Latest News and Comment from Education

Saturday, March 14, 2020

With A Brooklyn Accent: An Old Dog Learning New Tricks- My Transition to On Line Teaching.

With A Brooklyn Accent: An Old Dog Learning New Tricks- My Transition to On Line Teaching.

An Old Dog Learning New Tricks- My Transition to On Line Teaching.


I am a 73 year old professor of African American studies and History at Fordham University who has been teaching for 49 years, and whose main lecture course, From Rock and Roll to Hip Hop was written up as one of the most popular college courses in New York City. The transition to on line learning has been difficult and exhausting. I think it was successful, but to do it in a way that captured the atmosphere in my classes, I have to work three times as hard as I normally do. The reason for the difficulty is that is difficult to replace my extremely "hands on" teaching methods. Not only do I play music videos in my classes, I dance with my students, have regular guest speakers, and periodically bring in pizza, wings and other tasty food items. Although my classes require students to do a lot of reading and write long take home exams and term papers, students perceive them as an adventure with an eccentric professor where you never know what is going to happen. How do you duplicate THAT on line?
Capturing the energy and spontaneity of my class experience, for me, was as important as making sure the content was there. In terms of content, I made sure they understood the material I was trying to get across by writing up formal lectures for each class CONTINUE READING: With A Brooklyn Accent: An Old Dog Learning New Tricks- My Transition to On Line Teaching.

Mike Klonsky's Blog: In times like these...

Mike Klonsky's Blog: In times like these...

In times like these...

"The system is not really geared to what we need right now. That is a failing. Let's admit it." -- Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases
With virus and science deniers Trump/Pence misleading the war against COVID-19, it's become impossible for local governments to rely on the feds for leadership out of the crisis. The bumbling and total incompetence of the Trump regime along with years of GOP assaults on the very idea of government has left us with a system totally ill-prepared and in full chaos mode.

Currently, the number-one concern is the lack of tests available to even begin to identify potential coronavirus patients and deliver adequate healthcare.

As yesterday's guest on Hitting LeftState Sen. Robert Peters pointed out, with the breakdown of federal support, resource-starved states, cities and local municipalities are forced to try and fill the gap. Peters, who along with States Atty. Kim Foxx, is championing efforts to get rid of cash bail, is also concerned about the plight of vulnerable prisoners and staff in the state's jails and prisons as the pandemic grows. A large percentage of these prisoners are simply there awaiting trial.

An open letter from dozens of concerned local community groups to Cook County calling for immediate decarceration of Cook County jail, the largest of its kind in the U.S.

Curtis Black, in the Chicago Reporter, reports:


Gov. J.B. Pritzker should act quickly to review the cases of elderly and infirm CONTINUE READING: Mike Klonsky's Blog: In times like these...

The Vicious Attack on Sweetwater Union High School District (A MUST READ FOR OAKLAND AND SACRAMENTO) | tultican

The Vicious Attack on Sweetwater Union High School District | tultican

The Vicious Attack on Sweetwater Union High School District (A MUST READ FOR OAKLAND AND SACRAMENTO) 




By Thomas Ultican 3/14/2020
Superintendent Karen Janney and the school board at Sweetwater Union High School District (SUHSD) have a target on their backs. In September 2018, new Chief Financial Officer, Jenny Salkeld, announced there was a $20 million dollar hole in the submitted 2018-2019 school year budget. Salkeld had discovered a long smoldering budget irregularity. Janney immediately reported the budget issue to the County Office of Education and informed the bargaining units with whom she was negotiating about the new uncertainties. Since then, journalists looking for readers and politicians looking for opportunities have robustly slimed the district and its leaders.

A Quadruple Whammy

Besides the mystery of going from a reported $17 million positive budget to an actual $10 million deficit, Janney and the board of trustees had to deal with the states increased pension payment requirements, a hike in special education costs and shrinking enrollment.
In the 2013-2014 school year, the state required school districts to pay 8% of teachers’ salaries to the California Teachers Retirement System (CalSTRS). In the just submitted Second Interim budget report, Salkeld revealed that the rate is now 17.1% and will increase to 18.4% in the 2020-2021 school year. In other words, the retirement costs have more than doubled.
This school year, spending on special education has zoomed to $62.5 million and is projected to reach almost $70 million in two years.
In addition, SUHSD is experiencing shrinking enrollment. Between 2014 and today the average daily attendance in the district has dropped from 38,302 to 36,023. That accounts for another $20 million in lost revenue. The drop is CONTINUE READING: The Vicious Attack on Sweetwater Union High School District | tultican

Equity Needs for DC Schools with Robert White, DC Councilmember – Education Town Hall Forum

Equity Needs for DC Schools with Robert White, DC Councilmember – Education Town Hall Forum

EQUITY NEEDS FOR DC SCHOOLS WITH ROBERT WHITE, DC COUNCILMEMBER


At Large Council Member Robert White joined us in studio for our Thursday March 12th edition of Education Town Hall.


Elected to the council in 2016, White is running for re-election this year. On the show, White talked about many of his education focuses in the council during that time, including his attempts to change how we think about education, including moving from talking points on what’s going well to focusing on the experiences of students and parents. For White, before talking about what’s working, or what’s not, DC needs a broad assessment of where we are, given that the city has made little, if any, progress in the last decade in closing achievement and opportunity gaps for students of color.
Referencing schools left behind by inequity, White criticized DC’s STAR rating system for schools, CONTINUE READING: Equity Needs for DC Schools with Robert White, DC Councilmember – Education Town Hall Forum

UPDATE: Nutrition Services Division Management Bulletin - Cafeteria Funds Allowable Uses - School Nutrition (CA Dept of Education)

Excess Net Cash Resources - School Nutrition (CA Dept of Education)

Nutrition Services Division Management Bulletin


Purpose: Policy, Beneficial Information
To: All School Nutrition Program Sponsors
Attention: Food Service Directors, School Business Officials
Number: SNP-06-2020
Date: January 2020

Management Bulletin SNP-06-2020:
Management Bulletin SNP-07-2020:
Management Bulletin SNP-09-2020:
Management Bulletin SNP-05-2020:
Management Bulletin SNP-08-2020:

Reference: Title 7, Code of Federal Regulations, sections 210.2, 210.9(1), 210.14(b), and 210.19(a)(1)
Supersedes: NSD-SNP-07-2013; NSD-SNP-05-2012
Subject: Excess Net Cash Resources
School food authorities (SFA) participating in federal School Nutrition Programs (SNP) must observe both state and federal limitations on the use of nonprofit school food service account funds. This management bulletin (MB) supersedes MB NSD-SNP-07-2013 on Cafeteria Fund Allowable Uses. This MB provides updated information regarding net cash resources (NCR) for the nonprofit school food service account (cafeteria fund).
Limits on Net Cash Resources
Federal regulations require that SFAs limit their NCR to an amount that does not exceed three months of average operating expenditures for its cafeteria fund. NCR are defined as all monies that are available; or have accrued to, an SFA’s cafeteria fund, less cash payable. Monies may include, but are not limited to, cash on hand, cash receivable, earnings on investments, cash on deposit; and the value of stock, bonds, or other negotiable securities.
SFAs should closely monitor and calculate their NCR throughout the school year to avoid an excess balance. The California Department of Education (CDE) created Form SNP-57 NCR Calculator and instructions which are available in the Download Forms section of the Child Nutrition Information and Payment System to assist with the calculation. If SFAs have an excess balance, they should contact the Resource Management Unit (RMU) by email at snpba@cde.ca.gov to create an approved budget agreement to spend down the excess funds.
Federal regulations require the CDE to ensure SFAs are in compliance with the requirements to limit NCR. The RMU annually reviews data from SFA’s prior year Unaudited Actuals submitted to the CDE School Fiscal Services Division. If excess NCR are identified, the RMU will contact these SFAs to initiate a budget agreement. The RMU will continue to monitor all active budget agreements annually until compliance with NCR is met.
If SFAs fail to comply with NCR requirements, the CDE may require SFAs to reduce meal prices, improve food quality, or make other improvements to the food program. In addition, the CDE may make adjustments in the Child Nutrition Programs rate of reimbursement if the SFA continues to be out of compliance with NCR.
Cafeteria Equipment Reserve
Cafeteria fund reserves, also known as cafeteria equipment reserves or deferred maintenance are not allowed. California Education Code (EC) Section 38102 allowed this in the past, however, Senate Bill 81 repealed this section of EC in the 2013–14 regular session.
Additional Cafeteria Fund Guidance and Resources
Due to the complexity of cafeteria fund oversight, the CDE Nutrition Services Division (NSD) has issued a series of MBs about the laws and regulations governing revenues accruing to and expenditures made from cafeteria funds and accounts. Additional MBs regarding allowable and unallowable expenditures from the school food services cafeteria funds and accounts can be found on the CDE Cafeteria Fund Guidance web page at https://www.cde.ca.gov/ls/nu/sn/cafefundguide.asp.
Contact Information
If you have any questions regarding this subject, please contact the CDE NSD RMU by email at SNPBA@cde.ca.gov.
Questions:   Nutrition Services Division | 800-952-5609

CURMUDGUCATION: DeVos Wants To Give Teachers PD Vouchers

CURMUDGUCATION: DeVos Wants To Give Teachers PD Vouchers

DeVos Wants To Give Teachers PD Vouchers


It's not the dumbest education policy idea to ever come out of DC. Betsy DeVos is continuing to champion idea that she has pushed before-- giving teachers professional development vouchers and letting them go shop for their own professional development experiences.

When floated in 2019, the idea was obviously not about kind thoughts about teachers or even philosophical consistency for the choice-loving secretary. It was a way to chop Title II out of the budget. It's a funny thing, but the words "choice" and "freedom" often end up meaning "We are going to spend way less money on this and just let you find your own way." But it looks as if the department  has found a way to move ahead.

Still, she's not wrong about one thing:

I've spoken with hundreds of teachers as I've traveled across the country and hosted teacher roundtables at the department, and I heard far too often how limited most teachers are in their own professional development. They have little to no say in the courses they take. They have very little freedom to explore subject areas that interest them.

Okay, the "spoken with hundreds of teachers" seems unlikely, but the "teacher PD mostly sucks" part CONTINUE READING: 
CURMUDGUCATION: DeVos Wants To Give Teachers PD Vouchers

Is Grand Canyon University Accredited ?

Is Grand Canyon University Accredited ?

Is Grand Canyon University Accredited ?



is GrandCanyon University accredited
Looking to enroll into one of the finest universities in Arizona? But before that, you wanna know if Grand Canyon University is Accredited or not?
No worries, we got your back as we are discussing the same topics today.
With the advent of the summer, the school season is at its prime which means a lot of students will be looking to get admission in the most prestigious universities around the world. Catering to this requirement and fulfilling the need by providing world-class facilities for the next generation students, the Grand Canyon University in Phoenix, Arizona opens its arms to prospective students in 2020.

GCU Intro


The Grand Canyon is a one of its kind, for private Christian University that helps students be a part of their ‘grandiose’ team not just through campus enrollment but also online classes, which accounted for at least 20,000 students alone in the year 2018.
In this section, we will take you through the grandeur of this university and why it should be at the top of your priority list this year and later we will also discuss whether Grand Canyon University is accredited and what makes it unique to other schools in Arizona.
So let’s take a look around the university in the next section.

Step Into the Gates of the Grand Canyon University

Grand Canyon University (GCU) has been a biblical college since the beginning. Initially, it stood as a Baptist only university but is currently serving as an CONTINUE READING: Is Grand Canyon University Accredited ?

Randi Weingarten: How to Respond to the Coronavirus | Diane Ravitch's blog

Randi Weingarten: How to Respond to the Coronavirus | Diane Ravitch's blog

Randi Weingarten: How to Respond to the Coronavirus



Randi Weingarten writes on behalf of the American Federation of Teachers:
This is a confusing and scary time for many of us.
Since January, in response to the coronavirus, the AFT’s attention has been focused on how to ensure the health and safety of our families and communities, particularly those on the frontline of this crisis. Now, since the World Health Organization has labeled the coronavirus a global pandemic, our attention must be on everything: prevention and precaution, treatment, and the short- and long-term economic impact of COVID-19 on families and communities.
The Centers for Disease Control and Prevention cautions that the spread of the new coronavirus will get worse in the United States before it gets better. But we’ve seen that the comprehensive response to COVID-19 in both China and South Korea—where they have used widespread testing and quarantines—appears to have stemmed the spread of the virus and is a very good sign.
The difference in the United States is that we are not fighting COVID-19 with all the tools we need because, unlike China and South Korea, the federal government has cut public health infrastructure and does not have enough tests for the coronavirus to use them preventively, as opposed to when a cluster erupts. Nonetheless, we wanted you to know what the AFT is doing related to preventing, treating and dealing with the long-term impacts of COVID-19 to protect people, prevent the spread and limit the ravages to our economy:
We are focused on the health and safety of frontline healthcare providers. This means fighting for proper safety equipment, including N95 masks. It also means pushing for high standards for workplace safety, even as the CDC attempts to roll back safety standards, potentially putting healthcare workers at risk.
We are equally focused on the health and safety of children, families and communities, and maintaining as much normalcy as possible. We know that social distancing, limiting who can be in schools beyond students and staff, and closing schools when necessary flattens the curve of exposure to the virus. But we also need to ensure that if (and when) schools close, distance and online learning is done in a positive, equitable and beneficial way—and that children who rely on schools for meals and a safe and welcoming environment have access to those supports.
We are supporting efforts to reduce the economic impacts of the pandemic. House Speaker Nancy Pelosi has proposed a multibillion-dollar package of policies and programs to fight the spread of COVID-19 and help ensure that our economy and working people and their families are protected. It includes emergency paid sick leave, free coronavirus testing, provisions to protect frontline healthcare workers, and food assistance for seniors and vulnerable children and families. This bill, combined with the initial $8.3 billion in emergency funding to fight the coronavirus, is exactly what’s needed.
The AFT has done numerous information sessions since the coronavirus emerged, and we’ll do the largest telephone town hall to date this Saturday at 2 p.m. Eastern. We will highlight what we know, provide our recommendations and answer your questions. You can sign up for the town hall here.
And right now, you can help by sending a letter to your senators telling them to pass the vital comprehensive package that I mentioned above to protect the health of our families and communities, as well as to address the short- and long-term impacts to their economic well-being. You can send the letter by clicking here.
And I want to make sure you have all the resources we’ve created. We have been working with experts for months on preparing resources and fact sheets for all our divisions. This includes step-by-step guidance on what you should be asking your employers—as individuals and as a union—everything from their pandemic preparedness plan and their infectious disease cleaning protocols, to their teleworking and leave policies. All of those can be found here.
I hope you can make it to the telephone town hall on Saturday. There will be plenty of space for questions from members. I know that things are scary right now, and we’re all disappointed at how unprepared this administration was for this crisis. But I know that if we care about each other and show up for each other and fight for what’s needed, we can get through this together.
In unity,
Randi Weingarten
AFT President
PS : Here’s a list of our resources and a few of the many things we’ve done to prepare and protect ourselves during this crisis.
Resources for all divisions.
Share My Lesson and Colorín Colorado resources for educators and parents.
An educator checklist to prepare for potential remote learning.
We joined with UNITE HERE to call for paid sick days.
We joined the Association of Flight Attendants to call for a coordinated federal response plan to the virus.
We joined with other healthcare unions to call on the CDC to maintain safety standards for frontline workers.
Randi Weingarten: How to Respond to the Coronavirus | Diane Ravitch's blog

Expertise@Scale: How Do I Move My Class Online This Week? | National Education Policy Center

Expertise@Scale: How Do I Move My Class Online This Week? | National Education Policy Center

Expertise@Scale: How Do I Move My Class Online This Week?


We’ve done 7+ years of research on creating better online learning opportunities. With the rapidly worsening situation with the Coronavirus, many teachers need to go online, and in a hurry. This page is a combination of best practices and evidence-based advice, mixed with personal opinions where appropriate. Note that this is not official advice from Carnegie Mellon.
If you would like to email me, my email is chinmayk@cs.cmu.edu. I will try and answer as soon as I can.

The basics

Recording lectures: Counter-intuitive though it may be, my preferred method of doing this is with Zoom. The way to do it is to start a “meeting”, with just one participant (you). Then, share your screen/slides with this meeting. Start recording. Zoom will record both your slides, and your face. Make sure to create a brief test recording first to make sure your audio is working properly, the slides are readable within the recording, and so on before trying to tackle a longer lecture. You can upload the resulting video to Youtube, Canvas etc.
Speaking of uploading video, Youtube will auto-caption your video if you enable that option. If you’d like a human-created transcript, try Temi. They are somewhat expensive, though.
Also, based on Rene Kizilcec’s research, students like seeing the instructor’s face if they are watching a video, but it doesn’t change what they remember. I don’t bother with recording my face. This lets me record anywhere. See original research
Discussion groups: Zoom has a break-out room feature. So if you want to really have a synchronous discussion in class where students are in smaller groups, it’s easy to do. Zoom will automatically handle assigning students into the smaller video discussion rooms (or you can do it manually), and you can drop in on different rooms while they’re discussing.
Office hours This one is hard. Zoom works in a pinch. The most useful feature is the “Hand raise” feature, CONTINUE READING: Expertise@Scale: How Do I Move My Class Online This Week? | National Education Policy Center

A Parent Guide to Homeschooling During the Apocalypse – Sam Chaltain

A Parent Guide to Homeschooling During the Apocalypse – Sam Chaltain

A PARENT GUIDE TO HOMESCHOOLING DURING THE APOCALYPSE


My fellow grown-ups:
Now that the End Days are upon us (kidding/not kidding) and your kids are out of school for the foreseeable future, how should you structure their time?
This is both a helpful and an unhelpful question.
It’s helpful because we’re all about to huddle indefinitely in close quarters. Whereas just a week ago, we were still snarfing down breakfast in the car to get to school on time, we’re now about to drown in a sudden deluge of the most precious (and scarce) feature of modern life: time. 
It makes sense, then, that we would want to schedule the uncertainty of this time away. And amidst the fear and anxiety of the current moment, there are few things as universally familiar as our shared assumptions about what one is supposed to do at school:
45-minute class periods. Scripted lesson plans. The neat sequential order of a curricular march through time. 
Since school is highly structured, the thinking goes, one’s debut as a homeschooling parent should be the same. Worksheets. Assignments. Schedules. Tests!
On behalf of your children (and yourselves), I beg you — STOP.
In fact, over-structuring your children’s time at home will result in the worst possible outcome: a slapdash recreation of our most stereotypical assumptions about learning — which, not surprisingly, are not actually what kids need (or want) to learn.
As we now know from research (and our own lived experiences), learning is not passive, it’s not sequential, and it’s not neat or predictable. It’s emergent, and tactile, and contextual, and highly personalized.
So don’t think about recreating the images you have in your head of what school is supposed to look like, feel like, and do. Put away the worksheets, forget about the assignments, and let the perceived urgency of mastering the Three R’s slip gently from your white-knuckled grasp. Because the most important thing you can give your CONTINUE READING: A Parent Guide to Homeschooling During the Apocalypse – Sam Chaltain