PEER is excited to announce the launch of new rapid response projects this spring. These innovative projects aim to address pressing educational policy and practice questions within MNPS through a swift and collaborative research approach. 

Rapid Response studies support MNPS by providing evidence to help address pressing questions of policy and practice within six months or less. They include both quick turnaround studies designed to accelerate long-term learning of PEER's working groups as well as stand-alone studies.  

These new studies include a follow up evaluation of University of MNPS, a qualitative study examining the implementation of tiered interventions in MNPS schools, research examining the financial impact of the district's rates of economically disadvantaged students, research looking at the effectiveness of teacher retention bonuses, and research designed to accelerate the learning in three of our working groups—Supporting Educators, Educational Equity Ecosystem, and Positive School Climate.

PEER's Tiered Interventions Rapid Response Study team presented their findings to our MNPS partners last month. The findings from this follow up study will help to inform MNPS decisions around intervention implementation in the next school year, and have laid the ground work for a qualitative case study looking at "bright spot" schools that have had the most success with the implementation of these programs. 

Pictured: Bethany Rittle-Johnson, Marcia Barnes, Erin Henrick, Melissa Brock, Krista Davis, Kelley Durkin, Luke Rainey, Rebecca Adler, Peter Buseini, Changhee Lee
Not Pictured: David Williams, Katie Pattullo 

Hats off to the Supporting Educators Working Group for presenting initial findings to the MNPS Cabinet! The team has been conducting observations of an innovative walkthrough routine implemented by MNPS leaders to support continuous improvement of Integrated Math teaching in MNPS high schools. Phase 1 began in the 2023-24 school year and Phase 2 has been ongoing this year. Findings from Phase 1 helped the MNPS Support Hub refine the walkthrough routine and spread it to additional schools.

In Phase 2, the team is partnering with one of the MNPS Executive Directors from the Division of Schools to optimize reflective team conversations that follow classroom observations. Through analysis of these conversations, the team has identified promising practices that leaders can use to press high school leadership teams to identify and implement strategies that support teacher learning and instructional improvement.  

Thank you to the MNPS Research, Evaluation, and Assessment team for leading a rich discussion with Peabody faculty and doc students about the research processes within MNPS and pathways for interested faculty and students to get involved with PEER work! 

The Student Absenteeism Working Group recently hosted a unique learning event with authors Jeremy Singer and Winchell Lenhoff to discuss the findings of their upcoming book, Rethinking Chronic Absenteeism, about research done on chronic absenteeism in the United States.