCUS ON THE SIMILARITIES AND DIFFERENCES IN ACADEMICALLY PRODUCTIVE TALK ACROSS CONTENT AREAS. FORM 990, PAGE 2, PART III, LINE 4C CENTER FOR THE SUCCESS OF ENGLISH LEARNERS FUNDED BY THE INSTITUTE OF EDUCATION SCIENCES, THE CENTER FOR THE SUCCESS OF ENGLISH LEARNERS (CSEL) WILL AIM TO IDENTIFY AND REMOVE BARRIERS TO SCHOOL-LEVEL PRACTICES INFLUENCED BY POLICIES THAT CONSTRAIN STUDENT'S COURSE-TAKING AND DEVELOP AND TEST INTERVENTIONS THAT IMPROVE INSTRUCTION FOR ELS. THE WORK OF THE CENTER WILL CONSIST OF THREE STRANDS; 1) POLICY, 2) INSTRUCTION AND 3) LEADERSHIP. PRODUCT SERPS CONTRIBUTION TO THE CENTER WILL FOCUS ON THE INSTRUCTION STRAND THAT IS AIMED AT DEVELOPING AND TESTING INTERVENTIONS TO IMPROVE INSTRUCTION FOR ELS IN GRADES 6 AND GRADE 9 IN SCIENCE AND SOCIAL STUDIES. THE INTERVENTIONS WILL CONSIST OF NEW CONTENT AND ADAPTATIONS OF EXISTING SERP PRODUCTS, SCIGEN AND SOGEN FOR EL STUDENTS AND LEVERAGE FOUR TRANSDISCIPLINARY APPROACHES TO IMPROVE INSTRUCTION FOR ELS. THESE LEVERS INCLUDE: 1) FOREGROUNDING CONTENT TO BUILD LANGUAGE THROUGH CONTENT INSTRUCTION, 2) USING ACTIVITIES THAT ARE ENGAGING AND MEANINGFUL TO STUDENTS WHILE INVOLVING STUDENTS IN THE PRACTICES OF THE DISCIPLINE, 3) USING ORGANIZING LEARNING IN HETEROGENOUS TEAMS (TEAM-BASED LEARNING) TO PROMOTE COLLABORATION, DISCUSSION, AND SOCIAL MOTIVATION, AND 4) MAKING USE OF FORMATIVE ASSESSMENT TO IMPROVE TEACHERS- AND STUDENTS' UNDERSTANDING OF STUDENTS' DEVELOPMENT, AND TO PROMOTE RESPONSIVE INSTRUCTION AND FEEDBACK TO STUDENTS. FORM 990, PAGE 2, PART III, LINE 4D 1. TEACHING HIGH SCHOOL CHEMISTRY THROUGH CLIMATE CHANGE 2. MATHBYEXAMPLE 3. GEOMETRY BY EXAMPLE 4. DCPS PARTNERSHIP TO PROMOTE EARLY LITERACY SUCCESS 5. LEARNING PROGRESSIONS IN SCIENCE 6. OAKLAND URBAN TEACHER RESIDENCY 7. OTHER PROGRAMS FORM 990, PAGE 6, PART VI, LINE 2 CATHERINE SNOW JAL MEHTA SECRETARY BOARD MEMBER BUSINESS FORM 990, PAGE 6, PART VI, LINE 11B THE EXECUTIVE DIRECTOR, DIRECTOR OF OPERATIONS, AND THE FINANCE DIRECTOR REVIEW THE 990 TAX RETURN UPON RECEIPT FROM THE PREPARER. EACH REVIEWS THE RETURN SEPARATELY, AND THEN THEY MEET TO REVIEW AND ANSWER ANY QUESTIONS EACH PERSON MAY HAVE. ONCE THE 990 IS APPROVED INTERNALLY, THE 990 TAX RETURN IS FORWARDED TO THE TREASURER OF THE BOARD FOR AN INDEPENDENT REVIEW. ANY QUESTIONS OR CONCERNS FROM THE TREASURER OF THE BOARD ARE DIRECTED TO THE EXECUTIVE DIRECTOR. ONCE THE TREASURER AND THE EXECUTIVE DIRECTOR ARE SATISFIED AS TO THE COMPLETION OF THE 990 TAX RETURN, THE TAX RETURN IS FORWARDED TO THE REMAINING BOARD OF DIRECTORS FOR THEIR REVIEW. ONCE THE FULL BOARD REVIEWS, THE EXECUTIVE DIRECTOR SIGNS THE RETURN FOR FILING. FORM 990, PAGE 6, PART VI, LINE 12C THE ORGANIZATION ANNUALLY REVIEWS THE CONFLICT OF INTEREST POLICY EACH MAY WITH THE BOARD OF DIRECTORS AND KEY EMPLOYEES. EACH ARE REQUIRED TO DISCLOSE ANY ITEM THAT MAY PRESENT A CONFLICT OF INTEREST. FORM 990, PAGE 6, PART VI, LINE 15A THE EXECUTIVE DIRECTOR IS REVIEWED ANNUALLY BY THE BOARD OF DIRECTORS AT THEIR BOARD MEETING REGARDING COMPENSATION. FORM 990, PAGE 6, PART VI, LINE 19 THE ORGANIZATION MAKES ITS GOVERNING DOCUMENTS, CONFLICT OF INTEREST POLICY AND FINANCIAL STATEMENTS AVAILABLE TO THE PUBLIC UPON REQUEST.