Audio: Education Dept. Rule Limits How Schools Can Spend Vital Aid Money | 89.3 KPCC

Audio: Education Dept. Rule Limits How Schools Can Spend Vital Aid Money | 89.3 KPCC

Education Dept. Rule Limits How Schools Can Spend Vital Aid Money

In a new rule announced Thursday, U.S. Secretary of Education Betsy DeVos signaled she is standing firm on her intention to reroute millions of dollars in coronavirus aid money to K-12 private school students. The CARES Act rescue package included more than $13 billion to help public schools cover pandemic-related costs.

The move comes nearly two months after the Education Department issued controversial guidance, suggesting that private schools should benefit from a representative share of the emergency aid. Lawmakers from both parties countered that the aid was intended to be distributed based on how many vulnerable, low-income students a district serves.

While that guidance was nonbinding, Thursday's rule is enforceable by law.

"The CARES Act is a special, pandemic-related appropriation to benefit all American students, teachers, and families impacted by coronavirus," DeVos said in a statement. "There is nothing in the law Congress passed that would allow districts to discriminate against children and teachers based on private school attendance and employment."

The new rule gives school districts two choices about how to spend their aid money CONTINUE READING: Audio: Education Dept. Rule Limits How Schools Can Spend Vital Aid Money | 89.3 KPCC

SSPI to Explore Data on School Police PLUS 2020 Model SARB Winners Announced - Year 2020 (CA Dept of Education)

SSPI to Explore Data on School Police - Year 2020 (CA Dept of Education)

State Superintendent Tony Thurmond Outlines Efforts to Explore Data on School Police, Expand Understanding of Ethnic Studies

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond on Wednesday outlined two upcoming efforts the California Department of Education (CDE) will lead in the coming weeks as schools tackle questions surrounding educational equity and racial justice.  

The first effort will accelerate research into the impacts of the presence of law enforcement on school campuses, the findings of which will inform specific policy recommendations.

The second will be the launch of a series of Ethnic Studies webinars for students, families, and educators to familiarize themselves with the histories and contributions of oppressed populations.

“As our state and nation confronts difficult conversations about racial justice, it’s evident that schools are uniquely positioned to tackle some of these issues head-on,” said Thurmond. “Like our communities, our schools are also reckoning with the best ways to navigate police reform and an honest accounting with our nation’s complex history.”

An archived broadcast of the full media check-in can be viewed on the CDE’s Facebook page.

Here is a brief recap of the State Superintendent’s announcements:

School Safety and Equity: Superintendent Thurmond will hold a public hearing Tuesday, June 30 at 10 a.m., which will be streamed live on Facebook, that will examine the data and research that exists regarding the impacts of police programs on school campuses. This will be designed as a discussion between researchers, police organizations, advocacy groups, and legislators. CDE will utilize an existing partnership with nonprofit education organization WestEd to compile and review existing research on school police programs to inform future policy recommendations.

Groups and individuals that study issues of school policing are also invited to submit their research to reimaginesafeschools@cde.ca.gov .   

Ethnic Studies Webinars: As the CDE prepares to submit a revised Ethnic Studies Model Curriculum for public review, the State Superintendent announced he will be launching a series of virtual webinars and lessons for students, educators, and families. These lessons will feature Ethnic Studies professors in the following areas: Africana Studies; Asian American Studies; Chicano Latino Studies; and Native American Studies. More details will be announced this week.

# # # #

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

SSPI to Explore Data on School Police - Year 2020 (CA Dept of Education)

USDA Child Nutrition Responses 33 through 37 - Nutrition (CA Dept of Education) - https://www.cde.ca.gov/ls/nu/cnpresponse33-37.asp

2020 Model SARB Winners Announced - Year 2020 (CA Dept of Education) - https://www.cde.ca.gov/nr/ne/yr20/yr20rel49.asp

“Parents Need to Go to Work” Does Not Stop COVID at the School Door. | deutsch29

“Parents Need to Go to Work” Does Not Stop COVID at the School Door. | deutsch29

“Parents Need to Go to Work” Does Not Stop COVID at the School Door.

When I hear discussions about schools reopening in the fall, I already know what two chief reasons will be offered.

One is that students need to be educated. Of course they do, and as a career teacher, I desire to educate. I have dedicated my professional life to educating generations of children, and I miss being at school, in my classroom, with my students.

The second reason, which seems to follow quickly on the heels of the first, is that “parents need to get back to work”– the implication being that schools need to open so that parents once again have the built-in child care that the K12 school day (and its auxiliary programs) offers.

That “parents need to get back to work” reason never seems to include the reality that in this time of international health crisis, expecting schools to offer uninterrupted, on-site education defies reality.

Schools and school systems nationwide (indeed, worldwide) are trying to navigate providing education to students despite the COVID pandemic.

That navigation almost certainly includes a remote learning component.

Thus, not only might students be receiving instruction at home, but also, parents, guardians, and/or other caregivers will need to be available to both care for children during the school day and to assist them with their remote learning.

In other words, it is completely unrealistic to expect schools to open and to stay CONTINUE READING: “Parents Need to Go to Work” Does Not Stop COVID at the School Door. | deutsch29

A VERY BUSY DAY Larry Ferlazzo's Websites of the Day... | The latest news and resources in education since 2007

Larry Ferlazzo's Websites of the Day... | The latest news and resources in education since 2007

A VERY BUSY DAY

Larry Ferlazzo's Websites of the Day...

Video: Stephen Colbert’s Show Last Night – “Dr. Ibram X. Kendi: Creating A More Equitable Society Is In White Americans’ Self Interest”

by Larry Ferlazzo / 5h

I’m adding this new video from last night’s Stephen Colbert’s show to New & Revised: Resources To Help Us Predominantly White Teachers To Reflect On How Race Influences Our Work :

“High-Interest Books & Giving Students Time to Read & Talk About Them in School”

by Larry Ferlazzo / 5h

High-Interest Books & Giving Students Time to Read & Talk About Them in School is the headline at my latest Education Week Teacher column. Three teachers offer their recommendations of high-interest books for students to read, including for English-learners. Here are some excerpts:

A Look Back: Studies Find That Teachers Analyzing Data Is No Help To Students If It Doesn’t Result In Different Instructional Practices

by Larry Ferlazzo / 12h

I thought that new – and veteran – readers might find it interesting if I began sharing my best posts from the first half of this year. You can see the entire collection of best posts from the past thirteen years here . 200degrees / Pixabay I shared the information in this post earlier this week at my weekly Classroom Instruction Resources Of The Week post . Today, though, I shared it with my col

This Is The Best One-Minute Video I’ve Seen For A Long Time: “Jason Reynolds on what it means to be antiracist”

by Larry Ferlazzo / 12h

viarami / Pixabay I’m adding this new video to New & Revised: Resources To Help Us Predominantly White Teachers To Reflect On How Race Influences Our Work :

Micro-Versions of Folktales – Galore!

by Larry Ferlazzo / 12h

I’ve previously written about Laura Gibbs’ great work in “Drabbles” Are Cool Writing Assignments – Here Are A Ton Of Models . One of the assignments she gives to her students is to write microfiction “drabbles” (no more than 100 words) from folktales. At that previous post you can see the actual assignment she gives students. She’s actually begun putting the versions that she writes into eBook fo

Video: Could Creating “Friction” Help Us White Teachers Combat Our Implicit Biases?

by Larry Ferlazzo / 23h

Last week, I posted Implicit Bias Training Doesn’t Seem To Work – So What Should Teachers & Others Do, Instead? It examined the ineffectiveness of implicit bias trainings, and explored some possible alternatives. This TED-Talk just came out “How racial bias works — and how to disrupt it | Jennifer L. Eberhardt” and offers another idea (you can find the transcript at that link). She talks about cr

New TED-Ed Video & Lesson: “First person vs. Second person vs. Third person”

by Larry Ferlazzo / 23h

OpenClipart-Vectors / Pixabay This new TED-Ed video and lesson is a decent tool to use with students when teaching the difference between first, second and third person:

Most Popular Posts Of The Week

by Larry Ferlazzo / 1d

I’m making a change in the content of the regular feature. In addition to sharing the top five posts that have received the most “hits” in the preceding seven days (though they may have originally been published on an earlier date), I will also include the top five posts that have actually appeared in the past week. Often, these are different posts. You might also be interested in IT’S THE THIRTE

The Importance Of Saying “Enslaved Person” & “Enslaver”

by Larry Ferlazzo / 1d

I, along with many other educators, have used the words “slaves” and “slave-owner” for many years when teaching history. Over the past year, I’ve begun using the words “enslaved person” or “enslaved people,” instead. However, until hearing Nikole Hannah-Jones talk on NPR yesterday I hadn’t though of changing “slave-owner” to “enslaver” – though I should have. I’m adding this post to New & Revised

Five New Resources For Teaching About Racist Monuments

by Larry Ferlazzo / 1d

Here are new additions to The Best Resources For Teaching About Confederate Monuments (that list contains many resources connected to other racist monuments around the world, too, along with posts about racist names of places): Protests target Spanish colonial statues that ‘celebrate genocide’ in US west is from The Guardian. What persuades white Southerners to remove Confederate flags and monume

“Students Like Books ‘That Help Them Feel Seen, Heard, & Valued'”

by Larry Ferlazzo / 1d

Students Like Books ‘That Help Them Feel Seen, Heard, & Valued’ is the headline of my latest Education Week Teacher column. Four educators share their – and their students’ – favorite books, including song picture books and ones focusing on SEL skills, as well as emphasizing the importance of ones 

Larry Ferlazzo's Websites of the Day... | The latest news and resources in education since 2007