Showing posts with label UNREST. Show all posts
Showing posts with label UNREST. Show all posts

Monday, August 22, 2011

San Bernardino launches sweep for no-

show students

Wednesday, August 24, 2011
They call it "Operation Student Recovery."

Volunteers from the San Bernardino City Unified School District went door to door Wednesday morning trying to find out why some 300 students missed the first week of school.
Three weeks ago, the school year started with several no-shows.
"Sometimes we find that there are some family situations that are making it difficult to go to school, and we'll brainstorm with the families to figure out some alternative possibilities," said Dr. Kennon Mitchell, assistant superintendent of student services.
Forty teams with the district hit the streets and went door-to-door armed with packets of information on alternative education programs.
A few years ago, Geovani Galeano learned the hard way just how easy it was to fall behind.
"You have friends that like to push the issue, like, 'Come on, let's go. Let's go. It's just one day,'" Galeano said. "One day accumulates, and by the time you know it, you don't know what anybody is learning in school no more."
School officials helped him enroll in a continuation program. He went on to earn his high school diploma in 2006.
There is also child care support for student-parents, which was the case for one student who had not yet returned to school.
"We find that sometimes kids don't know all the options available to them and all the alternative pathways to graduation," Mitchell said.
By the end of the day, volunteers visited more than 300 homes in an effort to get kids back in the classroom.


Monday, August 8, 2011

'Show Me' Your Facebook Friends, Internet Filters...

'Show Me' Your Facebook Friends, Internet Filters


EDUCATION WEEK

August 6, 2011 12:05 AM
By Ian Quillen

A recently passed Missouri law that restricts social networking relationships between teachers and students—even long after that student has left the classroom—is making local and national headlines.

The Huffington Post is reporting that the law, which was passed in mid July but has gained national attention this week, was created to ensure administrators and parents can monitor communication and prevent situations that may put students at risk, but not to prevent social networking between teachers and students on public sites like Facebook and Twitter. Yet some fear it will prevent just that, and our own Facebook research (meta much?) shows you all are divided on whether such interaction is appropriate.

The Kansas City Star says teachers are up in arms about a law they say over-reaches its intended purpose. And the Christian Science Monitor asks if it could prevent teachers from embracing the very tools that have been promoted as crucial to creating modern classrooms.

Despite the length of the document, formally named The Amy Hestir Student Protection Act after a woman who was repeatedly sexually assaulted by a middle school teacher, the Huffington Post says its essence boils down to these two paragraphs:


No teacher shall establish, maintain, or use a work-related internet site unless such site is available to school administrators and the child's legal custodian, physical custodian, or legal guardian.

No teacher shall establish, maintain, or use a nonwork-related internet site which allows exclusive access with a current or former student.
This isn't the first and won't be the last regulation restricting social networking use in an educational content, though it may be the first to do so on a statewide level. (If you know of others, we'd love to hear about them). But I can't recall one I've seen that goes so far as to prevent relationships into the indefinite future. According to my understanding, the law could so far as to outlaw a private virtual relationship between a teacher and a student who may have long since grown up and joined adulthood. (I'm proud to call old teachers like Mr. Bock, Mr. Mick, Mr. Himes, and Mr. Raygor Facebook friends, though Mr. Raygor's football rants need to stop.)

It's important to note that the law makes a differentiation between work- and nonwork-related sites. In other words, a teacher would presumably be allowed to run a class website, or even operate a class forum in a public website, so long as that site is accessible to anyone who wishes to use it, including administrators and parents.

That's actually less draconian than some recently passed restrictions, including one in the 130,000-student Prince George's County (Md.) school district that bans the posting of any school-related photos by students on public social networking sites. But the toughest part for educators to swallow may be that it takes control away from local districts, who are being pushed to take ownership of their own Web policy by ed-tech advocates.

Filtering Folley

Meanwhile, the Missouri Research & Education Network, or MOREnet, a statewide consortium that includes filtering software among the services it provides to about 100 districts, said it will deactivate a feature that had blocked non-sexual content geared toward the lesbian, gay, bisexual and transgendered (LGBT) communities, according to a press release from the ACLU.

This is the first news in a while from the ACLU's national "Don't Filter Me" campaign, a letter-writing effort that threatens legal action against districts who block non-sexual LGBT content, based on the assertion that access to such content for should LGBT allies groups must be permitted based on the federal Equal Access Act.

And it illustrates that, just because filters can appear to be blocking material based on a political or social slant, it may not always be intentional. In this case, the Netsweeper filter provided by MOREnet had the option to filter for a category called "alternative lifestyles" that not only blocked sites supporting LGBT rights and education, but also those aimed at vegetarians and vegans.

Wednesday, August 3, 2011

Chicago Study Finds Mixed Results for AVID Program

Edweek.org.
May 6, 2011 
By Sarah D. Sparks

Individual interventions intended to improve academic skills, such as the
popular Advancement Via Individual Determination, or AVID, program, may
not secure a student’s path to graduation and college without a schoolwide
structure to support it, according to a study from the Consortium on Chicago
School Research.

In a report set for release in the fall and previewed at the American
Educational Research Association convention in New Orleans in April,
researchers analyzed how AVID, a study-skills intervention for middle-
achieving students, played out in 14 Chicago high schools. They found AVID
participants in 9th grade gained little advantage that year over peers not
taking part in the program, and remained off track for graduation and college.

The study highlights a potential pitfall for the dozens of student-based
interventions aiming to scale up nationwide through private support and
programs like the federal Investing in Innovation, or i3, program: As
programs move out of the schools for which they were originally
developed, their success becomes increasingly dependent on
individual schools’ context and capacity.
“We’re not really trying to say, does AVID work or doesn’t it, but what has
been its impact in the Chicago context,” said Jenny Nagaoka, the Chicago
Consortium’s associate director and postsecondary-studies manager, and a
study co-author. “It’s not a transformative experience for the AVID student; it’s
not doing enough to change the trajectory of these students for graduation.”

After adjusting for academic and socioeconomic differences between Chicago
students who took part in the AVID program and those who had never had
access to it, researchers found AVID seemed to have little impact on
students' GPAs.
SOURCE: Consortium on Chicago School Research

Ms. Nagaoka and her CCSR colleagues Melissa R. Roderick, a senior
director, and Melanie LaForce, a research analyst, studied 14,031 students
who attended 9th grade from 2004-05 to 2007-08, including 2,521 AVID
students. The students came from 14 schools with stable 9th grade AVID
programs with student data from both before and after the programs’
implementation...

Unlike other studies of the program, the CCSR researchers tried to control for
the fact that AVID chooses students who are already highly motivated to
achieve.

Ms. Nagaoka used a method known as “propensity matching.” She paired
students who attended after AVID was implemented with 7,357 9th graders
who attended the same schools in 2002 and 2003, before AVID, and
compared the performance of students with access to the program with that
of nonparticipating students who had similar academic and socioeconomic
profiles.
Ms. Nagaoka found that students participating in AVID had average
weighted grade point averages of 2.32 in English and 1.9 in
mathematics on a 4-point scale. Those averages were slightly better
than nonparticipating students’ GPAs of 2.06 in English and 1.75 in
math, but not good enough for the participants to be considered on
track for graduation. No significant effects were seen on students’
gains on state tests in reading, math, or science.
Robert P. Gira, the executive vice president of the San Diego-based AVID,
said the Chicago study was too short-term to be conclusive, because student
academic gains from AVID build over a student’s high school career. “We
expect 9th graders to be making some progress, but the real payoffs start to
happen two to three years later,” Mr. Gira said.

Ms. Nagaoka said the research team is also conducting long-term studies of
AVID in Chicago schools.

Doug Rohrer, a psychology professor at the University of South Florida, in
Tampa, found the CCSR study more rigorous than prior AVID research.

In a September 2010 analysis, the U.S. Department of Education’s What
Works Clearinghouse found only one of 66 AVID studies met its quality
standards. Based on that study, the clearinghouse found AVID had “no
discernible effects on adolescent literacy.”

Mr. Rohrer said school leaders should consider their entire school
improvement approach in selecting an intervention for their own campus.

“The critical question in my mind,” Mr. Rohrer continued, “is whether AVID is
better than requiring students to go to another class, such as an extra dose
of math or writing. Learning how to take notes is a fine strategy, but it
might not help you in Algebra 2 if you haven’t learned Algebra 1.”...

Wednesday, July 20, 2011

This isn't "No Tolerance." It's More Like " Mo Ignorance!"

Half of Texas' Students Suspended, Study Finds

Using discipline records of nearly 1 million Texas middle and high school students that cover much of the last decade, researchers found that more than half of them were suspended or expelled at least once between 7th and 12th grades, that the punishments were applied unevenly among students of different races, abilities, and schools, and that students disciplined with these methods were more likely to repeat a grade or drop out of school than students who were not punished in the same way.
The study, unveiled Tuesday by the Council of State Governments Justice Center in Bethesda, Md., and the Public Policy Research Institute at Texas A&M University, involved the discipline and criminal records of all Texas students who were 7th graders in 2000, 2001, and 2002, and tracked all of them through one year past the date when they would have graduated with their original class.


A newly released report casts doubt on whether increased suspensions and expulsions are getting the right results in Texas public schools.
Although the study involved just one state, the authors argue that it has implications for the rest of the country because Texas has the second-largest public school system in the country and one where almost two-thirds of students are nonwhite.
The goal of the study was to prompt policymakers everywhere to look closely at school discipline.

“We hope other states will follow Texas’ lead and put their systems under similar scrutiny,” said Michael D. Thompson, director of the nonpartisan, nonprofit Justice Center. He raised a key question he said state education leaders should ask themselves: “Is our state’s school discipline system getting the desired results?”
The study found that the average number of days on which students missed at least some class time due to a disciplinary incident was two days for out-of-school suspension, 27 days for a placement at an alternative school, and 73 days if they were placed in a juvenile justice program.
While the numbers gleaned from analyzing student discipline in Texas may be shocking, the state’s rate of expulsions and out-of-school suspensions, at 6.9 percent, is lower than that of some other states, including California, at about 13 percent, and Florida, at about 9 percent.

Repeat Offenders
One statistic uncovered by the analysis of Texas discipline and juvenile justice records was that 15 percent of students were punished by suspension or expulsion 11 or more times. Those repeat actions make the effectiveness of those types of punishments questionable, Mr. Thompson said.
“Seeing how common it is for students to be suspended or expelled ... we probably can do better,” Mr. Thompson said. Also, the study raises concerns about how nearly half the students disciplined 11 or more times also were in contact with the Texas juvenile justice system, raising the specter of the so-called “school-to-prison” pipeline.
In addition, at schools within Texas with similar demographics, the use of the punishments varied widely, “indicating, I think, that it’s possible by relying less on suspensions and expulsions to reduce juvenile justice involvement and improve academic performance,” he said.
The Texas Education Agency, which helped the researchers match students’ school discipline and juvenile justice records, said the report highlighted some important weaknesses in Texas schools.
“It can be painful to look at numbers that aren’t flattering,” said Suzanne Marchman, a spokeswoman for the agency. But whether the report triggers individual schools to look at their discipline systems or drive policy at the legislative level is an open question. “No one wants a drop out,” Ms. Marchman said. “It brings up that dialogue: How can we address this issue at hand?”

In particular, if students’ punishment entails being sent to an alternative setting or juvenile justice setting, school districts need to be sure the teaching at those schools is high quality, she said.
“School districts need to take a closer look at the level of instruction that’s taking place at these alternative settings when [students are] punished so when [students] are released back to districts they’re not behind academically and they’re not frustrated,” she said, triggering a cycle of misbehavior that sends a student back to one of those alternate settings.
However, the agency also wanted to offer one cautionary note about interpreting the study.
“It gives the impression that 60 percent of the students in Texas are criminals or badly behaved,” Ms. Marchman said. But because of discrepancies in how punishment is administered between schools and districts, some students might be suspended for an infraction such as wearing flip flops or tank tops on the first offense while another school might give students several chances first.

In recent years, Texas has taken steps to address the way students are disciplined, and the report’s authors said lawmakers and Gov. Rick Perry were supportive of their work. The Texas Legislative Budget Board recently examined six school districts’ disciplinary practices, and the Texas legislature has changed some state laws pertaining to punishing students. For example, “persistent misbehavior” is no longer a reason for expulsion; school districts are now required to consider mitigating factors such as self-defense and a student’s disability before making a disciplinary decision; and the state education department had to create minimum standards for the disciplinary alternative education programs students are required to attend.
At the same time, other behavior violations have been added to the list of things for which school districts must or can punish students, including sexting and bullying.

Also recently, the state has begun offering training to districts interested in learning about positive discipline methods, and a pilot program this year is using statewide data to document student achievement and measure the effectiveness of specific professional development programs and activities.
Discipline Disparities Some groups of students were more vulnerable to suspension or expulsion than others, the study found. For example, 75 percent of African-American students were expelled or suspended, compared to 50 percent of white students. Also, 75 percent of students with disabilities were suspended or expelled, compared with 55 percent of students without a disability. Students classified as having an emotional disturbance were more likely to be suspended or expelled, while students with autism or mental retardation were less likely than students without disabilities to be punished the same way.

The report didn’t make specific policy recommendations, but noted the gradual toughening of school discipline policies nationwide, triggered in part by a spate of school shootings in the 1990s. The 1994 Gun-Free Schools Act requires schools that accept federal money to expel students for one year if they bring a weapon to school. A few years later, many school districts started adopting zero-tolerance discipline policies toward drugs, alcohol, and violent behavior. Some 79 percent of schools had these policies in place by 1997. While expulsion for some students means attending an alternative school, as it does in Texas, in some states, students are simply out of school altogether as they serve their punishment term.

An American Psychological Association study in 2006 found that zero-tolerance policies may negatively affect academic outcomes and increase the chances of a student dropping out. While Mr. Thompson said the Texas study isn’t strictly focused on the zero-tolerance discipline, that practice is part of a larger discussion about student discipline policy. “We look forward to launching a national project to identify policy strategies ... to get better outcomes for these kids,” he said.
Vol. 30, Issue 37

Tuesday, June 29, 2010




Today Finland officially becomes first nation to make broadband a legal right




Starting today (July 1), every Finnish citizen now has a guaranteed legal right to a least a 1Mbps broadband connection, putting it on the same footing as other legal rights in the country such as healthcare and education.
As we reported last year, Finland was the first nation in the world to pass this type of legislation, followed by Spain in November.
The Finish government has promised guaranteed speeds of 100Mbps by 2015 for all of its citizens, and currently about 97% of Finns already have access to broadband connections."

Monday, October 19, 2009

Many districts have begun to break their contract obligations


Many districts have begun to use the back-door to break their contract obligations in who and why certain members with seniority are not called back.The manner and the subjective reasoning they call back some less senior educators first is a direct slap in the face as our avocations and careers wither on the vine. Even those brought back in order are being brought back on contracts guaranteeing one year at a time.

Inspite of CTA's bloated ineffectual posturing. I will miss knowing that I was protected by the presence of a union. Thanks again David! Where ever the hell you are!


This is the fight of our professional careers. Are You In or Out?

What's taking so long? This is the fight of our professional careers. Are You In or Out? "Hell has a special level for those who sit by idly during times of great crisis."
Robert Kennedy

The Art of SETTING LIMITS, Its not as easy as it looks.

Art of Setting Limits Setting limits is one of the most powerful tools that professionals have to promote positive behavior change for their clients, students, residents, patients, etc. Knowing there are limits on their behavior helps the individuals in your charge to feel safe. It also helps them learn to make appropriate choices.


There are many ways to go about setting limits, but staff members who use these techniques must keep three things in mind:
Setting a limit is not the same as issuing an ultimatum.
Limits aren’t threats—If you don’t attend group, your weekend privileges will be suspended.

Limits offer choices with consequences—If you attend group and follow the other steps in your plan, you’ll be able to attend all of the special activities this weekend. If you don’t attend group, then you’ll have to stay behind. It’s your decision.
The purpose of limits is to teach, not to punish.
Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences. By giving such choices and consequences, staff members provide a structure for good decision making.
Setting limits is more about listening than talking.
Taking the time to really listen to those in your charge will help you better understand their thoughts and feelings. By listening, you will learn more about what’s important to them, and that will help you set more meaningful limits.
Download The Art of Setting Limits

SYSTEMATIC USE OF CHILD LABOR


CHILD DOMESTIC HELP
by Amanda Kloer

Published February 21, 2010 @ 09:00AM PT
category: Child Labor
Wanted: Domestic worker. Must be willing to cook, clean, work with garbage, and do all other chores as assigned. No contract available, payment based on employer's mood or current financial situation. No days off. Violence, rape, and sexual harassment may be part of the job.

Would you take that job? No way. But for thousands of child domestic workers in Indonesia, this ad doesn't just describe their job, it describes their life.

A recent CARE International survey of over 200 child domestic workers in Indonesia found that 90% of them didn't have a contract with their employer, and thus no way to legally guarantee them a fair wage (or any wage at all) for their work. 65% of them had never had a day off in their whole employment, and 12% had experienced violence. Child domestic workers remain one of the most vulnerable populations to human trafficking and exploitation. And while work and life may look a little grim for the kids who answered CARE's survey, it's likely that the most abused and exploited domestic workers didn't even have the opportunity to take the survey.

In part, child domestic workers have it so much harder than adults because the people who hire children are more likely looking for someone easy to exploit. Think about it -- if you wanted to hire a domestic worker, wouldn't you choose an adult with a stronger body and more life experience to lift and haul and cook than a kid? If you could get them both for the same price, of course you would. But what if the kid was cheaper, free even, because you knew she wouldn't try and leave if you stopped paying her. Or even if you threatened her with death.



Congress Aims to Improve Laws for Runaway, Prostituted Kids

by Amanda Kloer

categories: Child Prostitution, Pimping

Published February 20, 2010 @ 09:00AM PT

The prospects for healthcare reform may be chillier than DC weather, but Democrats in the House and Senate are turning their attention to another warmer but still significant national issue: the increasing number of runaway and throwaway youth who are being forced into prostitution. In response to the growing concerns that desperate, runaway teens will be forced into prostitution in a sluggish economy, Congress is pushing several bills to improve how runaway kids are tracked by the police, fund crucial social services, and prevent teens from being caught in sex trafficking. Here's the gist of what the new legislation is trying to accomplish:

Shelter: Lack of shelter is one of the biggest vulnerabilities of runaway and homeless youth. Pimps will often use an offer of shelter as an entree to a relationship with a child or a straight up trade for sex. In the past couple years, at least 10 states have made legislative efforts to increase the number of shelters, extend shelter options, and change state reporting requirements so that youth shelters have enough time to win trust and provide services before they need to report the runaways to the police. Much of the new federal legislation would make similar increases in the availability and flexibility of shelter options.

Police Reporting: Right now, police are supposed to enter all missing persons into the National Crime Information Center (NCIC) database within two hours of receiving the case. In reality, that reporting doesn't always get done, making it almost impossible for law enforcement to search for missing kids across districts. This hole is a big problem in finding child prostitution victims and their pimps, since pimps will often transport girls from state to state. The new bill would strengthen reporting requirements, as well as facilitate communication between the National Center for Missing and Exploited Children and the National Runaway Switchboard

We Must Never Forget These Soldiers, Sailors and Airmen and Women

We Must Never Forget These Soldiers, Sailors and Airmen and Women
Nor the Fool Politicians that used so many American GIs' lives as fodder for the fight over an english noun - "Communism"