Latest News and Comment from Education

Friday, October 9, 2020




“What was difficultwas the travel, which,on arrival, is forgotten.”― Louise Gluck
As fall Break for MNPS comes to a close, I can’t help but be struck by the irony of the Tennessee Titans struggling to return to the football field due to COVID as MNPS will be simultaneously returning kids to class.
If you haven’t been paying attention, it’s going on nearly two weeks since any football has been played by Nashville’s NFL team after three players and five members of personnel all tested positive for COVID-19. Since that initial outbreak, 23 members of the Titan’s organization have tested positive – 13 players as 10 personnel and facilities remain shuttered until at least tomorrow.
Luckily this morning it was announced that there were no positive tests yesterday. A repeat today would mean the Titans can re-open their facilities and resume gameplay on Tuesday against the Bills.
Adding to the irony around the situation is that several weeks ago when it was announced that high school sports would resume, but parents wouldn’t be allowed in to watch, criticism based on the Titans resuming play was deflected by pointing out the extensive, and expensive protocols, put in place by the NFL franchise. It was argued that the NFL could allow participation because they had resources in which to ensure protections. However, no matter the level of resources, those protocols failed to prevent an outbreak from taking place and disrupting the season.
Come Monday, sans either the extensive protocols or expensive equipment, MNPS is poised to welcome it’s youngest students and their teachers back to in-school. Will the events of the past two weeks with the Titans serve as a precursor to events within MNPS? It’s anyone’s guess. But I think the confidence level is a whole lot lower with schools than it is with the football team.
Supporters of the resumption of in-person instruction continually point to the low level of severe CONTINUE READING: A TALE OF TWO RE-OPENINGS – Dad Gone Wild

Teachers, Stop Spanking Your Students! - Philly's 7th Ward

Teachers, Stop Spanking Your Students! - Philly's 7th Ward


Black Lives Matter, but Black Bodies Get Beaten
I attended a Catholic pre-school; the teachers and the director were nuns. It was the 1980s, meaning that certain attitudes were very much normalized, like corporal punishment, albeit mildly.
One of our collective pastimes in pre-school was flickering the boys’ bathroom light. The light was located outside the bathroom, so there was a chance that you’d get in trouble for being seen near the light, let alone actually flickering it. But we did it anyway and had fun. Of course, on the occasion that I actually got the courage to flicker the light, I got caught and was promptly smacked on the hand with a ruler, followed by a hug.
As soon as my grandmother came to pick me up, I told her what happened. I never flickered those lights again. But, I can tell you, the school ceased from hitting children with rulers.
UNICEF defines corporal punishment as “any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light.” The Civil Rights Data Collection defines it as “paddling, spanking, or other forms of physical punishment imposed on a child.”
It typically involves hitting (“smacking”, “slapping”, “spanking”) children, with the hand or with an implement. Thankfully, I don’t live in a state where CONTINUE READING: Teachers, Stop Spanking Your Students! - Philly's 7th Ward

AFT Leaders Announce Innovation Fund COVID-19 Response Grants | Black Star News

AFT Leaders Announce Innovation Fund COVID-19 Response Grants | Black Star News


American Federation of Teachers President Randi Weingarten and Executive Vice President Evelyn DeJesus issued the following statement announcing the AFT Innovation Fund’s COVID-19 response grants for the 2020-21 school year.
For more than a decade, the AFT Innovation Fund has made millions of dollars of grants available to AFT affiliates to advance teaching and learning, improve schools, and to enhance the communities in which our members live and work.
AFT President Randi Weingarten:
“We started the AFT Innovation Fund in 2009 because we know that educators working together with the resources and freedom to teach will put their ideas, ingenuity and passion to work to benefit their students and communities. Today, while our country grapples with multiple crises, these grants are a spark of hope for educators on the frontlines as they search for solutions to some of the greatest challenges facing schools today.
“From helping fund the personal protective equipment that 90 percent of educators purchase out of their own pockets, to protecting teachers and students in rural West Virginia as schools reopen, to expanding virtual learning academies for parents of English language learners in Washington, D.C., and funding trauma-centered student and family support programs in Florida, this funding is a sorely needed seed for renewal that counters the Trump administration’s failure to tackle the health, educational and economic consequences of this pandemic.
“Our hope is that through the AFT Innovation Fund, we can step up and support the knowledge, care and ingenuity of educators, their unions and their students in this time of unprecedented national turmoil.”
AFT Executive Vice President Evelyn DeJesus:
“We recognize that during these extraordinary times, educators are working in extraordinary ways. They are going above and beyond to meet the needs of their students That’s why the AFT Innovation Fund is proudly awarding COVID-19 response grants to help support locals’ efforts to mitigate the short- and long-term impacts of COVID-19 in our communities. Large or small, urban or rural and everything in between, this pandemic has affected all of us.”
The AFT is pleased to announce 13 grantees in this first round of funding, totaling approximately $275,000. A second round of funding will be announced later in the school year.

How US schools punish Black kids - Vox

How US schools punish Black kids - Vox

How US schools punish Black kids
Black students get punished more harshly than white students. The president actually has a ton of power to do something about it.

For the 50 million kids who attend public schools in the US, the 2020 election is personal. That’s because whoever wins the presidency also decides how American schools handle things like testing, class size, and discipline.
When it comes to who gets punished — and removed — from the classroom, the US doesn’t treat all students equally. Black students are suspended and expelled far more frequently than their white classmates, often for the same or similar offenses. As a result, Black kids are missing weeks of school each year because of unfair discipline policies.
During the Obama administration, the Department of Education started to take this problem seriously. They investigated schools and districts with significant racial gaps in punishment rates and gave them guidance on how to replace outdated policies with more effective ones. But Betsy DeVos, President Trump’s secretary of education, has abandoned those efforts. And since the administration hasn’t released any new discipline data since the 2015-16 school year, we have no idea how many Black students are currently affected by school punishment policies.
In the video above, we explain the origins of this crisis and how the 2020 election could change things.
If you want to learn more about racial disparities in school discipline, check out the UCLA Civil Rights Project, which has been studying this crisis for years. Our colleagues at ProPublica, particularly Annie Waldman, have done extensive investigative work chronicling how the Trump administration has neglected to enforce students’ civil rights. The Texas study we mention in the video is publicly available through the Center for State Governments.
This video is the fourth in our series on the 2020 election. We aren’t covering the horse race; instead, we want to explain the stakes of the election through the issues that matter the most CONTINUE READING: How US schools punish Black kids - Vox

NANCY BAILEY: A Reply to an 8th Grader: 11 Reasons Related to Schools Why Citizens Argue

A Reply to an 8th Grader: 11 Reasons Related to Schools Why Citizens Argue

A Reply to an 8th Grader: 11 Reasons Related to Schools Why Citizens Argue

During the Vice Presidential debate, an 8th grader asked why American citizens can’t get along. She said all she sees is arguing between Democrats and Republicans, citizens fighting citizens and two candidates trying to tear each other down. She asked if they can’t get along, how do we [children] get along?
I taught eighth-graders and love the inquisitiveness of that age group. I appreciated her question. Elections always involve debates and disagreements, but our current situation is different. It has to do with President Trump.
Here’s why adults are at odds with each other more than usual at this important time in history.
1. Bullying
President Trump exhibits bullying behavior, even though his wife, the first lady, has an anti-bullying program. I haven’t always agreed with Presidents we have had in both parties, but I can’t recall any who bullied. President Trump displayed bullying debating V.P. Joe Biden. Biden showed some bullying too, but it seemed to be more out of frustration.
Schools aren’t supposed to condone bullying. President Trump’s bullying sets a terrible example for young people. It brings out the worst in everyone. Bullying is wrong no matter who does it. That citizens would condone electing a President who bullies is shocking.
2. Mocking Those With Disabilities
Donald Trump mocked a disabled person before the 2016 election. The person he CONTINUE READING: A Reply to an 8th Grader: 11 Reasons Related to Schools Why Citizens Argue

Enrollment Is Dropping In Public Schools Around the Country | 89.3 KPCC

 Enrollment Is Dropping In Public Schools Around the Country | 89.3 KPCC

Enrollment Is Dropping In Public Schools Around the Country

Orange County, Fla., has 18,000 missing students. The Miami-Dade County public schools have 16,000 fewer than last year. Los Angeles Unified — the nation's second-largest school system — is down nearly 11,000. Charlotte-Mecklenburg in North Carolina has 5,000 missing. Utah, Virginia, and Washington are reporting declines statewide.

Comprehensive national data aren't available yet, but reporting by NPR and our member stations, along with media reports from around the country, shows enrollment declines in dozens of school districts across 20 states. Large and small, rich and poor, urban and rural — in most of these districts the decline is a departure from recent trends. Over the past 15 years, data from the U.S. Education Department show that small and steady annual increases in public school enrollment have been the rule.

Six months after schools around the country shut their doors amid coronavirus lockdowns, these fall enrollment declines come as schools have been scrambling to improve remote learning offerings, and to adopt safety procedures to allow buildings to open for in-person classes, sometimes just a few days a week. In many parts of the country the start of the year has been marked by multiple changes in planswidespread confusion among teachers and families, deep concerns about safety, and worries about unequal access to technology.

"We are not alone in this," Chris Reykdal, Washington State's Superintendent of CONTINUE READING:  Enrollment Is Dropping In Public Schools Around the Country | 89.3 KPCC

What Does It Mean When Hardly Anybody Stands Up for the Basic Needs of Children and Public Schools? | janresseger

What Does It Mean When Hardly Anybody Stands Up for the Basic Needs of Children and Public Schools? | janresseger 

 What Does It Mean When Hardly Anybody Stands Up for the Basic Needs of Children and Public Schools?

Why has this blog kept on covering the Trump administration’s and U.S. Senate Republicans’ lack of willingness to negotiate a second COVID-19 stimulus bill including federal assistance to help public schools make accommodations to open safely this fall and to shore up the state budgets which provide an average of 40 percent of K-12 public school funding across the United States?

The answer is simple and for me it is very sad.  I do not remember a time when the wellbeing of children has been so totally forgotten by the leaders of the political party in power in the White House and the Congress. This fall, school district leaders have been left on their own as they try to serve and educate children while the COVID-19 pandemic continues raging across the states. School leaders are trying to hold it all together this fall at the same time their state budgets in some places have already been cut.

In Ohio, the COVID-19 recession is only exacerbating a public school fiscal crisis driven by a long history of inequitable school funding and the expansion of school privatization. On November 3, the school district where I live has been forced to put a local operating levy on the ballot simply to avert catastrophe. EdChoice vouchers, funded by a “local school district deduction” extract $6,000 for each high school voucher student and $4,650 for each K-8 voucher student right out of our school district’s budget. Although these students attend private and religious schools, the state counts voucher students as part of our per-pupil enrollment, which means that the state pays the district some of the cost of the voucher. In a normal year, there is a net loss because the vouchers are worth more than our district’s state basic aid, but this year the loss is even worse: In he current state budget, the Legislature froze the state’s contribution to the state’s school districts at the FY 2019 level. This means that the state is not allocating any additional funding to our school district to cover the new vouchers CONTINUE READING: What Does It Mean When Hardly Anybody Stands Up for the Basic Needs of Children and Public Schools? | janresseger 

A Failure to Disrupt: Why Technology Alone Can’t Transform Education (Justin Reich) | Larry Cuban on School Reform and Classroom Practice -

 A Failure to Disrupt: Why Technology Alone Can’t Transform Education (Justin Reich) | Larry Cuban on School Reform and Classroom Practice

A Failure to Disrupt: Why Technology Alone Can’t Transform Education (Justin Reich)

Justin Reich is a Professor at MIT and director of the MIT Teaching Systems Lab. He is the author of the Failure to Disrupt: Why Technology Alone Can’t Transform Education (Harvard University Press, 2020). This article appeared in Teaching Times, August 20, 2020.

Over the last ten years, education technology evangelists have made remarkable claims about how new technologies will transform educational systems. In 2009, Clay Christensen of the Harvard Business School predicted that half of all secondary school courses in the US would be online by 2019, and that they’d cost 1/3 of a traditional course and provide better outcomes. Sal Khan of Khan Academy proposed in a TED talk that he could use short videos to reinvent education.

Sebastian Thrun of Udacity said that in 50 years we’d have only 10 institutions of higher education in the world after massive open online courses colonized the field. As the winner of the TED Prize, Sugata Mitra claimed that students didn’t even need schools or teachers, and that groups of children with access to the internet could teach themselves anything.

A disaster

And then in 2020, the world was blighted by a terrible pandemic. Schools serving over 1.6 billion learners shut down. It was a moment that technologists had promised for years could be transformative, but for most learners and families, remote online learning has been a disaster.

As educators face the challenge of spooling up new online and hybrid schools to CONTINUE READING:  A Failure to Disrupt: Why Technology Alone Can’t Transform Education (Justin Reich) | Larry Cuban on School Reform and Classroom Practice

Teacher Tom: The Freedom to Be That Change

 Teacher Tom: The Freedom to Be That Change 

The Freedom to Be That Change 

Most of us want to raise children who are ethical and caring. Indeed, when surveyed 96 percent of us say that this is a "very important, if not essential" parenting goal. I've not seen the numbers for teachers, but I would assume that a super majority of us feel likewise. If nothing else, we want the future to be populated with adults of character and we believe it begins with us, the adults responsible for the rearing and education of children.

Unfortunately, to the degree that we are responsible for this laudable result, a full 80 percent of youth surveyed say that they are more concerned with "achievement" or "happiness" than with caring for others. Not only that, but eight in 10 also say that their parents and teachers feel the same way. And to put the cherry on this ugly cake, teachers, by the same percentage, perceive that the parents of their students value achievement over moral character. In other words, we are, as parents and educators, quite consistently sending our children a message we don't want to be sending.

Ironically, most research also shows that lack of caring for others leads to humans being less successful and less happy.

We are living in a time in which one if five children are suffering from a diagnosable mental illness. Our schools have become increasingly academic, where our children are being CONTINUE READING:  Teacher Tom: The Freedom to Be That Change 

Advisory Commission on Special Education (ACSE) meeting ACSE Agenda October 21, 2020 - Administration & Support (CA Dept of Education)

 Advisory Commission on Special Education (ACSE) meeting

Advisory Commission on Special Education (ACSE) meeting

ACSE Agenda October 21, 2020

Important Notice

Please note, the October 2020 Advisory Commission on Special Education (ACSE) meeting will be held as a teleconference; Room 1101 (board room) will be closed to the public. See ACSE Meeting Logistics section below for options to view and participate in the meeting.

Advisory Commission on Special Education Members

  • David M. Toston, Chair
    Havaughnia Hayes-White, Vice Chair
    Michele Andrus
    Dawn Hamilton
    Somer Harding
    Sara Jocham
    April Lopez
    Christina Mills
    Christine Oyakawa
    Gina Plate
    Kimberly Salomonson
    Jeannine Topalian
    Steven Winlock

Student Member

  • Mike Infante

Legislative Members

  • Honorable Richard Pan, Senate
  • Honorable Jim Frazier, Assembly

State Board of Education Liaison

  • Ilene Straus, State Board Member

Executive Secretary

  • Heather Calomese, Director, Special Education Division
    California Department of Education

All times are approximate and are provided for convenience only. Items may be re-ordered to be heard on any day of the noticed meeting or on a subsequent agenda. The order of business may be changed without notice. Every effort will be made to webcast this meeting in its entirety, but some portions may not be webcast due to logistical constraints.

Reasonable Accommodation for Any Individual with a Disability

Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability who requires reasonable accommodation to attend or participate in a meeting or function of the ACSE, may request assistance by contacting the California Department of Education (CDE) Special Education Division (SED), 1430 N Street, Suite 2401, Sacramento, CA 95814; telephone: 916-445-4602; fax: 916-327-3706.

Advisory Commission on Special Education

Meeting ScheduleMeeting Location
Wednesday, October 21, 2020
10 a.m.–4:30 p.m. Pacific Time ±
California Department of Education
1430 N Street, Room 1101, Sacramento, CA
Phone: 916-445-4602 

ACSE Meeting Logistics

On March 17, 2020, Governor Gavin Newsom issued Executive Order N-29-20 related to the COVID-19 pandemic. The Executive Order allows state bodies covered by the Bagley-Keene Open Meeting Act (Act) to hold public meetings covered by the Act via web and/or audio teleconferencing. As such, the June ACSE meeting will be held as an audio/video teleconference and will have a live webcast; Room 1101 (board room) in the California Department of Education will be closed to the public. Please see the Public Comment Guidelines section below for options to view and participate in the meeting.

Public Comment Guidelines

Public comment may be via email or phone, as specified below.


The public is highly encouraged to submit written comment to the ACSE members in advance for prior consideration. In order to help ensure that commissioners have time to review the comments, please submit comments by noon on Friday, October 16, 2020. However, comments received after that time will be forwarded to Commission members until the day of the meeting. Comments should be submitted to the ACSE mailbox at: The following information should be included in the body of the email: (1) commenter’s first and last name, (2) organization affiliation, (3) agenda item number or general public comment.


Public comment may also be provided by dialing the phone number and participant access code that will be provided on October 21, 2020, and then following the operator’s prompts. Upon dialing in, callers will be added to a caller queue. The operator will notify callers when it is their turn to provide public comment. Public comment will be limited to one minute for each agenda item unless otherwise specified by the ACSE. Members of the public wishing to dial in for public comment should view the live-stream of the meeting. The number and access code will be provided at the start of public comment for each item.

Prior to making public comment, speakers who are watching the meeting via live webcast should make sure the volume on their computer is muted to avoid echoing or feedback sounds during the call.

Agenda Item Materials

Agenda item materials, including presentation materials, are available by sending a request for copies to

Advisory Commission on Special Education Operations and Planning Committee

Wednesday, October 21, 2020, 9–9:45 a.m. Pacific Time
California Department of Education
Sacramento, California

Members of the ACSE Operations and Planning Committee will meet prior to the start of the ACSE meeting to discuss the operations of the ACSE for fiscal year 2020–21 and a timeline for the yearly ACSE activities.

  • Grazer Outstanding Achievement in Learning (GOAL) award
  • Election Committee

Advisory Commission on Special Education

Wednesday, October 21, 2020 10 a.m. Pacific Time
California Department of Education
1430 N Street, Room 1101
Sacramento, California

10–10:15 a.m. Pacific Time ±

  • Call to Order–Roll Call
  • Salute to the Flag
  • Welcome New Members
  • Communications and Announcements
  • Review of Agenda
  • Review of How to Provide Public Comment

10:15–10:45 a.m.

Item 1–State Performance Plan/Annual Performance Report: Staff from the CDE, Special Education Division (SED), will provide an update on the State Performance Plan and the Annual Performance Report. Presenter: Shiyloh Becerril, Interim Associate Director, CDE, SED. (Item type: Information, discussion)

10:45–11:45 a.m.

Item 2–An Update on the California System of Support: California Center for Educator Excellence (CCEE) and Special Education Local Plan Area (SELPA) leads will update the commission on the activities of the California System of Support, how they are currently supporting California school districts and their plans for the 2020–21 school year. Presenters: Karla Estrada, Deputy Executive Director, Systems Improvement and Innovation, CCEE; Ann England, Marin County SELPA; Dr. Deborah Montoya, Imperial County SELPA; Jill King, Placer County SELPA; Patricia L. Schetter, University of California, Davis. (Item type: Information, discussion)

11:45 a.m.–12:30 p.m.

Item 3–Inclusive Practices in Distance Learning: Kristin Brooks and Kevin Schaefer from Supporting Inclusive Practices will highlight model inclusive practices during the pandemic as well as the opportunities to address long term barriers to inclusion. Presenters: Kristin Brooks, Executive Director, Supporting Inclusive Practices, Riverside County Office of Education; Kevin Schaefer, Director of Equity and Inclusive Practices, Supporting Inclusive Practices, El Dorado County SELPA/Charter SELPA. (Item type: Information, discussion)

12:30–1 p.m. Lunch

1–1:45 p.m.

Item 4–State Literacy Plan: Staff from the CDE, Educator Excellence and Equity Division (EEED), will review the proposed State Literacy Plan that is to be presented to the State Board of Education in November. Presenters: Aileen Allison-Zarea, Education Administrator 1, CDE, EEED; Erika St. Andre, Education Programs Consultant, CDE, EEED. (Item type: Information, discussion, action)

Background Materials are available on the CDE Comprehensive Literacy State Development Grant web page

1:45–2:30 p.m.

Item 5–State Special Schools: The Director from the CDE, State Special Schools (SSS), will update the commission on the SSS, and how they are approaching instruction due to COVID 19. Presenter: Robin L. Zane, Director, SSS, CDE. (Item type: Information, discussion)

2:30–2:45 p.m. Break

2:45–3 p.m.

Item 6–Commissioner Updates and Liaison Reports: Updates from ACSE Commissioners and Reports from ACSE Liaisons will be provided. (Item type: Information, discussion)

3–3:30 p.m.

Item 7–California Special Education Funding Report: Jason Willis and Sara Menlove Doutre from WestEd, will review the information and findings in the recently released report on the California special education funding system. Presenters: Jason Willis, WestEd; Sara Menlove Doutre, WestEd. (Item type: Information, discussion, action)

Background materials are available at the WestEd websiteExternal link opens in new window or tab.

3:30–3:45 p.m.

Item 8–State Special Education Director’s Report: The Director from the CDE, SED will provide an update on the activities of the Division. Presenter: Heather Calomese, Director, CDE, SED. (Item type: Information, discussion)

3:45–4 p.m.

Item 9–Commissioner Recognition: The Commission will recognize the work of the previous Chair, Somer Harding. (Item type: Information, discussion)

4–4:15 p.m.

Item 10–Agenda Building for ACSE Meetings: Commissioners will recommend items to be included on future ACSE meeting agendas. (Item type: Information, discussion)

4:15–4:30 p.m.

Item 11–General Public Comment: General public comment is invited on any matter, including items not on the agenda. The ACSE is precluded from discussing matters not on the agenda; however, questions may be asked by Commissioners for clarification purposes. Issues raised by the public may be referred to a future meeting agenda. Chair reserves the right to establish time limits on presentations. (Item type: Information)


Adjournment of meeting.

Questions: Special Education Division | | 916-445-4602 

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

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

Big Education Ape: THIS WEEK IN EDUCATION Larry Ferlazzo's Websites of the Day... The latest news and resources in education since 2007 -

Enrollment In Some Districts Is Going Down – Should We Be Worried?
NPR just published Enrollment Is Dropping In Public Schools Around the Country . According to the article, it sounds like the big drop is in kindergarten, which makes sense to me. I can’t imagine trying to introduce a kindergarten-age child to school through remote education. For what it’s worth, our high school’s enrollment is up from last year, though I realize one school does not make a trend.
New NPR Video: “4 Tips To Help You Prepare For A National Disaster During A Pandemic”
WikiImages / Pixabay I’m adding this new NPR video to The Best Websites For Learning About Natural Disasters :
Here’s The “Columbus Day” Lesson I Did With My ELL History Class
OpenClipart-Vectors / Pixabay It’s Columbus Day on Monday in the United States, and it’s also known as Indigenous Peoples’ Day. I’ve previously posted about a related lesson I do in my ELL U.S. History classes (see Here’s What My ELL Students Are Reading & Writing About Columbus ). I’ve modified it a bit this year. After learning about Columbus through our textbook and through Brainpop, students
The World Food Programme Awarded Nobel Peace Prize – Here Are Teaching & Learning Resources
The United Nations World Food Programme has been awarded the Nobel Peace Prize. You can learn more about their being give the prize at CNN . You can also learn about an activity they sponsor on October 16th, World Food Day, at The Best Sites To Learn About World Food Day . I’m adding this info to The Best Sites To Learn About The Nobel Peace Prize .
Pins Of The Week
I’m fairly active on Pinterest and, in fact, have curated 22,000 resources there that I haven’t shared on this blog. I thought readers might find it useful if I began sharing a handful of my most recent “pins” each week (I’m not sure if you can see them through an RSS Reader – you might have to click through to the original post). You might also be interested in MY MOST POPULAR PINS OF 2020 – PAR
If You Want To Learn About Genocide, Torture Or Weapons Of Mass Destruction, Here’s A Place To Start….
carlosftw / Pixabay I have over 2,100 frequently revised and updated “Best” lists on just about every subject imaginable, and you can find them listed three different ways in three different places (see Three Accessible Ways To Search For & Find My “Best” Lists ). I’m starting to publish a series where each day I will highlight the “Best” lists in a separate category. Today, it’s on Genocide, Tor
Good Advice From Soccer Star Abby Wambach On How To Support Young People
Soccer star Abby Wambach offered some good advice on what parents should say to their kids after watching them play in an athletic event. I think it works great for those situations, and I also think that it can, with some slight 

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