Close Close Preview

Your amazing online presence is right this way.

Create your profile
Capture who you are, what you do, and where you're going. All in one place.

Lauren Banks Amos

Lauren Banks Amos

Project Director, National Clearinghouse on Supportive School Discipline

American Institutes for Research

Washington D.C. Metro Area

As a member of the Health and Social Development program, responsible for conducting research, leading evaluation studies and providing technical assistance to address disproportionality and disparities in the areas of juvenile justice; science, technology, engineering and mathematics (STEM) education; school climate; school ...

Message

2

Followers

MENU ☰

American Institutes for Research

Project Director, National Clearinghouse on Supportive School Discipline

AIR was awarded a grant by the Atlantic Philanthropies to design, develop, maintain, and evaluate a website that promotes positive approaches to school discipline as a complement to the ongoing school discipline reform efforts of the Atlantic Philanthropies and the Supportive School Discipline Initiative (SSDI), a collaboration established in 2011 between the U.S. Department of Justice (DOJ) and U.S. Department of Education (ED) to address the school-to-prison pipeline and harsh disciplinary practices. Responsibilities include leading a multisite team in the development of the site’s content including actionable data, research, interactive resources, blog posts and online training courses that are accessible to a range of key stakeholders (e.g., school mental health professionals, academic guidance counselors, law enforcement personnel, court officials, families); and developing and executing the website’s communication strategy and sustainability plans.

Great post on the need to broaden the face of the design industry to better serve the unique needs and preferences of an increasingly diverse end user base.

Read responses from Nick Schaden, Libby Bawcombe, and Joe Robinson.

Biggest problem in design industry

American Institutes for Research

Project Director, Evaluation of the Mentoring for REAL Program

The aim of the Mentoring for REAL project is to foster resiliency and pro-social growth and competencies for black and Latino male students in the context of a supportive, culturally competent school environment, to interrupt their current trajectory of inappropriate behavior and produce a lasting reduction in incidents that lead to disciplinary responses including suspension. With the support of community-based partners and New York City’s Office of Safety and Youth Development (OSYD), the project offers targeted, tiered intervention support for high need students (Tier I) and students placed at-risk for disciplinary action (Tier II) as well as services to support whole school development (e.g., restorative approaches and peer mediation training). Responsibilities including directing a three-year, mixed-methods implementation evaluation of the Mentoring for REAL program in three New York City Public Schools to provide OYSD formative feedback on program design and delivery to support continuous quality improvement.

American Institutes for Research

Lead Technical Assistance Liaison, NDTAC

NDTAC serves as the U.S. Department of Education’s agent for providing evaluation and technical assistance to programs serving the nation’s neglected, delinquent, and at-risk students. NDTAC provides direct assistance to states, schools, communities, and parents seeking information on the education of children and youth who are considered neglected, delinquent, or at risk. Responsibilities include leading the technical assistance team which provides direct technical assistance on Title I, Part D program administration and implementation to a network of 18 state Neglected and Delinquent (ND) Coordinators via monthly webinars, phone and e-mail communication, an online peer-to-peer network, and the NDTAC national annual conference; and developing products and making presentations to state and local agencies on such topics as adolescent literacy, program evaluation, data dashboards, cost-benefit analysis and reading assessment.

American Institutes for Research

Social Learning Team, CS10K Community of Practice

To encourage the adoption and implementation of, Exploring Computer Science (ECS), a new pre-Advanced Placement (AP) course, and Computer Science Principles (CSP), a new AP course both developed with funding from the National Science Foundation (NSF) as well as to support NSF’s goal to recruit and prepare 10,000 teachers for secondary computing education by 2016, NSF awarded a contract to AIR to develop the CS10K community, an online community of practice launched in early 2013 to connect computer science teachers with each other and the larger computer science education community. As designed and facilitated by the AIR Social Learning Team, the community features discussion groups, online events and a resource repository to support classroom instruction. Responsibilities include managing and contributing posts to the community’s blog; developing content for community events; contributing to internal project evaluation activities; and conducting usability tests.

American Institutes for Research

Project Director, Satellites, Weather and Climate (SWAC)

With funding from the National Science Foundation, the Satellites, Weather and Climate (SWAC) project brings together the University of Vermont (UVM), Lyndon State College and the Fairbanks Museum and Planetarium in an innovative professional development program for in-service K-12 science and mathematics teachers. Responsibilities include supporting SWAC's internal evaluation process by co-developing data collection instruments (e.g., pre-post workshop assessments, end-of-year teacher surveys, and workshop evaluation forms) and analyzing program implementation data.