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Friday, May 14, 2021

SPI Visits San Diego County Schools - Year 2021 (CA Dept of Education)

SPI Visits San Diego County Schools - Year 2021 (CA Dept of Education)
State Superintendent Tony Thurmond Visits San Diego County Schools Open for In-Person Learning that Utilize Strong Safety Measures and Social-Emotional Supports



SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond raised his hand and joined elementary students for class today on two campuses in San Diego County that have stayed open for safe, in-person learning by implementing comprehensive safety measures and offering wide-ranging, whole-child supports for students and families.

State Superintendent Thurmond visited Castle Park Elementary and Joseph Casillas Elementary, both located in Chula Vista, an area among the hardest hit by the pandemic. The schools are two out of 49 schools in the Chula Vista Elementary School District (CVESD), which serves nearly 30,000 students, with 68 percent identified as Hispanic and 36 percent as English learners. CVESD is the largest transitional kindergarten through sixth grade school district in California and is approximately five miles from the border of Mexico.

“These schools are a model for the state and nation in how we support students while recovering from this pandemic and preparing for a full return to in-person learning,” Thurmond said. “Through inspiring investments in school-based mental health support, comprehensive safety measures such as rapid COVID testing, and engaging instruction individualized to student needs, families should feel confident that schools like these are the safest, best places for their children.”

Throughout the day, Thurmond witnessed examples of whole-child support, with layers of physical safety measures combined with onsite mental health support, learning acceleration, and proactive family engagement strategies put in place to serve students and families. In addition, Thurmond learned about CVESD’s series developed for parents to provide ways to support their children’s social-emotional wellness at home as well as resources to enhance classroom practices, such as restorative circles, social-emotional lessons, and mindfulness.

CVESD has 53 school psychologists who support district schools, including charter schools. Every site has access to a school psychologist. In addition, as part of its reopening plans, CVESD is funding part-time mental health support professionals at each of its 41 non-charter school sites from April 12 to June 15, 2021. Highlights include:

  • A minimum of two days of counseling support will be provided at each of the non-charter district schools.
  • Key support responsibilities: High visibility at ingress/egress, readily available for crisis intervention (triage), 1:1 counseling.
  • Site-based social workers/counselors will provide support at 11 sites.
  • District social workers will provide support at nine sites.
  • Partner organization South Bay Community Services (SBCS) will provide mental health support providers at the remaining 21 sites.
  • SBCS’s Community Assessment Team will provide an additional one to two days of case management support to CVESD’s 10 highest unduplicated student sites to connect families with case management and wraparound services (e.g., family counseling, outside therapy, etc.).

CVESD Superintendent Francisco Escobedo, Ed.D., said it is more important than ever to attend to students’ social and emotional needs.

“We believe in educating the whole child through rigorous academic instruction but also with behavioral and social-emotional learning and support,” Dr. Escobedo said. “It was amazing to share with the State Superintendent how our schools are implementing safety measures, dealing with learning loss, dealing with the trauma that our students experienced—and how we are mitigating the effects. We are deploying what we call a strengths-based focus on trauma, where our counselors, social workers, principals, and teachers are utilizing social-emotional constructs, teaching emotional self-regulation, to empower students and parents to overcome the rigors and challenges they had to go through during the pandemic.”

Among the safety measures implemented by the district, CVESD is one of 79 school districts in California that are now offering free rapid antigen testing that can provide COVID-19 test results in as little as 15 minutes. This antigen testing, made available because of a partnership with the County of San Diego, the State of California, and Primary Health and facilitated by Thurmond and the California Department of Education, is available to all staff and students throughout the school district. In addition, CVESD is hosting family vaccination clinics on a weekly basis.

School districts that are interested in enrolling in the state’s rapid antigen testing program are asked to complete this no-commitment interest formExternal link opens in new window or tab.. For questions on rapid COVID testing, email RapidTesting@cde.ca.gov.

Note to editors and reporters: For photos and footage of the State Superintendent’s visit to Chula Vista schools, please contact Anthony Millican, CVESD Director of Communications, at Anthony.Millican@cvesd.org.

# # # #

Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100



Mike Klonsky's Blog: 15 years later, CPS reclaims Duncan's AUSL 'turnaround schools'.

Mike Klonsky's Blog: 15 years later, CPS reclaims Duncan's AUSL 'turnaround schools'.
15 years later, CPS reclaims Duncan's AUSL 'turnaround schools'



"Yet for all the public attention, AUSL's results have been mixed; many students have made considerable progress, but as a group they still lag well behind district averages ... with many ending up on par or even below comparable neighborhood schools." -- Chicago Tribune, 2/6/2012

Yesterday, CPS announced that it was reclaiming the so-called "turnaround schools" which were handed over to the private management and teacher training company, the Academy for Urban School Leadership (AUSL) in 2006. 

All I can say about this break from Arne Duncan's privatization "reforms" carried out under the banner of Renaissance 2010 and then rebranded as Race to the Top during his term as Sec. of Education, is -- it's about time. 

Lacking any research base and built on the false premise that private companies, hedge funders, and power philanthropists could best operate public institutions, AUSL's school takeover turned out to be an expensive and dismal flop.

AUSL was founded and run by Chicago venture capitalist Martin Koldyke, who used his connections and big campaign donations to become a powerhouse in the school turnaround business. Koldyke, a golf buddy of then-Mayor Daley, decided he could save the public school system by running it like a business. Koldyke's company, Frontenac, had been a big investor in for-profit colleges like DeVry and Rasmussen College.

Despite AUSL schools ranking at or near the bottom of the system, the company benefited from CONTINUE READING: Mike Klonsky's Blog: 15 years later, CPS reclaims Duncan's AUSL 'turnaround schools'.

Code Acts in Education: Valuing Futures | National Education Policy Center

Code Acts in Education: Valuing Futures | National Education Policy Center
Code Acts in Education: Valuing Futures



The future of education in universities is currently being reimagined by a range of organizations including businesses, technology startups, sector agencies, and financial firms. In particular, new ways of imagining the future of education are now tangled up with financial investments in education technology markets. Speculative visions and valuations of a particular ‘desirable’ form of education in the future are being pursued and coordinated across both policy and finance.

Visions and valuations

Edtech investing has grown enormously over the last year or so of the pandemic. This funding, as Janja Komljenovic argues, is based on hopes of prospective returns from the asset value of edtech, and also determines what kinds of educational programs and approaches are made possible. It funds unique digital forms of education, investing speculatively in new models of teaching and learning to enable them to become durable and, ideally, profitable for both the investor and investee.

We’ve recently seen, for instance, the online learning platform Coursera go public and reach a multibillion dollar valuation based on its reach to tens of millions of students online. New kinds of investment funds have emerged to accelerate edtech market growth, such as special purpose acquisition companies (SPACs) that exist to raise funds to purchase edtech companies, scale them up quick and return value to both the SPAC and its investor, plus new kinds of education-focused equity funds and portfolio-based edtech index investing that select a ‘basket’ of high-value edtech companies for investors to invest in.

The result of all this investment activity has been the production of some spectacular valuation claims about the returns available from edtech. The global edtech market intelligence agency HolonIQ calculated venture capital investment in edtech at $16bn last year alone, predicting a total edtech market worth $400bn by 2025.

But, HolonIQ said, this isn’t just funding seeking a financial return—it’s ‘funding backing a vision to transform how the world learns’. These edtech investments tend to centre on a particular shared CONTINUE READING: Code Acts in Education: Valuing Futures | National Education Policy Center

Matt Barnum: Philanthropies are no longer driving education policy - Chalkbeat

Philanthropies are no longer driving education policy - Chalkbeat
After a high point in the Obama administration, philanthropies no longer drive education policy



Soon after the pandemic shuttered school buildings across the state, New York Gov. Andrew Cuomo announced an ambitious plan to “reimagine” education in the state with the help of the Bill and Melinda Gates Foundation.

“Let’s take this experience and really learn how we can do differently and better with our education system in terms of technology and virtual education,” Cuomo told reporters a year ago, saying the effort would be a collaboration with the Gates Foundation.

The announcement drew widespread attention. It seemed like a blast from the recent past: a deep-pocketed foundation shaping education policy.

But this time, it didn’t play out that way. There was a swift backlash, and it soon became clear the ambitions of the plan were much more modest in scope. In fact, there’s no indication the philanthropy played any role at all, and Gates did not issue any grants to the state.

Why the plan apparently fell apart is unclear, but it’s one recent example of the waning role of education philanthropy in national and state policymaking.

That marks a rather dramatic change from just a few years ago, when wealthy benefactors helped reshape American education in remarkably swift fashion. But their priorities don’t appear to be affecting school policy in the way they used to. That likely reflects the fierce backlash to philanthropies’ influence during the Obama era, as well as a scaled-back federal role in education, a Trump administration that some funders CONTINUE READING: Philanthropies are no longer driving education policy - Chalkbeat

NewBlackMan (in Exile) TODAY #BLM #BLACKLIVESMATTER

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NewBlackMan (in Exile) TODAY


Big Education Ape: THIS WEEK WITH NEWBLACKMAN (IN EXILE) -

http://bigeducationape.blogspot.com/2021/05/this-week-with-newblackman-in-exile-blm_8.html



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