PRESS ROOM: Ford Awards “Tech Sassy Girlz” $20,000 in STEAM Scholarships

PRESS ROOM: Ford Awards “Tech Sassy Girlz” $20,000 in STEAM Scholarships

FOR IMMEDIATE RELEASE

Affirming its commitment to education in minority communities and careers in science, technology, engineering, arts and mathematics (STEAM), the Ford Motor Company recently presented $20,000 in scholarships to four deserving young girls at the “Tea & Bytes” annual fundraising event benefiting Tech Sassy Girlz, an Orlando-based nonprofit that provides minority girls, grades 6–12, with exposure and access to STEAM fields through college preparation, career readiness, mentoring and hands-on learning experiences.

Jenisse Rios of Colonial High School; Naia Butler of Embry Riddle Aeronautical University; Jianna Best of Cypress Creek High School; and Samela Pynas of Oak Ridge High School each received $5,000.

About Ford Motor Company
Ford Motor Company is a global company based in Dearborn, Michigan. The company designs, manufactures, markets and services a full line of Ford cars, trucks, SUVs, electrified vehicles and Lincoln luxury vehicles, provides financial services through Ford Motor Credit Company and is pursuing leadership positions in electrification, autonomous vehicles and mobility solutions. Ford employs approximately 203,000 people worldwide. For more information regarding Ford, its products and Ford Motor Credit Company, please visit www.corporate.ford.com.

Media Contact
Randy Jones
Phone: 313.615.2468
Email: randy.jones@uwgdet.com

NNPA ESSA Educator Spotlight: Dr. Tiffany G. Tyler and CIS Helps Students Succeed

NNPA ESSA Educator Spotlight: Dr. Tiffany G. Tyler and CIS Helps Students Succeed

By Lynette Monroe (Program Assistant, NNPA ESSA Public Awareness Campaign)

Dr. Tiffany G. Tyler is the president and CEO of Communities in Schools (CIS) Nevada. CIS creates school-based strategies for improving the academic outcomes of students by addressing their basic needs. This work centers on helping school leaders understand the needs of their school populations apart from over-simplified ethnic and income categories.

As a former high school dropout, Dr. Tyler used the motivation from the birth of her first son (she said she didn’t want her son to “have a dropout as a mom.”) to propel her to the highest levels of academia, as an education psychologist. While studying for her dissertation, she happened upon a report detailing circumstances that contribute to student dropouts, as well as preventative practices that retain enrollment. She uses her experiences as a former beneficiary of many of the services she now provides to inform her role as chief Advocate.

“Having the benefit of people, over the course of my return to school, who not only encouraged me to continue my education, but helped in many ways, I now have the opportunity to pay it forward every day,” Dr. Tyler said, speaking of her daily motivation to make a difference.

Dr. Tyler said that her primary responsibility is to shepherd the vision and mission of the organization:  to provide children with the resources and support they need to not only graduate, but to lead a successful life. Communities in Schools operates in South Nevada, encompassing 50 schools in the Las Vegas metropolitan area, Marshall County, and Elko County. An impressive 66,720 K-12 students benefit from the integrated services provided by CIS, yet the need still outweighs access to resources.

Dr. Tyler believes in the power of the work, but also in the power of action. In order to really move the needle on reducing dropout rates she believes we need everyone at the table; not only to discuss the challenges faced, but to also develop a course of action for moving forward. Dr. Tyler is consistently looking to partner with stakeholders and other like-minded organizations to bring more assets to schools. She serves as the co-chair of the Juvenile Justice Services Citizens Advisory Committee in Clark County and maintains board memberships on a number of organizations in the community.

The Every Student Succeeds Act, memorializes integrated support services as a successful practice and allows federal use of resources to be leveraged to provide more resources to communities. For the first time in federal education policy, integrated support services are explicitly noted as an allowable intervention for funding and noted as a strategy that districts and states can employ or use to turn around underperforming schools. ESSA recognizes that family and student support play a key role in improving academic outcomes for students.

Dr. Tyler encourages educators to uphold principles like equity, social justice, and community that transcend any one administration. Principles such as these are at the core of legislation like ESSA. Furthermore, parent engagement is a crucial part in ensuring student success.

Parents should see themselves as partners. Parents should show up and share their vision for their children; what they see as their child’s strengths and how they would like to partner in assisting with their challenges. Parents should advocate for what they perceive are their needs.

Dr. Tyler charges parents to get informed about the policies that directly impact their household and remain consistent in their engagement to ensure staff accountability.

Learn more about the Every Student Succeeds Act at www.nnpa.org/essa.

Lynette Monroe is the program assistant for the NNPA’s Every Student Succeeds Act Public Awareness Campaign and a master’s student at Howard University. Her research areas are public policy and national development. Follow Lynette on Twitter @_monroedoctrine.

Federal Flash: Could New Federal Data Prevent DeVos From Rolling Back Obama-Era Rules?

Federal Flash: Could New Federal Data Prevent DeVos From Rolling Back Obama-Era Rules?

https://youtu.be/YF3zO2shiQc

New federal data on bullying, discipline, and school safety should prompt tough questions about why certain groups of students are unfairly singled out. Could it also prevent Education Secretary Betsy DeVos from rescinding Obama-era guidance on school discipline?  Today’s Federal Flash addresses that question, highlights new people taking over top positions at the U.S. Department of Education, and covers interesting comments on education coming from top Republicans on Capitol Hill.

On Tuesday the U.S. Department of Education released the 2015-2016 Civil Right Data Collection or CRDC, a biennial snap shot of data on bullying, discipline, and school safety among other items.

The data shows that black students and students with disabilities are suspended and arrested far more often than their peers. Given the information, many are hoping this will prevent the department from rescinding Obama-era guidance on school discipline that was designed to address those problems.

The data also confirms racial disparities across students when it comes to success in science, technology, engineering and math courses.  For example, 85 percent of white eighth graders who were enrolled in Algebra I passed the course, compared to only 72 percent of Latino students and 65 percent of black students. Among Native American students and students of two or more races, fewer than 50 percent passed the course.

The data also show that high schools with high percentages of black and Latino students are less likely to offer advanced math and science courses like calculus, physics, chemistry and advanced math.

In other news from the Education Department, several empty positions have been filled. On April 18, the Senate confirmed Carlos Muñiz to serve as the Education Department’s top lawyer.

In his role as General Counsel, Muñiz will be charged with tackling some of the stickiest legal issues confronting the Department including determining whether states are complying with the Every Student Succeeds Act (ESSA), deciding whether to rescind the school discipline guidance mentioned earlier, and laying out new rules for colleges handling allegations of sexual assault on campuses under Title IX.

Read the full article here.

Autism – A Family’s Journey and the Lights Along the Way

Autism – A Family’s Journey and the Lights Along the Way

Autism.

There was a time when I couldn’t even say the word out loud. It was too painful, too devastating to utter. I wanted to believe that if I didn’t say the word, it didn’t exist. But it does exist; it’s real, and it’s beautiful, and it’s challenging all at the same time. And whether I say the word or not, my son Chris has autism.

I’ve been on this autism journey for 30 years now, more than half my life. Back in 1990, when Chris was first diagnosed, there was no autism awareness month, because there wasn’t autism awareness. Family, friends, and neighbors looked at me quizzically when I shared his diagnosis. What does that mean? How did he get it? How do you cure it? But I did not have the answers. Even the multitude of doctors we saw could not provide the answers. Since that time, there has been an exponential increase in the number of children diagnosed, and almost everyone has been touched by autism in some way. So today, when a family shares the diagnosis, others are usually aware of what it means.

As I reflect on the past 30 years I recall so many memories. I remember, as if it was yesterday, sitting in the doctor’s office; the diagnosis confirmed my fears following months of research into what might be causing the unusual behaviors of our little boy.

I remember…calling anyone and everyone I thought might help my family; the feelings of isolation at the playground, Sunday school, birthday parties, and all the other places where we just never seemed to fit in; the stress before every outing, wondering if there would be a meltdown or some other embarrassing event; wondering if my marriage would survive the stress; and the feelings of inadequacy for not parenting my children the way I thought I should have.

I remember the fear, guilt, and sheer terror of not knowing where my child was that day when he wandered off. But I also remember the intense relief and gratitude I felt when he was found.

I remember the vast uncertainty I felt when Chris was diagnosed, wondering what his life would be like as he grew to adulthood. And now that we have reached that point, I want to share some of the bright lights we encountered along the way, especially for those of you who may be new to the journey.

When he was four, I remember watching Chris climb aboard the school bus to begin the 45-minute ride to his “special” school. My gut told me that he needed to be with his community friends, and I spent years trying to persuade my school district to serve him in our local school. I learned about Chris’ right to be included with his neighborhood peers when I attended a workshop hosted by the New Jersey Statewide Parent Advocacy Network (SPAN), our state’s federally funded Parent Training and Information Center. SPAN became one of the bright lights on our path. The information our family received from SPAN allowed us to develop an IEP (individualized education program) that brought Chris back to our home district for high school. I remember watching anxiously as he disappeared into the building on his first day of high school, also his first day of school in a general education setting. Despite my concerns, I remember how kind and supportive Chris’ peers were to him; serving as beacons lighting our journey. I remember Chris learning math, reading, and how to play an instrument—things I was told he wouldn’t be able to do—and working with teachers who never gave up on him. And I will never forget, four years later, watching him climb into a limo with friends to attend the senior prom. My heart was so full of happiness and pride I thought it would burst.

This journey has taught me a great deal; autism has been my teacher for some of life’s most important lessons:

Gratitude

Autism helps you to be grateful for the small things, the things you might have overlooked had they not been such a struggle to achieve: hugs, first words, friends, independence, general happiness and physical health. I’ve learned to take nothing for granted.

Community

I continue to be in awe of, and inspired by, all the people we’ve met on this journey, most of whom have gone out of their way to help us any way they could: doctors, teachers, therapists, neighbors, friends, strangers, other families on the same path, and my colleagues at SPAN. Today, Chris has a circle of support that makes it possible for him to live a full, rich life. My husband and I appreciate the love and support of family; siblings have been caretakers and cheerleaders, and extended family members step up and help, no questions asked. Autism has taught me that I can’t do it all alone, no matter how hard I try. We need the support of others and must learn to accept it graciously.

Courage

Fear is an everyday struggle on this journey. I fear what will happen today and in the near future, and dread what might happen to my child when I’m not able to care for him. I feel trepidation in trying something new, and doubt with every life decision. But sometimes I must take a leap of faith. In this, I have always been rewarded, either with success or increased knowledge, both very valuable. I have learned to trust in myself and follow my gut.

Forgiveness

Of yourself and others. Don’t hold onto past mistakes and don’t carry the burden of anger and resentment toward others. Learn to let go, learn from your experiences, and move on.

Humor

Laugh at yourself and your circumstances. Laughing releases endorphins and helps you feel good. We can learn a lot by seeing the world through a different lens and by not taking things—or ourselves—too seriously.

In closing, what I want to share with you more than anything is how immensely proud I am of Chris and all he has accomplished. He is a 30-year-old man living with autism, working and volunteering in the community, and often struggling to find his voice and get by in a world that can be overwhelming for him. Yet he manages to do it with dignity and grace, with unwavering support from the circle of love and light that surrounds him—his parents, siblings, and extended family; his peers, support staff, and therapists; our neighbors and friends. I shall always be thankful for Chris and the guiding lights that autism brought into our lives.

Carolyn Hayer is the Director of Parent and Professional Development at the Statewide Parent Advocacy Network (SPAN) in New Jersey, an OSERS-funded Parent Training and Information Center. 

Cross-posted at the OSERS blog.

Betsy DeVos Loves School Choice. But You Don’t See Much of It in ESSA Plans

Betsy DeVos Loves School Choice. But You Don’t See Much of It in ESSA Plans

Education Week logoU.S. Secretary of Education Betsy DeVos is a big cheerleader for school choice. And way before she came into office, states around the country were adopting tax-credit scholarships, education savings accounts, and more.

So has all that translated into a big bonanza for school choice in states’ Every Student Succeeds Act plans? Not really.

To be sure, ESSA isn’t a school choice law. School choice fans in Congress weren’t able to persuade their colleagues to include Title I portability in the law, which would have allowed federal funding to follow students to the public school of their choice.

However, the law does has some limited avenues for states to champion various types of school choice options. But only a handful of states are taking advantage of those opportunities, according to reviews of the plans by Education Week and the National Alliance for Public Charter Schools.

School Improvement: At least 12 states say they want schools that are perennially low-performing to consider reopening as charter schools to boost student achievement. Those states are Arizona, Florida, Georgia, Indiana, Louisiana, Minnesota, New Mexico, Nevada, Rhode Island, Tennessee, Texas, and Utah.

Read the full article here: May require an Education Week subscription.

CALIFORNIA: SBE Agenda for May 2018

CALIFORNIA: SBE Agenda for May 2018

Agenda for the California State Board of Education (SBE) meeting on May 9, 2018.

State Board Members

  • Michael W. Kirst, President
  • Ilene W. Straus, Vice President
  • Sue Burr
  • Bruce Holaday
  • Feliza I. Ortiz-Licon
  • Patricia A. Rucker
  • Niki Sandoval
  • Ting L. Sun
  • Karen Valdes
  • Trish Williams
  • Jaden Gray, Student Member

Secretary & Executive Officer

  • Hon. Tom Torlakson

Executive Director

  • Karen Stapf Walters
Schedule of Meeting Location
Wednesday, May 9, 2018
8:30 a.m. Pacific Time ±STATE BOARD OF EDUCATION
The Closed Session will take place at approximately 8:30 a.m.. (The Public may not attend.)
California Department of Education
1430 N Street, Room 1101
Sacramento, California 95814
916-319-0827

Please see the detailed agenda for more information about the items to be considered and acted upon. The public is welcome.

The Closed Session (1) may commence earlier than 8:30 a.m.; (2) may begin at 8:30 a.m., be recessed, and then be reconvened later in the day; or (3) may commence later than 8:30 a.m.

CLOSED SESSION AGENDA

Conference with Legal Counsel – Existing Litigation: Under Government Code sections 11126(e)(1) and (e)(2)(A), the State Board of Education hereby provides public notice that some or all of the pending litigation follows will be considered and acted upon in closed session:

  • California Parents for the Equalization of Educational Materials, et. al v. Tom Torlakson in his official capacity and members of the State Board of Education, in their official capacity, et. al, United States District Court (No. Dist. CA), Case No. 4:17-cv-00635
  • California School Boards Association, San Jose Unified School District v. California State Board of Education, State Department of Education, Promise Academy, Real Party in Interest, Sacramento County Superior Court, Case No. 34-2018-80002834
  • Cruz et al. v. State of California, State Board of Education, State Department of Education, Tom Torlakson et al., Alameda County Superior Court, Case No. RG14727139
  • Devon Torrey-Love v. State of California, Department of Education, State Board of Education, Tom Torlakson, Department of Public Health, Dr. Karen Smith, Director of the Department of Public Health, Placer County Superior Court, Case No. CV-0039311
  • D.J. et al. v. State of California, California Department of Education, Tom Torlakson, the State Board of Education, Los Angeles Superior Court, Case No. BS142775,CA Ct. of Appeal, 2nd Dist., Case No. B260075 and related complaint from the U.S. Department of Justice
  • Ella T et al. v. State of California, State Board of Education, State Department of Education, Tom Torlakson et al., Los Angeles County Superior Court, Case No. BC685730.
  • Emma C.et al. v. Delaine Eastin, et al., United States District Court (No.Dist.CA), Case No. C-96-4179
  • Options for Youth, Burbank, Inc., San Gabriel, Inc. Upland, Inc. and Victor Valley, Notice of Appeal Before the Education Audit Appeals Panel, EAAP Case Nos. 06-18, 06-19- 07-07, 07-08 OAH Nos. L2006100966, L2006110025, L20070706022, L2007060728, Los Angeles County Superior Court, Case No. BC 347454
  • Reed v. State of California, Los Angeles Unified School District, State Superintendent of Public Instruction, Jack O’Connell, California Department of Education, and State Board of Education, et al., Los Angeles County Superior Court, Case No. BC432420, CA Ct. of Appeal, 2nd Dist., Case No. B230817, CA Supreme Ct., Case No. 5191256

ALL TIMES ARE APPROXIMATE AND ARE PROVIDED FOR CONVENIENCE ONLY

ALL ITEMS MAY BE HEARD IN A DIFFERENT ORDER THAN HOW THEY ARE LISTED ON THE AGENDA ON ANY DAY OF THE NOTICED MEETING

THE ORDER OF BUSINESS MAY BE CHANGED WITHOUT NOTICE

Time is set aside for individuals desiring to speak on any topic not otherwise on the agenda. Please see the detailed agenda for the Public Session. In all cases, the presiding officer reserves the right to impose time limits on presentations as may be necessary to ensure that the agenda is completed.

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 or any other individual who requires reasonable accommodation to attend or participate in a meeting or function of the California State Board of Education (SBE), may request assistance by contacting the SBE office at 1430 N Street, Room 5111, Sacramento, CA 95814; by telephone at 916-319-0827; or by facsimile at 916-319-0175.

CALIFORNIA STATE BOARD OF EDUCATION

FULL BOARD AGENDA

Public Session

Wednesday, May 9, 2018 – 8:30 a.m. Pacific Time ±

California Department of Education
1430 N Street, Room 1101
Sacramento, California 95814

  • Call to Order
  • Salute to the Flag
  • Communications
  • Announcements
  • Report of the State Superintendent of Public Instruction
  • Special Presentations
    Public notice is hereby given that special presentations for informational purposes may take place during this session.
  • Agenda Items
  • Adjournment

AGENDA ITEMS

PLEASE NOTE: Individual speakers will be limited to one minute each for public comment for all items on Wednesday. For item 2 only, a group of five speakers may sign up together and designate one speaker who will be allocated a total of three minutes for the group.

Item 01 (DOCX)

Subject: Update on the Development of California’s System of Support for Local Educational Agencies and Schools.

Type of Action: Action, Information


Item 02 (DOCX)

Subject: Developing an Integrated Local, State, and Federal Accountability and Continuous Improvement System: Approval of a Student Growth Model and the One-Year Graduation Rate for Schools with Dashboard Alternative School Status, and Update on the California School Dashboard.

Type of Action: Action, Information


Item 03 (DOCX)

Subject: California Assessment of Student Performance and Progress: Update on Program Activities Related to the California Assessment of Student Performance and Progress System.

Type of Action: Information


Item 04 (DOCX)

Subject: English Language Proficiency Assessments for California: Approval of the Operational Initial Assessment Preliminary Threshold Scores and Composite Weights for the English Language Proficiency Assessments for California.

Type of Action: Action, Information


WAIVERS / ACTION AND CONSENT ITEMS

The following agenda items include waivers that are proposed for consent and those waivers scheduled for separate action because CDE staff has identified possible opposition, recommended denial, or determined that they may present new or unusual issues that should be considered by the State Board. Waivers proposed for consent are so indicated on each waiver’s agenda item; however, any board member may remove a waiver from proposed consent and the item may be heard individually. Action different from that recommended by CDE staff may be taken.

Charter School Program (Geographic Limitations – Non-classroom Based)

Item W-01 (DOCX)

Subject: Request by four local educational agencies to waive portions of California Code of Regulations, Title 5, Section 11963.6(c), relating to the submission and action on determination of funding requests regarding nonclassroom-based instruction.

Waiver Numbers:

  • Acton-Agua Dulce Unified School District 22-2-2018
  • Acton-Agua Dulce Unified School District 23-2-2018
  • Enterprise Elementary School District 14-2-2018
  • Evergreen Union School District 12-1-2018
  • New Jerusalem Elementary School District 13-1-2018
  • New Jerusalem Elementary School District 14-1-2018

(Recommended for APPROVAL)


CHARTER SCHOOL PROGRAM (Other Waiver)

Item W-02 (DOCX)

Subject: Request by San Diego Unified School District to waive portions of California Education Code Section 47652, relating to the grade level expansion requirement for continuing charter schools and the capping of average daily attendance in the special advance apportionment.

Waiver Number: 6-2-2018

(Recommended for DENIAL)


COMMUNITY DAY SCHOOLS (CDS) (Minimum School Day)

Item W-03 (DOCX)

Subject: Request by Manteca Unified School District to waive portions of California Education Code Section 48663(a), relating to community day school minimum instructional minutes.

Waiver Number: 27-1-2018

(Recommended for APPROVAL WITH CONDITIONS)


INSTRUCTIONAL TIME REQUIREMENT AUDIT PENALTY (Charter – Minimum Instructional Time)

Item W-04 (DOCX)

Subject: Request by Encore High School for the Arts – Riverside under the authority of the California Education CodeSection 47612.6(a), to waive Education Code Section 47612.5(c), the audit penalty for offering less instructional time in the 2015–16 school year for students in grades nine and ten (shortfall of 5,400 minutes) at the charter school.

Waiver Number: 20-1-2018

(Recommended for APPROVAL WITH CONDITIONS)


SCHOOL CONSTRUCTION BONDS (Bond Indebtedness Limit)

Item W-05 (DOCX)

Subject: Request by the Albany City Unified School District to waive a portion of California Education Code sections 15106 and 15270(a) to allow the District to exceed its bonded indebtedness limit. Total bonded indebtedness may not exceed 2.5 percent of the taxable assessed valuation of property for unified school districts. Depending on the type of bond, a tax rate levy limit to $60 per $100,000 of assessed value for unified school districts may also apply.

Waiver Number: 13-2-2018

(Recommended for APPROVAL WITH CONDITIONS)


SCHOOL DISTRICT REORGANIZATION (60 day Requirement to Fill Board Vacancy)

Item W-06 (DOCX)

Subject: Request by Happy Camp Union Elementary School District to waive portions of California Education CodeSection 5091, which will allow the board of trustees to make a provisional appointment to a vacant board position past the 60-day statutory deadline.

Waiver Number: 12-3-2018

(Recommended for APPROVAL)


SCHOOL DISTRICT REORGANIZATION (Elimination of Election Requirement)

Item W-07 (DOCX)

Subject: Request by thirteen local educational agencies to waive California Education Code Section 5020, and portions of sections 5019, 5021, and 5030, that require a districtwide election to establish a by-trustee-area method of election.

Waiver Numbers:

  • Apple Valley Unified School District 21-2-2018
  • Barstow Unified School District 17-1-2018
  • Central Elementary School District 5-2-2018
  • Chaffey Joint Union High School District 12-2-2018
  • Hesperia Unified School District 2-3-2018
  • Inglewood Unified School District 26-2-2018
  • Irvine Unified School District 18-3-2018
  • Lowell Joint School District 15-2-2018
  • Morongo Unified School District 9-3-2018
  • Santa Rosa City Schools 38-3-2018
  • Ventura Unified School District 22-1-2018
  • Victor Elementary School District 21-1-2018
  • Victor Valley Union High School District 42-3-2018

(Recommended for APPROVAL)


SCHOOLSITE COUNCIL STATUTE (Number and Composition of Members)

Item W-08 (DOCX)

Subject: Request by five local educational agencies under the authority of California Education Code Section 52863 for waivers of Education Code Section 52852, relating to schoolsite councils regarding changes in shared, composition, or shared and composition members.

Waiver Numbers:

  • Barstow Unified School District 25-1-2018
  • Barstow Unified School District 26-1-2018
  • Maple Creek Elementary School District 8-1-2018
  • Salinas Union High School District 3-2-2018
  • San Joaquin County Office of Education 18-2-2018
  • Tahoe-Truckee Unified School District 18-1-2018
  • Tahoe-Truckee Unified School District 19-1-2018

(Recommended for APPROVAL WITH CONDITIONS)


SPECIAL EDUCATION PROGRAM (Educational Interpreter for Deaf and Hard of Hearing)

Item W-09 (DOCX)

Subject: Requests by two County Offices of Education to waive California Code of Regulations, Title 5, Section 3051.16(b)(3), the requirement that educational interpreters for deaf and hard of hearing pupils meet minimum qualifications as of July 1, 2009, to allow Amie Denner and Heather Pedraza to continue to provide services to students until June 30, 2019, under a remediation plan to complete those minimum requirements.

Waiver Numbers:

  • San Joaquin County Office of Education 10-2-2018
  • Siskiyou County Office of Education 27-2-2018

(Recommended for APPROVAL WITH CONDITIONS)


SPECIAL EDUCATION PROGRAM (Extended School Year)

Item W-10 (DOCX)

Subject: Request by six local educational agencies to waive California Code of Regulations, Title 5, Section 3043(d), which requires a minimum of 20 school days for an extended school year (summer school) for students with disabilities.

Waiver Numbers:

  • Hanford Elementary School 23-1-2018
  • Hesperia Unified School District 7-2-2018
  • Monterey County Office of Education 24-1-2018
  • Oceanside Unified School District 1-2-2018
  • Oroville City Elementary School District 16-1-2018
  • Paradise Unified School District 3-1-2018

(Recommended for APPROVAL WITH CONDITIONS)


SPECIAL EDUCATION PROGRAM (Resource Teacher Caseload)

Item W-11 (DOCX)

Subject: Request by two local educational agencies, under the authority of California Education Code Section 56101 and California Code of Regulations, Title 5, Section 3100, to waive Education Code Section 56362(c). Approval of this waiver will allow the resource specialists to exceed the maximum caseload of 28 students by no more than four students (32 maximum).

Waiver Numbers:

  • King City Union School District 5-1-2018
  • Newman-Crows Landing Unified School District 19-2-2018
  • Newman-Crows Landing Unified School District 20-2-2018

(Recommended for APPROVAL WITH CONDITIONS)


STATE MEAL MANDATE (Summer School Session)

Item W-12 (DOCX)

Subject: Request by three school districts under the authority of California Education Code Section 49548 to waive Education Code Section 49550, the State Meal Mandate during the summer school session.

Waiver Numbers:

  • Eastern Sierra Unified School District 5-3-2018
  • Mark West Union Elementary School District 25-2-2018
  • Wiseburn Unified School District 28-1-2018

(Recommended for APPROVAL)


State Testing Apportionment Report (CAASPP and CELDT)

Item W-13 (DOCX)

Subject: Request by two local educational agencies to waive the State Testing Apportionment Information Report deadline as stipulated in the California Code of Regulations, Title 5 (5 CCR), Section 11517.5(b)(1)(A), regarding the California English Language Development Test, or Title 5, Section 862(b)(2)(A), regarding the California Assessment of Student Performance and Progress System.

Waiver Numbers:

  • Cottonwood Union Elementary School District 1-3-2018
  • Keppel Union Elementary School District 24-2-2018

(Recommended for APPROVAL)

END OF WAIVERS


Item 05 (DOCX)

Subject: Approval of 2017–18 Consolidated Applications.

Type of Action: Action, Information


Item 06 (DOCX)

Subject: 2018 Science Instructional Materials Adoption: Approval of Additional Facilitators.

Type of Action: Action, Information


Item 07 (DOCX)

Subject: Consideration of Requests for Determination of Funding as Required for Nonclassroom-based Charter Schools Pursuant to California Education Code sections 47612.5 and 47634.2, and Associated California Code of Regulations, Title 5.

Type of Action: Action, Information


Item 08 (DOCX)

Subject: Consideration of Requests for Determination of Funding with “Reasonable Basis”/Mitigating Circumstances as Required for a Nonclassroom-based Charter School Pursuant to California Education Code sections 47612.5 and 47634.2, and Associated California Code of Regulations, Title 5.

Type of Action: Action, Information


Item 09 (DOCX)

Subject: Approval of the Charter School Numbers Assigned to Newly Established Charter Schools.

Type of Action: Action, Information


Item 10 (DOCX)

Subject: STATE BOARD PROJECTS AND PRIORITIES.

Including, but not limited to, future meeting plans; agenda items; and officer nominations and/or elections; State Board appointments and direction to staff; declaratory and commendatory resolutions; Bylaw review and revision; Board policy; approval of minutes; Board liaison reports; training of Board members; and other matters of interest.

Type of Action: Action, Information


PUBLIC HEARINGS

The following Public Hearings will commence no earlier than 8:30 a.m. on Wednesday, May 9, 2018. The Public Hearings listed below will be held as close to 8:30 a.m. as the business of the State Board permits.

Item 11 (DOCX)

Subject: Petition for the Establishment of a Charter School Under the Oversight of the State Board of Education: Consideration of International Studies Language Academy, which was denied by the Los Angeles Unified School District and the Los Angeles County Board of Education.

Type of Action: Action, Information, Public Hearing


Item 12 (DOCX)

Subject: Renewal Petition for the Establishment of a Charter School Under the Oversight of the State Board of Education: Consideration of Spark Charter School, which was denied by the Santa Clara County Office of Education.

Type of Action: Action, Information, Public Hearing

END OF PUBLIC HEARINGS


Item 13 (DOCX)

Subject: GENERAL PUBLIC COMMENT.

Public Comment is invited on any matter not included on the printed agenda. Depending on the number of individuals wishing to address the State Board, the presiding officer may establish specific time limits on presentations.

Type of Action: Information

ADJOURNMENT OF MEETING


This agenda is posted on the State Board of Education’s Web site. For more information concerning this agenda, please contact the State Board of Education at 1430 N Street, Room 5111, Sacramento, CA, 95814; telephone 916-319-0827; and facsimile 916-319-0175. Members of the public wishing to send written comments about an agenda item to the board are encouraged to send an electronic copy to SBE@cde.ca.gov, with the item number clearly marked in the subject line. In order to ensure that comments are received by board members in advance of the meeting, please submit these and any related materials to our office by 12:00 Noon on May 4, 2018, the Friday prior to the meeting. If you do not meet the deadline, please provide 25 copies to distribute at the meeting.

Questions: State Board of Education | sbe@cde.ca.gov | 916-319-0827
Last Reviewed: Friday, April 27, 2018

COMMENTARY: ‘I have all the weapons I need’ – taking action to heal your autistic child

Minnesota Spokesman Recorder logo

by 

In honor of National Autism Awareness Month, Sheletta shares her experience as the mother of three children on the autism spectrum.

My son Brandon, after he was diagnosed as autistic, had an appointment with a speech pathologist named Becky at a local children’s hospital. They say it was random and that the computer picked her, but I know now it was divine intervention.

I insisted that my momma tag along for the evaluation since she didn’t believe there was anything wrong with my child and I was just making it all up to get attention for myself. “You won’t trust your daughter,” I chided her, “so I’m gon’ take you with me and let these White folks with some letters behind their names tell you that Brandon has autism. Maybe you’ll listen to them.”

She rolled her eyes and pursed her lips. I ain’t care. She was gon’ go with me to every appointment and every evaluation until she was on board with Brandon’s recovery plan.

When Becky came out to the lobby of the speech center to receive us, she had the biggest smile and the warmest spirit. I knew at that moment that she would be a blessing to my family.

While she evaluated Brandon, she insisted my mother and I stay in the room with her. Unlike other evaluators before her, she wanted to include us in what she was doing.

My ol’ nay-saying momma sat there with her arms folded and her legs crossed looking like the angry Black church usher that she is. Becky didn’t let Momma’s stank attitude intimidate her. She kept on testing. Asking questions. Running trials.

When Becky was done with everything, I could see my momma’s disposition had changed. Suddenly Momma saw what I saw – that my baby, her favorite grandson, had autism and would need intense help to get better.

Becky, being led by the Spirit, addressed my momma right away: “Mrs. Handy,” she assured her, “with the right therapy your grandson can be a normal kid, but it’s going to take a lot of work. But the hardest part is done. You’re no longer in denial.”

My momma couldn’t even breathe she was crying so hard…

Becky told her plainly, “You should be proud of your daughter for bringing little Brandon in as soon as she noticed something was wrong. That doesn’t typically happen with Black parents. Now, my White parents, I’ve had them bring their kids to be evaluated as young as six months old. That means they get treatment and services for their special needs child right away. Then, by the time the little kiddo heads to pre-school, they’ve had three years of therapy, and by then they’ve caught up to their friends.”

“But why don’t Black parents come in sooner?” my momma had the audacity to ask.

“Cause they’re in denial, just like you,” I fussed. “Instead of seeing that something is wrong with our kids and trying to fix it right away, we turn a blind eye.”

“And by the time my Black families start looking for help,” Becky added, “the child is five or six years old and they haven’t had any therapy, they can’t talk, and they’re acting out.”

I put another two-cents in: “Because they can’t talk, they’re in school frustrated and fighting. Now we run to a therapist looking for a miracle when we done missed out on three or four years of good therapy.”

“And early intervention is the key,” Becky reminded us. “The sooner your child gets help, the better the outcome.”

“So what’s next?” I asked Becky. “How do I get my baby to a point where autism is in his past and college and a career are in his future?”

I had been so frustrated prior to meeting Becky. Nobody helped me. Nobody told me what I needed to do. Not one doctor, therapist or specialist threw me a life-line.

Becky was different. She walked over to her desk, got a pencil, some paper and a clipboard that she handed to me and directed, “Write down what I’m about to tell you. This is what you need to do for Brandon.”

With that she laid out the road map for my son’s successful transition from special education to accelerated learner:

  • Get him into a quality private pre-school a few days per week. Keep him out of special education classes in the public school if you can. Make sure the pre-school teachers are educated and have degrees.
  • When he does go to elementary school, make sure you have a plan to mainstream him into a regular classroom as quickly as he’s ready for it.
  • Have him see a good private speech therapist. The public schools will provide some special services like speech and occupational therapy, but if you want the best care, you’re going to have to pay for it.
  • Find an occupational and physical therapist Brandon can visit once weekly so he can work on his fine and gross motor skills.
  • Get under the care of a developmental pediatrician and a developmental psychologist for yearly evaluations and medications that may be helpful to curb some of the typical autistic behaviors.
  • And finally, and most importantly, get him signed up for applied behavioral analysis (ABA) therapy either at a center or in the home. This method of therapy has been proven the most effective at helping children with autism.

I could have kissed that White lady on the mouth. She had just laid out a solid foundation to help heal my child. But after looking over my notes, I asked, “How, Ms. Becky, can I afford this? Private school. Three or four different kinds of therapy. Medication from specialists who may or may not take my insurance—”

She cut me off: “There are scholarships and grants available that will give you the money to pay for everything you need for your child. All you have to do is go online to find them, then apply.”

I left her office with a mission, determined to find help for my baby.

The speech therapist she recommended cost a whopping $800 a month (they so good, honey, they don’t even take insurance; it’s a straight cash payment like the weed man). It didn’t come out of my pocket, though, because I applied for a United Health Care Foundation Grant that gave me $5,000 to cover the cost.

The tab for that applied behavior therapy for Brandon was $900 per month, and that was after our medical coverage kicked in. It didn’t matter because I found the C.A.D.E. scholarship [Children with Autism Deserve Education, a Minnesota nonprofit] and it paid for an entire year.

I continued to find more and more resources. Before it was all over, I raised nearly $50,000 to pay for all the good therapy Brandon needed. I got so good at finding money to pay for stuff, I started holding free workshops for parents who have special needs kids to teach them how to find grant money and scholarships for their children.

And guess what? All the White churches let me in, and they were always full of folks who were looking for financial assistance. Our Black churches would not let me in. Well, that’s not fair to say all of them rejected me; I’m still waiting on the deacon board from a few of them to get back with me.

And remember, I’m doing this for free!

Now, after three years of quality therapy like them White folks be getting, my child is in a regular kindergarten classroom. He’s reading, doing math, giving me eye contact, talking and talking back.

Yes, honey, he is a typical five-year-old boy. Today, right now, you can’t tell he had been diagnosed with autism.

God is good. I’m glad He chose me to be this bright little boy’s mommy. Brandon has hope and a bright future, and I’m thankful to Ms. Becky for giving me the roadmap to get there.

I was home free with Brandon’s recovery – or so I thought. I must have done too good a job, because the Lord decided to choose me two more times. My daughter Cameron and my son Daniel have also been diagnosed with autism spectrum disorders.

I’m rolling up my sleeves and getting ready to do battle. This time I have all the weapons I need. My family motto: We want our kids healed, not helped!

Sheletta has provided a list of centers in the Twin Cities that provide excellent care to children who have been diagnosed with autism spectrum disorders. In addition, she’s provided links to all the scholarships and grants that are available to pay for therapy and medication. See below for details.

Facilities
1. Partners in Excellence
2. Fraser Center
3. Family Achievement Center
4. Lovaas Institute
5. Minnesota Autism Center
6. Behavior Therapy Solutions
Scholarships/Grants available to pay for therapy
1. Children with Autism Deserve Education
2. United Healthcare Children’s Foundation
3. Small Steps In Speech
4. RiteCare of Minneapolis-St. Paul
5. Autism Recovery Foundation
6. First Hand Foundation
7. ACT Today
8. MyGOAL Enrichment Grant
9. Blooming with Autism
10. Helping Hand Foundation

Sheletta Brundidge is contributing writer at the Minnesota Spokesman-Recorder. She can be reached at shelettab@gmail.com.

Final Week for HBCU Students to Apply for NNPA DTU Journalism Fellowship

Final Week for HBCU Students to Apply for NNPA DTU Journalism Fellowship

The deadline for HBCU students to submit an application for the 2018 Discover The Unexpected Journalism Fellowship, or DTU, is April 30.

The DTU Journalism Fellowship includes:

  • 8-week multi-city journalism fellowship working with National Newspaper Publishers Association (NNPA) newspapers in Atlanta, New York City, Washington D.C. and Norfolk.
  • $10,000 scholarship and a $5,000 stipend for living expenses provided by Chevrolet
    access to an all-new 2018 Chevrolet Equinox for a road trip of a lifetime!

This is the first year DTU is open to all HBCUs. DTU was launched at Howard University in 2016. Last year, the program expanded to include Clark Atlanta University,  Morehouse  College  and Spellman College.

The DTU Fellowship is looking for HBCU studentswho are multi-media savvy and have a passion for storytelling.

DTU Fellows will be assigned to write stories that spotlight positive and powerful people and events. The Fellows will be responsible for all aspects of storytelling: writing, videography, photography, research, on-camera reporting and social media posting.

The Fellows will be placed in two 3-person teams. Over the course of the internship, each team’s road trip will take them to two different cities where they will spend four-week intervals working alongside experienced staff at NNPA member newspapers.

The participating NNPA newspapers are: The Washington Informer, The Atlanta Voice, The New Journal & Guide in Norfolk, and The New York Amsterdam News.

Any student who is at least 18 years of age, attending an HBCU in their sophomore, junior or senior year and majoring in journalism or mass communication is encouraged to apply.

Students are required to submit:

  • Resume with GPA
  • Video submission
  • Technology/social media profile
  • Writing sample

The completed applications and video submissions will be screened and evaluated to select six DTU Fellows based on application scores.

Students can apply for DTU 2018 through April 30th on the program’s website, www.nnpa.org/dtu

CONTACT:
Sonya Lewis
Sonya.Lewis@carolhwilliams.com
708.439.0326 (mobile)

Multi-state mentorship program asks students, ‘Why You?’

Multi-state mentorship program asks students, ‘Why You?’

Minnesota Spokesman Recorder logoby 

Several years ago, Dr. Renaldo Blocker was reflecting on the importance of mentors in his life. “We realized that we were fortunate to have a support system throughout our academic and professional career.” Blocker is a Mayo Clinic healthcare systems engineering assistant professor.

“We were fortunate to have these people in our lives… Many of our peers did not.” Blocker wanted to help other students benefit from such support – and more. From this emerged “Why You?”

The support system Blocker envisioned back in 2003 included mentoring, but, he explained, it was “way more than that.” In 2011, he and Dr. Antonio Daniels co-founded the “Why You?” Initiative, Inc. (YU?), a Minnesota-based nonprofit organization.

The program was about more than providing resources: It’s about “connecting with other people who can help me move forward in my life.” Blocker added, “We still have those same mentors [and the] same support system today that continually challenges us to move forward and become even better and brighter.”

Asked about the group’s title, Blocker recalled, “We were trying to come up with a good name. We said we should be asking a rhetorical question and we came up with ‘Why You?’ We are questioning the students on why me [to] help them understand that they are needed, [they] are unique, they are valued, and they have a sense of purpose for the greater community. They don’t realize that.”

Originally from Atlanta, Georgia, Blocker is a first-generation college graduate with degrees in computer science and industrial and systems engineering. “We provide a support system for students either younger than us [or] older than us,” he said. “As we become more educated, we provide a theoretical and conceptual framework in how we approach it.”

He said that of the estimated 180 students participating in the program, nearly half are males. All are from low-income backgrounds. “We have students in 17 states. We don’t have branches. Ages range from 15-year-olds to the oldest person in the organization, who is 47 years old.

“Eighty percent of our budget comes from me and the co-founder; the other [20] percent comes from our friends,” Blocker said of the group’s funding. Last year, his organization received several grants, including one from the St. Paul Foundation “that helped with our programming,” he reported.

Blocker said there are monthly webinars, which usually begin in May and run through September. He added there is also an on-line ConFab being planned for this September.

“We have students across the board,” he continued. “A lot of our students are STEM [science, technology, engineering and math] majors — about 40 percent. We have students who are in the arts and humanities, pre-law [and] medical school.

“We are more of a long-term engagement that includes not just high school and undergraduate students – we do the gamut. We try to tackle high school students and post-high school students, the ones that maybe graduate from high school but need someone in their life to show them and support them through a higher pace.

“Former U.S. President Barack Obama’s ‘My Brother’s Keeper’ initiative does fall in line in what we do,” he said.

Why You? held its first in-person ConFab last month in Minneapolis expecting about 180 people, but nearly 200 persons showed up, said Blocker. “I thought the numbers would be real low because it was our first time. We were surprisingly pleased with the turnout.

“They [the conference participants] thought it was an excellent event and said they would like to come again. People came away feeling empowered. The purpose was for all those students that we serve [to have] an opportunity to come to Minnesota and actually meet some of their mentors face-to-face for the first time.”

There is no formal requirement to participate in Why You? “We have an on-line application process that we open up in June and November,” Blocker concluded. “The only requirement is that we want students to want to be helped. If those students don’t want to be helped, we can’t reach out to help them.”

For further information, email admin@whyyou.org or go to www.confab.whyyou.org.

City School Students Display Artistic Talent

City School Students Display Artistic Talent

By Chanda Temple, Public Information Officer/Birmingham

Click to view slideshow.

Earlier this year, Mayor Randall L. Woodfin invited Birmingham City Schools’ students, children of city employees and students attending other schools in Birmingham to reflect on what inspires them about the Magic City. Students could draw anything from their favorite park or school to their community and even the mayor for the “My Birmingham. My Mayor. And Me’’ art contest.

There were more than 200 entries from grades kindergarten to 12th. Judges were impressed by the submissions, which included colorful charcoal pieces, collages, paintings, colored pencil works and even a sculpture of the mayor. On Tuesday, April 17, Woodfin recognized the first-place winners during the Birmingham City Council meeting. Woodfin congratulated each student and thanked them for showcasing what they loved about the city.

“All of these submissions show the tremendous talent of students in Birmingham. I thank each student for dedicating their time for the contest, each teacher for guiding them through the process, and every parent for supporting their child in this endeavor,’’ the mayor said.

This month’s visit to City Hall was a first for Zaiderick Hayes, a fifth grader at Avondale Elementary School. He said he got the idea to create a collage for his winning piece after doing research on the internet. Zaiderick included some of his favorite places in Birmingham and a hand-drawn image of the mayor.

“It wasn’t hard. It took two days to draw the mayor,’’ said Zaiderick, whose art work has won other awards. At Avondale Elementary, an award-winning piece he did for a different contest will be featured on the school T-shirt next year.

Said Principal Courtney Nelson: “I’m proud of Zaiderick and all of his accomplishments. He is an art legend at Avondale.’’

Art work by students receiving first, second and third place will be on display on the third floor of City Hall through April. Art work by all other students will be on display at various libraries that part of the Birmingham Public Library system. To see a list of libraries hosting the art work, please visit www.birminghamal.gov.

This contest was made possible by The Mayor’s Office; Division of Youth Services; Birmingham Museum of Art; Arlington House; Birmingham Public Library; Birmingham City Schools; Birmingham City Schools Dr. Lisa Herring and McDonald’s.

First Place Winners

K-2nd Grade

Kwabend Bangolame (Ephesus Academy/Kindergarten)

3rd – 5th Grade

Zaiderick Hayes (Avondale Elementary)

6th – 8th Grade

Jerome Ranes (Ossie Ware Mitchell Middle)

9th – 12th Grade

Cardarius Timmons (Huffman High)

Honorable Mention:

Alexis Armer  (P.D. Jackson-Olin High)