Latest News and Comment from Education

Wednesday, March 2, 2016

Food Programs - Student Health & Support (CA Dept of Education)

Food Programs - Student Health & Support (CA Dept of Education):

Food Programs - Student Health & Support
Child nutrition programs data and statistics, including county profiles, free and reduced price data, school meal nutrition analysis, and summer meal service sites.


Data Links

Note: In large documents, instead of scrolling, you may want to search for information. In most file formats you can search by pressing Ctrl+F to open the "find" feature. Once opened, type your search information and press enter.

Annual Child Nutrition Programs Participation Data

County data from school districts and local agencies participating in the School Nutrition Programs and Child and Adult Care Food Program including meals served, program participation, and reimbursement received.

Child and Adult Care Food Program (CACFP)

School Nutrition Programs (SNP)

Summer Meal Programs

Note: Provides Summer Food Service Program data for the federal fiscal year: October–September.

CACFP Center Sites

CACFP Center Sites
Provides parents and referral agencies with a list of locations that provide free or low cost, nutritious meals through their participation in the Child and Adult Care Food Program (CACFP).

CACFP Day Care Home Sponsors

CACFP Day Care Home Sponsors
List of California day care home sponsors operating the Child and Adult Care Food Program (CACFP).

Free and Reduced-Price Data for California Schools

Annual Statewide Free and Reduced Meal Program (FRMP) Data

Please see the Student Poverty - FRPM Data Web page for school level data files with public school enrollment, number of students eligible for free or reduced price meals, and percent free and reduced price meal eligible students.

Summer Meal Service Sites

Summer Meal Service Sites
Provides parents and referral agencies with a list of locations where children may receive free nutritious meals during school vacation and off-track periods.
Questions:   NSD Data Team | NSDDataRequest@cde.ca.gov
Last Reviewed: Wednesday, March 2, 2016


What Would a President Trump Mean for Education? :: Frederick M. Hess

What Would a President Trump Mean for Education? :: Frederick M. Hess:

What Would a President Trump Mean for Education?

Over the past couple weeks, I've been asked with increasing frequency what it would mean for education if Donald Trump actually won the presidency. (The question is usually asked with equal parts foreboding and disbelief.) I'll swallow my nausea and just try to offer a few thoughts. First, does Trump have a serious chance of winning the election? At the moment, while anything could still happen, he's the favorite to win the Republican nomination. If Trump does claim the nomination, the RealClearPolitics average has him currently trailing Clinton by less than three points. That means, however disconcerting it may be, that there's a real chance that Donald Trump could be the next president.
If Trump were to win, what might it mean for education? Here are five thoughts.
Personalities will matter more than policy. Trump gives no indication he's thought deeply about policy or has any especially strong convictions. As former president Jimmy Carter told Britain's House of Lords, "Trump has proven already that he's completely malleable. I don't think he has any fixed opinions that he would really go to the White House and fight for." Trump appears far more intrigued by personalities than by policy proposals, suggesting that his education agenda would be largely a product of which education persona happened to catch his fancy. Given that Trump seems to favor big, public personalities or individuals he's met through his commercial activities, I tend to think he'd wind up latching onto a colorful character he encountered in New York circles, was turned onto by friend, or spotted on CNN. Who that might turn out to be is anybody's guess.
Probably not a conservative agenda. In addition to lacking any obvious ideological guiderails, Trump is at daggers drawn with prominent conservative thinkers and think tanks. Contrary to the notion I've heard from some educators that Trump is a frighteningly ardent conservative, the truth is that he has mocked conservative thinking on 9/11, entitlements, Planned Parenthood, and much more. There's no reason to expect he'd suddenly be interested in hearing what scholars or policy wonks at traditional conservative outfits would have to say. Who he might listen to, which policies he might embrace, and how seriously he might embrace them is truly anyone's guess.


Don't take his pronouncements at face value. There's no reason to believe that Trump necessarily means what he's said on any issue. In truth, he seems to regard policy declarations as performance art. He's said that he would "outlaw" the Common Core, but it's not at all clear he knows what the Common Core is or how he'd try to do that. He's said that he would slash the U.S. Department of Education, but he's also the only What Would a President Trump Mean for Education? :: Frederick M. Hess:


CURMUDGUCATION: Ace That Test? I Think Not.

CURMUDGUCATION: Ace That Test? I Think Not.:

Ace That Test? I Think Not.


The full court press for the Big Standardized Test is on, with all manner of spokespersons and PR initiatives trying to convince Americans to welcome the warm, loving embrace of standardized testing. Last week the Boston Globe brought us Yana Weinstein and Megan Smith, a pair of psychology assistant professors who have co-founded Learning Scientists, which appears to be mostly a blog that they've been running for about a month. And say what you like-- they do not appear to be slickly or heavily funded by the Usual Gang of Reformsters.




Their stated goals include lessening test anxiety and decreasing the negative views of testing.  And the reliably reformy Boston Globe gave them a chance to get their word out. Additionally, the pair blogged about additional material that did not make it through the Globe's edit.




The Testing Effect

Weinstein and Smith are fond of  "the testing effect" a somewhat inexact term used to refer to the notion that recalling information helps people retain it. It always makes me want a name for whatever it is that makes some people believe that the only situation in which information is recalled is a test. Hell, it could be called the teaching effect, since we can get the same thing going by having students teach a concept to the rest of the class. Or the writing effect, or the discussion effect. There are many ways to have students sock information in place by recalling it; testing is 
CURMUDGUCATION: Ace That Test? I Think Not.:

 

Proposing more OKC charters a 'high-stakes gamble' - NonDoc

Proposing more OKC charters a 'high-stakes gamble' - NonDoc:

Proposing more OKC charters a ‘high-stakes gamble’

John Rex Elementary
John Rex Elementary, downtown OKC, Feb. 29, 2016. (Josh McBee)


 When a new mass charterization plan was presented to the Oklahoma City Public School System Board of Education last week, “tempers flared … and a standing room-only crowd cheered and jeered,” according to NewsOK’s Tim Willert.

The “Quality Seats Program,” as it has been branded, is a risky effort to expand OKC charters, and it is doubly disappointing.
First, it doesn’t resemble an actionable education plan. The proposal to expand charters doesn’t look like an effort to improve schools as much as it appears to be a payday loan for getting past the budget crisis by treating up to one-eighth of the OKCPS as collateral.
The district apparently would replace neighborhood schools with charters to “… solicit more corporate support … that will alleviate some of the strain on the district to come up with operational money,” according to another NewsOK article from their education reporter.
The most likely result would be the failure of a number of hastily created charter schools and an exodus of poor children of color from near-downtown schools to already Proposing more OKC charters a 'high-stakes gamble' - NonDoc:

#BlackLivesMatter With A Brooklyn Accent: Justice for Akiel Brown- An Urgent Communication from North Carolina BLM Leader Desmera Gatewood

With A Brooklyn Accent: Justice for Akiel Brown- An Urgent Communication from North Carolina BLM Leader Desmera Gatewood:

Justice for Akiel Brown- An Urgent Communication from North Carolina BLM Leader Desmera Gatewood

Justice for Akiel Brown,
And a love letter to the movement.
Before tonight, where we stood we may have all questioned.  I questioned where I stood, where others stood, where we would stand, if we would stand, who would stand, why would they stand, but my state of North Carolina is still standing.  Collectively.  And we're standing for Akiel Brown.


The people of Bragg Street began this stand with their cries for justice, their testimony, their witness and their assembly in the streets.  They fought against the narrative of anything that made them less than human.  We saw it with our own eyes.  Not as voyeurs, but as lovers.  Lovers of the people.

Folks from Durham, Greensboro, Chapel Hill, and the indigenous leaders of Raleigh and the transplants,  have come together under the sovereignty of Justice for Akiel Brown. 

Every single type of organization from the Nation of Islam,  Youth Organizing Institute, Youth and College Division of the NAACP, SONG, Spirit House Inc., Black Workers For Justice, SNCC, Crips, Bloods,   And Every single type of person: young people, black people, non-black people, queer people, baptist people, atheist people, gender nonconforming people, elderly people, disabled people, introverts, extroverts, huggers and (not really sure what to juxtapose huggers with, slappers? Idk) have ALL been there for Akiel Brown.

Now, to my brothers and sisters of NC [(and can someone please tell me the preferential way of acknowledging someone who is gender nonconforming when I say brothers and sisters, because I want to know it, (I said brethren one time and felt like a 60 year old white man, so we need something soon, but I don't mind if that's less offensive, saying that!]  the world is listening and watching to see how a state can come together and grieve and fight for justice after such a disgraceful disgusting, heinous act: The murder of a person.  The deprivation of another black life.  The horror of hate. The symptom of white supremacy.  The result of the lie that is ethnocentrism.  The disregard for another black life.  The destruction of another black home.  The pain With A Brooklyn Accent: Justice for Akiel Brown- An Urgent Communication from North Carolina BLM Leader Desmera Gatewood:

Video: Who REALLY wants to know ALL about your kid? Opt-out – Missouri Education Watchdog

Video: Who REALLY wants to know ALL about your kid? Opt-out – Missouri Education Watchdog:

Video: Who REALLY wants to know ALL about your kid? Opt-out



Apparently, there’s a new Bill Gates’ funded video circulating. It’s all about making sure parents don’t opt out. Oh Please. Rather than promote the paid advertisement for Gates’ Common Core tests and data collection, I am instead going to ask you to watch this short 4 minute little videoabout children and data collection. Enjoy.





If you watched the video above, (and rally, I hope you did) it’s enough to make you consider why the reformers push ONLINE everything and why they spend so much time and money (WestEd, Chamber of Commerce, Children Now, PTA, Learn Zillion) convincing you that somehow this movement is about kids.   Not buying it.
Speaking of not buying it: Remember this video entitled Granddad learns about Common Core  allegedly from the pro-Common Core, Pro-testing crowd?  The video disrespects and makes fun of elderly people.  As so many (hereherehere) reported, this was a feeble attempt to shame those who oppose Common Core and  who opt out of the mandated Common Core assessments. As Diane Ravitch pointed out,Common Core has an image problem.  YEP.
granddad video pic
Apparently making fun of people didn’t gain Gates and the reformers the #CommonCoreLove they were looking for. Instead, they are now putting their advertising dollars ( herehereherehere … of course, there’s more)  into organizations who are using pictures and Video: Who REALLY wants to know ALL about your kid? Opt-out – Missouri Education Watchdog:

Pennsylvania education department issues memo advising school districts on potential closures | PhillyVoice

Pennsylvania education department issues memo advising school districts on potential closures | PhillyVoice:

Pennsylvania provides school districts a how-to for closing mid-year

Pennsylvania budget impasse poses financial challenge for some districts

The Pennsylvania Department of Education has issued a memo to school districts providing guidelines for a mid-year closure, a possibility it described as an "unprecedented event that has not been contemplated in the Public School Code."
PDE officials stressed that no school district is in imminent danger of closing its doors. But given the state budget stalemate and the diminishing financial resources of districts across Pennsylvania, some school boards might find themselves facing that possibility this spring.
The memo, issued via Intermediate Units last week, contains 11 suggestions that PDE estimated will take at least 60 days to complete due to federal WARN Act requirements.
In the absence of a state budget, many school districts have been forced to borrow money, cut expenses or miss payments to charter schools, pension payment obligations and vendors, according a survey conducted by the Pennsylvania School Boards Association.
"I think there could be some districts that might be in danger of shutting down before the end of this year," PSBA spokesman Steve Robinson said. "Certainly, districts have been taking out loans to keep from doing that. I have heard anecdotally of some districts saying they're not able to take out any more loans. The banks just won't give it to them."
Last week, school districts received the final cut of a $2.5 billion appropriation included in an emergency funding budget signed Dec. 29 by Gov. Tom Wolf. He used a line-item veto in that same budget to cut another $3.1 billion for education, arguing the school system needs $3.4 billion.
The PDE memo encouraged districts to calculate the amount of state funding that would be lost if they do not meet the 180-day or hourly class time requirements. It also suggested districts review collective bargaining agreements, develop plans to meet educational needs and consult with solicitors to examine associated legal issues.
"Though we are not aware of any imminent school closures, PDE has worked closely with districts over the past several months, offering assistance to help them manage this crisis," PDE press secretary Nicole Reigelman said in a statement. "However, despite that help, schools may be faced with making the difficult decision of closing their doors in the coming months. The considerations document for schools was developed by PDE by a team of experts and stakeholders after the Department received inquiries for assistance from school districts around the commonwealth."
The PSBA survey, released in February, found that 63 percent of responding districts would not be able to get through the school year without borrowing money, if a budget is not passed. The majority of districts reported borrowing at Pennsylvania education department issues memo advising school districts on potential closures | PhillyVoice:

Mother Crusader: My Kid Is Just Fine Thanks, She's Refusing The Test

Mother Crusader: My Kid Is Just Fine Thanks, She's Refusing The Test:

My Kid Is Just Fine Thanks, She's Refusing The Test


Rejoice, New Jersey! Spring is almost here! That magical time of year when the flowers bloom, the sun sets later, and the temperatures rise. But for public school children, it's also state-mandated testing time. That dreaded time of year when their vibrant schools wither into testing factories, the school day can't end fast enough, and parents, politicians, and pundits get hot under the collar debating the value of PARCC.

What better time to launch a pro-testing, astroturf social media campaign?

Everyone please give a resounding welcome to How Is My Kid Doing! These Gates funded Common Core astroturf cheerleaders, are doing a bang up job of setting all us misinformed parents straight

Why, just watch their teaser video!



From Carla, part of the How Is My Kid Doing team:


The love and the anxiety we have over these little beings. It makes you put blinders on, you know? I mean, people could say to me, if you wear a green hat on Mondays, Wednesdays, and Fridays, your kid will be spared from X, Y, and Z. I'd be like, OK, put on the green hat, as silly as it makes me look, I'll do it!
This may be the most preposterous pro-testing argument ever to be uttered, let alone recorded and promoted. 

Imagine Bill Gates's disappointment that this is best the Council for a Strong America could do with the $2.2 million he gave them to "educate and engage stakeholders about the Common Core." Here's how they describe their campaign:


How is My Kid Doing is an interactive video project that creates a parent-to-parent dialogue on the issue of well-designed, limited testing to measure and assess our children’s readiness for real life. The project talks with parents from across the country and discusses challenges and growth experienced 
Mother Crusader: My Kid Is Just Fine Thanks, She's Refusing The Test:

Mike Klonsky's SmallTalk Blog: What Trump thinks about education. It's golden.

Mike Klonsky's SmallTalk Blog: What Trump thinks about education. It's golden.:

What Trump thinks about education. It's golden.

“I’m a tremendous believer in education, but education has to be at a local level. We cannot have the bureaucrats in Washington telling you how to manage your child’s education. So Common Core is a total disaster. We can’t let it continue.” 
“And I have tremendous support within unions, and I have tremendous support in areas where they don’t have unions. Like in Florida, they don’t have very many unions. The workers love me.” -- Donald Trump
Right-wing think-tanker Rick Hesswriting for the American Enterprise Institute (AEI), says neither he, nor anyone else knows where Donald Trump is at on education.

The “experts” are just making stuff up. You will see and hear people claim they know what Trump is going to do. After all, that’s how people get their op-eds published, keep their pundit gigs, and stay relevant. 
 One reason that Trump makes political veteran observers so nervous is that he could very well be elected President of the United States, and yet no one has any Mike Klonsky's SmallTalk Blog: What Trump thinks about education. It's golden.:

CURMUDGUCATION: WA: Charter Miracle

CURMUDGUCATION: WA: Charter Miracle:

WA: Charter Miracle

Robin Lake, director of the Center on Reinventing Public Education as Private Business Funded by Public Tax Dollars (okay, I just added that last part for clarity) is over at Campbell Brown's million dollar charter promotion site being Very Alarmed about Washington State.

Unless the legislature acts within the next 10 days, we will be the first state in the union to intentionally shut down a group of high-performing schools that serve mainly disadvantaged students.

The shutdown will come because the charter set-up created in Washington state is illegal, a violation of the state's constitution. The court in Washington observed what we already know-- that a charter is not a public school because it is not answerable to a publicly elected board.

Reformsters have been pushing hard for charter schools in Washington for years, finally getting a law on the books in 2012. One charter opened in the 2014-2015 school year. Eight more opened last fall. These are the schools that Lake is so deeply concerned about.

Of course, the ruling from the court came down before the eight schools ever opened, so from Day One, they knew that the school was violating the law. They were just hoping-- and continue to hope now at the eleventh hour-- that the legislature will somehow pass a new law that makes them legal again. So any sympathy for those schools has to be balanced by the fact that the courts had already told them that the law they were depending on was illegal-- and they opened their doors anyway. It 
CURMUDGUCATION: WA: Charter Miracle:

 

NYC Educator: Adios a Calle Perdido

NYC Educator: Adios a Calle Perdido:

Adios a Calle Perdido


Perdido actually means lost in English, and we've lost a great blogger in Reality Based Educator. He finally got tired of blogging about absolutely everything fifteen times a day. I've been following him for years, and he really got in a groove over at Perdido Street. He used to focus more on politics and money, which didn't grab me quite as much, but over the last few years he turned his laser-like eye to education, and he was just on fire.

Every few days I look at my short list of bloggers, and see how many weeks it's been sincehemos perdido a Perdido. It's a month, and I guess I'm gonna have to move that up to the big list on top, until and unless he comes back. I haven't been able to bring myself to do it. I keep thinking I'll wake up one morning and he'll have come to his senses.

RBE sent me the tip about the GOP judge Obama was thinking about, but by the time I got around to blogging it he'd already been out of the running for two days. If he sends me something else I'm gonna have to be a little more timely. The thing is, sometimes I have to think about stuff for a while before I write about it. RBE had no such limitations. He thought about things right then and there, and had them down multiple times a day. I have no idea how the hell he did that. It's all I can do to put out one thing every day.

For one thing, my job is insane. Now I'm not complaining, because I kind of thrive on that, and the job is my choice. But I'm the CL of a large school, and I teach four classes. I don't even know how I manage to get out of bed in the morning, let alone go to work and put out a blog. (That's how I rationalize blogging so much less than RBE.)

But it's a great loss. RBE read everything, everywhere, and knew everything, often before it happened. Now I have to rely on Chalkbeat NY for info every morning, and mostly all they do is tell me whether or not it's a good day for Eva Moskowitz.  It's not much of a substitute. There are other blogs I really like, but no one is quite so compulsive (and I mean that in the best way you can possibly call anyone compulsive).

Full disclosure--I've written to RBE and told him he could blog here whenever he wished. I could always use a day off. And I will tell you I know he said goodbye once before and came to his senses.

But whatever you decide, RBE, thanks for years of great blogging. I'm proud to be in your company when Mulgrew calls us filthy dirty liars, purveyors of myth, or whatever it is he says on days his mother hasn't told him to curb his filthy gutter mouth.NYC Educator: Adios a Calle Perdido:


Protect Student Privacy: Schools object to ordered release | Crescent City California News, Sports, & Weather | The Triplicate

Schools object to ordered release | Crescent City California News, Sports, & Weather | The Triplicate:
Schools object to ordered release


Del Norte education officials are protesting an order from a federal judge to release sensitive information for more than 10 million California school children to lawyers and consultants representing two parent-led special education advocacy groups.
The information includes names, Social Security numbers, medical information, disciplinary records and progress reports for students who have attended a California public school since Jan. 1, 2008.
Del Norte County Unified School District trustees on Thursday directed Superintendent Jeff Harris to prepare an amicus brief supporting the California Department of Education and protesting the data release. 
The Department of Education is defending itself against a lawsuit spearheaded by the Morgan Hill Concerned Parents Association and California Concerned Parents Association, who allege the department failed to provide oversight for special education students in the Santa Clara community.
In addition to filing the amicus brief, school trustees and officials are encouraging Del Norte parents to fill out and mail an objection form to the Sacramento-based federal judge in the case, U.S. District Judge Kimberly J. Mueller. The completed forms must be mailed to the court by April 1. 
“Our responsibility to our families is to let them know,” Harris said. “We’re proposing to do that by mail, to let them know by phone, to give them a link from our website and to make those forms available to families in our district office and potentially our school site offices.”
On Feb. 1, Mueller ruled the Family Educational Rights and Privacy Act (FERPA) and the Individuals with Disabilities Education Act (IDEA) permitted disclosure of student records to comply with a court order. The judge has set a status hearing for Monday to revisit the order following public response.
Christine English, vice president of the California Concerned Parents Association, said her organization and the Morgan Hill Concerned Parents Association only requested aggregate student data kept in the state’s electronic databases.
“Parents are of this opinion that we’re getting their child’s physical records and we’re not,” English said. “We’re getting their derivative data. We’re not getting any information at the district level.”
The Morgan Hill Concerned Parents Association initially filed the lawsuit in 2011 prior to the inception of the California Concerned Parents Association, English said.
At that point the suit applied only to special education students and their families in Morgan Hill Unified School District. But afterwards, parents from across the state reported that their school districts weren’t in compliance with special education laws and oversight from the state was lacking. More plaintiffs were added to the case, English said, and its scope expanded to include students statewide.
As the lawsuit has progressed, English said the California Department of Education hasn’t been forthcoming with their data. Attorneys for the plaintiffs have met with the defendants attorneys more than 15 times and has corresponded with the state more than 50 times to request data, but for the most part the department refused, English said.
“At one point they did provide some information to the court, but it was token in nature and it wasn’t able to answer the plaintiff’s question of whether or not there was appropriate oversight by the California Department of Education to ensure compliance with the school districts,” she said. “We’re five years in and we’re only at the discovery process because there hasn’t been cooperation on the side of the California Department of Education.”
In addition to ordering the Department of Education to release student data, Mueller also issued a protective order that keeps counsel and experts from both parties from disclosing any confidential information, according to a press release from the California Concerned Parents Association. Any information presented to the court will be presented under seal and will not become part of the public record, according to the press release.
Mueller also retained a special master, an expert in cyber security and data breach prevention, to ensure the plaintiff’s representatives who have access to the student records follow strict protocol set by the court. 
The California Concerned Parents Association and the Morgan Hill Concerned Parents Association will not have access to the data, according to the association’s press release. 
Mueller has also appointed a magistrate judge who will work with the special master and both litigants to ensure that protocol is “uncompromisingly observed and applied,” according to the press release.
Despite English’s assertion, California Department of Education spokesman Peter Tira said the state repeatedly offered and provided information with redacted student identification numbers, but it wasn’t good enough. Earlier this month, the department notified school districts filling them in on the case and asking them to distribute the objection form to parents.
“We’re extremely protective of the privacy rights of students and families,” Tira said. “We’ve been opposed to any release that (includes) personally identifiable information.”
Tira pointed out that the judge’s order applies to 6.2 million students currently attending K-12 schools and about 4 million who have graduated and moved on. And even though parents and students 18 years and older have the ability to object to the ruling, they do not have the ability to opt out.
“It’s ultimately up to the judge to decide whether to honor those objections,” Tira said.
Harris, who found out about the ruling last week, said English’s assertion that all the plaintiffs in the case want is the aggregate student data is different than what the California Department of Education told school districts. He pointed out that because the release applies to individual student records, the California School Boards Association and the Association for California School Administrators oppose Mueller’s order.
“We analyze the aggregate data here all the time and I don’t have a problem telling you how many Hispanic, American Indian, African American or Anglo kids we have in special education or whatever,” he said. “What we’ve been told is they want complete individual student records that are individually identifiable.”
Even though the ruling came as a surprise to some board members, teachers and a handful of parents already know about it. 
Amber Tiedeken-Cron, a special education teacher at Joe Hamilton Elementary School, said she has even fielded questions from her fifth-graders.
“I had three students ask me if I was going to have to release their information to the government and I had to calm them down,” she said. “I had to explain to them what it was.”
To access a link to the objection form, visit www.delnorte.k12.ca.us. For more information about the plaintiffs’ argument, visit californiaconcernedparents.org.

Far turn in the nation’s largest state CTE grant program :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet

Far turn in the nation’s largest state CTE grant program :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet:

Far turn in the nation’s largest state CTE grant program

Far turn in the nation’s largest state CTE grant program
(California) Winners of just over $245 million in career technical education grants will be formally approved by state officials next week, marking round two of the three-year, $900 million program.
So far, a total of 669 local education agencies have been awarded $396 million under the Career Technical Education Incentive Grant program. That number includes 23 LEAs “new to providing CTE,” according to a staff report for the California State Board of Education, which is being asked to sign off on the list of grantees at its regular March meeting.
Established as part of the state’s 2015-16 budget, the CTE grants are designed to support and encourage the development of high-quality career education programs that prepare students for college and the work world.
In the first round of CTE grants, issued by the board in January, winners included 80 individual district applicants, three Regional Occupational Center Programs, 10 charter schools and 20 consortia with 73 participating members for a total of 173 LEAs, the staff report notes.
The funding is allowing schools to bolster the number and quality of CTE offerings by upgrading facilities and purchasing the modern equipment necessary to produce the qualified employees needed in today’s workforce.  
The $3.2 million grant earned by the Capistrano Unified School District in round one, for example, will help the district increase opportunities in fields such as dental assisting, surgical technician, auto repair and engineering, Patricia Romo, executive director of CTE programs for CUSD as well as the South Coast Regional Occupational Program, told Cabinet Report in January.
Ninety percent of students completing Capistrano Unified’s dental assistant career education program are hired for jobs right out of high school, Romo said. Those graduating through the district’s surgical technician course, which includes a hospital internship, can expect to go to work at a starting salary of $25 an hour.
The grants are distributed based on a district’s average daily attendance for students in grades 7-12 Far turn in the nation’s largest state CTE grant program :: SI&A Cabinet Report :: The Essential Resource for Superintendents and the Cabinet:

Watson Tango Fremont Washington Middle School PTA! Charter schools recruiting at your “High School Success Night”?!? | Seattle Education

Watson Tango Fremont Washington Middle School PTA! Charter schools recruiting at your “High School Success Night”?!? | Seattle Education:

Watson Tango Fremont Washington Middle School PTA! Charter schools recruiting at your “High School Success Night”?!?

please-explain_1
I’d say the Washington Middle School PTA has some explaining to do.
This is the flyer that went out to all of the parents at the middle school for High School Success Night:
Please join
Washington Middle School
for
WMS High School Success Night
Tuesday, March 1st, 6:30pm
Calling all 8th graders and their parents or guardians!
On Tuesday, March 1st at 6:30pm,
WMS will be hosting
High School Success Night.
A light dinner will be served.
  • Counselors from Franklin High School & Garfield High School will give lots of helpful information about navigating the academic and social life of high school.
  • Principal from Summit Charter School will be present to share information about their school.
  • A panel of high school students will be available to share about the transition to high school and for a Question & Answer Period.
Come with your questions in hand!
See you on Tues, March 1 at 6:30pm!
For more on Summit charter school, see

Summit (Sierra) charter school: The skinny on the Gates-backed school set for Seattle, Brad Bernatek (remember him?) and a host of others

The inherent racism of Summit “public” (charter) school

San Jose charter school teacher arrested for having sex with minor

Debate emerges over state actions needed to ease teacher shortages | EdSource

Debate emerges over state actions needed to ease teacher shortages | EdSource:

Debate emerges over state actions needed to ease teacher shortages

As California school districts grapple with a widening shortage of teachers, a policy debate has emerged about just how actively the state should be involved in trying to remedy the problem.
The nonpartisan Legislative Analyst’s Office issued a report last month that makes the case that market forces will help alleviate the difficulties districts are experiencing in filling certain positions, and that the shortage “will decrease without direct state action.”
The report acknowledged there were “perennial staffing difficulties” in specific areas, such as special education, math and science, in urban districts serving low-income students, and in some rural districts. But these shortages should be addressed with “narrowly tailored” solutions. These could include recruiting more teachers from other states, or tapping a pool of some 10,000 teachers who have credentials but who are not currently teaching and might be tempted to re-enter the classroom.
The analysis comes against the backdrop of a concerted push by some lawmakers and others to convince the Legislature to address the shortage with a package of bills, and goes against the grain of several analyses that urge a far more comprehensive state response.
The Learning Policy Institute, a Palo Alto-based research institute headed by education scholar Linda Darling-Hammond, issued a report in January that called for a “comprehensive set of strategies at the local and state levels that are focused on increasing the number of well-prepared entrants to the field of teaching, directing them to the fields and locations where they are needed, and plugging the leaky bucket of teacher attrition.”
The report was authored by Darling-Hammond, who is also chair of the California Commission on Teacher Credentialing, and Roberta Furger, Patrick Shields and Leib Sutcher, all staffers at the institute.
The LAO report contends that the ratio of newly credentialed teachers to the number of vacancies “tends to follow cyclical patterns, with mismatches tending to correct themselves over time.”
“Given these cyclical patterns, with trends changing every few years, state government likely cannot react quickly enough to make much of a difference before the market corrects itself,” the report says. “We encourage the Legislature to avoid broad statewide policies.”
In a detailed statement issued in response to the LAO report, the authors of the Learning Policy Institute report said they agreed with the Legislative Analyst’s Office that the state’s most immediate need is to remedy the shortage in special education, science and math, as well as bilingual instruction. But “we do not think that waiting for a market response will be sufficient,” they said.
As an example of where market forces failed, the researchers pointed to the high demand for new teachers in the late 1990s, which in the absence of a strategic approach by the state resulted in a “huge influx of underprepared teachers” who disproportionately ended up in schools with large numbers of minority and low-income students. As a result, children in those schools “were frequently taught year after year by a parade of inexperienced, untrained teachers,” the researchers said.
The only way the state was able to reduce the number of teachers on emergency or partial credentials was by enacting what the institute called an Debate emerges over state actions needed to ease teacher shortages | EdSource: