The Centers for Disease Control and Prevention estimates 1 in 59 children in the United States have autism. Autism is not a predictable or uniform disability – it presents differently in every child – so there’s no “one size fits all” approach to autism education. To show special education students at the High Road Academy of Wallingford that autism shouldn’t keep them from pursuing their dreams, administrators recently invited in an “openly and proudly autistic” politician and professor to speak at the school.
Sarah Selvaggi-Hernandez and her story of overcoming the challenges of living with autism caught the attention of school officials after her election to the Enfield, Connecticut Board of Education in late 2017. High Road Academy Educational Director Sue Gilleaudeau invited Hernandez, who is also an assistant professor of occupational therapy at Bay Path University in Longmeadow, Mass., to tour the school and meet with students.
During her time at High Road Academy, Hernandez toured the campus and gave a presentation to students, bringing her positive outlook and inspiring attitude to the classroom. She encouraged the students to be the most influential voice in their life and to know their rights. Hernandez also discussed her strategies for coping with stressful situations and asked students about theirs….
Standardized test scores have been the driving force in U.S. education for more than two decades. But across the country, Parents concerned about the psychic toll of high-stakes testing on their children have been “opting out” of testing programs. Meanwhile, teachers have long complained that testing reduces the time for instruction and distorts the curriculum.
Clearly, Americans expect our education system to do more for children than to turn them into successful test-takers. It’s time for a change.
Read full article click here, may require ED Week subscription
Frederick Douglass said, “It is easier to build strong children than to repair broken men.”
As a Licensed Mental Health Counselor and Certified School Counselor, children’s mental health is of particular importance to me. I have observed throughout my career many children suffering with mental health disorders that are often not recognized, or diagnosed. Some children simply lack basic social skills. Schools have a unique opportunity to provide mental health services and social and emotional learning (SEL) using the school as a place to obtain these lifelong skills.
According to The American School Counselor Association (ASCA), School Counselors are to help students focus on academic, career, social and emotional development, so they achieve success in school and are prepared to lead fulfilling lives as responsible members of society. Unfortunately, as a former School Counselor, duties may not include working with students in small groups, or providing individual counseling sessions. I served in the following capacities:
Testing Coordinator
English Speaking Other Language (ESOL) Coordinator
Response to Intervention (RTI) Coordinator
Scheduling
Academic Advisor
Coordinating Parent and Teacher Conferences and
Hall Duty
These duties and responsibilities don’t allow for opportunities to work with students who may be struggling with mental health or social and emotional issues. According to the American School Counseling Association (ASCA), during the 2014-2015 school year, the national average for student to School Counselor ratio was 482 to 1. In Florida, the ratio was 485 to 1. The (ASCA) recommends a 250 to 1 ratio. As an Elementary and Middle School Counselor, I was the only counselor assigned to that grade level with a student population of over 500 students. As a result, many students may never see their School Counselor.
Data suggests children who receive SEL perform better academically and demonstrate improved pro-social behaviors. This is not “rocket science.” I presented a proposal several years ago to then Leon County School Superintendent Bill Montford. During our meeting, I told him we expect children to pass a standardized test, but the night before they may have witnessed their mother being beaten or had to get their younger siblings fed and ready for school. You can’t expect them to pass that test. However, if you meet their emotional needs they will perform academically. He agreed, and allowed me the privilege to work with Title I schools as a mental health counselor. The work was challenging at times, but more than rewarding. I worked with students, who were referred by school administrators, teachers and parents, who had behavioral and academic issues. This was a tremendous opportunity for me because I reminded students I wasn’t going to teach them math or reading, but would teach them skills to help them navigate life, in addition to discussing their concerns for seeing me. Some of our group topics included: importance of making good choices, bully and self-esteem and why it was important to treat people the way you wanted to be treated. In one middle school case, a teacher reported, a student was being bullied for repeating outfits. I met with the student and she confided in me that both of her parents had recently lost their jobs and the family was struggling financially. I told her I would, with her permission, speak to the other students in her class about bullying her. I always give students the option of attending these meetings. She stated she wanted to meet with her classmates. During the meeting, she told her classmates about her parents losing their job and explained to them this was the reason she was repeating outfits. I asked the students, what would happen if their parents lost their jobs? One student said “I don’t live with my parents I live with my grandmother.” Another student said “I live with my aunt.” Then another student said “we wouldn’t be able to have the things we have if our parents didn’t work.”
Finally, one student said, “I’m sorry for making fun of your clothes.” Eventually, all of the girls apologized. I reminded students there are always three parties as it relates to bullying, the victim, the bully and the bystanders. I ask them who has the most power some said the bully, some said the victim. I told them the bystander has the most power simply because of their numbers. If you see someone being bullied, stand up and say that’s not right. Several weeks later, the teacher who initially alerted me to the bully issue reported a new male student had arrived and started to bully a student. She reported that the five girls who were initially bullying in class told the young man we don’t bully here and the bullying stopped. I was so proud of those students for using their empathy and the power of numbers as bystanders to stop bullying in their classroom.
This is only one of many examples where I was able to focus on the issue and address the problem using psycho-education. Not only did we end two bullying situations, which could have escalated, but students were taught a life skill, showing empathy for others and making good choices. I always reminded my students we are all leaders and you can lead people the right way or you can choose to lead the wrong way. Again, having mental health professionals in the schools to address mental health disorders, provide consultation to school administrators, teachers and staff and consultation for parents can only help our students. We still need to use School Counselors, however, for their intended purpose of developing their social and emotional skills. Schools provide access and, in many cases, a safe place for students to thrive and grow.
For many students this is an environment that may be more conducive to therapeutic interventions and psycho-education. Moreover, some children may never see a counselor unless it’s in school, due to the cost or transportation associated with seeing a therapist in private practice.
Let’s capitalize on this opportunity by using School Counselors to develop social and emotional skills and bringing in Mental Health Professionals to address disorders.
Kaylor Miles is the Executive Director of the Bethel Family Counseling Center and a Ph.D. Candidate in Educational Leadership at Florida A&M University.
The Student Support and Academic Enrichment Grants—better known as Title IV of the Every Student Succeeds Act—is one of the most flexible federal programs around. And it just got a huge increase, from $400 million in the 2017-18 school year to $1.1 billion for the 2018-19 school year. The program is closely watched by advocates and district officials alike, in part because the dollars can cover such a wide array of needs—from school safety training to drama clubs to science programs to suicide prevention.
Here’s a look at how the program works and how districts might spend that considerable increase:
What is Title IV of ESSA and why did Congress create it?
Title IV, Part A of ESSA, or the Student Support and Academic Enrichment Grants, was intended to give district leaders more flexibility when it comes to federal funding. The program was created by collapsing a bunch of smaller programs aimed at physical education, arts education, math and science instruction, counseling, Advance Placement course fees, and school safety. Congress authorized up to $1.6 billion for the program in its first year. That would have made it the third-largest program in ESSA. But lawmakers only provided $400 million for federal fiscal year 2017, which generally covers the 2017-18 school year. This spring, in the fiscal year 2018 spending bill, Title IV got a boost of $700 million, bringing it to $1.1 billion.
What can the money be used for?
The money flows to districts from state education officials through a formula. Districts have broad discretion to use the aid for a wide range of programs aimed at making students safer and healthier, more well-rounded, or to enhance the role of technology in learning. Activities aimed at improving student health and safety include things like promoting parent and community involvement, establishing or improving dropout prevention programs, and putting in place or bolstering health and nutrition programs, or programs to combat the opioid crisis. Well-rounded activities can include initiatives to bolster foreign-language courses, college counseling, dual enrollment, musical theater, and computer science. Districts can also use the money for technology, including blended learning and building technological capacity…
Read the full article here: May require an Education Week subscription.
June 5, 2018 – Georgia – both the Georgia Department of Education and local school districts – is receiving recognition from the U.S. Department of Agriculture (USDA) for its school nutrition program.
On May 17, USDA announced 2018 School Nutrition Best Practice Award winners for Georgia and the Southeast region. The Georgia Department of Education won two regional best practice awards, for “partnerships with other governmental or non-governmental organizations for food distribution” and for the Shake It Up initiative. A total of 37 Georgia school districts brought home regional or state-level best practice awards.
“We view school nutrition as more than an operational responsibility – it’s part of the education our students receive, and being well-nourished prepares students to learn and grow,” State School Superintendent Richard Woods said. “I deeply appreciate the work of our school nutrition staff at the state and district level and wish to congratulate them on this prestigious recognition.”
GaDOE School Nutrition Director Nancy Rice added: “We take great pride in our school nutrition community’s commitment to best practices and want to thank them for working so hard to have the best possible school nutrition programs in all award categories. We will be recognizing the winners at the annual Georgia School Nutrition Association (GSNA) kickoff luncheon in the fall.”
See the below for a full list of the winners
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Highlights of this month’s Board meeting include: The Utah State Board of Education will meet on Thursday, June 7 beginning at 8 a.m. The Board will hold Finance Committee, Law and Legislation Committee, and Standards and Assessment Committee meetings on Friday, June 8 beginning at 9 a.m. The Board will also meet as the Governing Board of the Utah Schools for the Deaf and the Blind on Friday, June 8 at 12:30 p.m. and meet in a study session that same day at 1:45 p.m. All meetings will be held the Board’s office, 250 E 500 South, Salt Lake City.
Consideration of a contract with Pearson for a hybrid statewide test for grades 9-10 that combines items from ACT Aspire and SAGE.
Review of the state’s grades 3-8 statewide test changes.
Consideration of next steps following the U.S. Department of Education rejection of Utah’s Every Student Succeeds Act waiver request.
Consideration of a proposal to move forward with a statewide school safety plan.
COMPTON — As a foster kid growing up in Compton, Google software engineer Anthony D. Mays felt awkward in social settings, sometimes not believing that he could be an achiever.
Today, after overcoming personal challenges, Mays is encouraging young people that they can be all that they believe they can be.
Mays represented Google at the Compton Unified School District second annual STEAMFest, and found more than a handful of students seeking his advice. A crowd estimated at 8,000 people filled the Dollarhide Community Center for a few hours as they took in the latest technology from the likes of Apple, Boeing, Cemex, Carrot Group, Hacker Fund, Google, Charles Drew University, and other vendors.
Mays said he was more than happy to share what he has learned with students.
“I’m telling the kids that they have an opportunity unlike any other,” Mays said. “They can learn coding, they can learn engineering. They can learn science, medicine and math and apply their art skills. They can do all that stuff.
“They have the tools. They just have to use them and be willing to work hard. If I can spark inspiration in that regard, then I would love to,” he added.
There was a time that Mays didn’t feel he could be successful in anything. It wasn’t until his foster parents went out and bought him a computer that he figured out he could make something of himself.
Mays, who brought that computer to the STEAMFest event, learned to code off that technological instrument. He would later hone his coding skills from mentors that took him under their wings in middle and high school.
That proved to be the foundation Mays needed to jump headfirst into the technology field. That discovery certainly boosted his self-confidence.
“I didn’t feel like I was the smartest growing up,” Mays said. “I didn’t feel like I was the most capable. I struggled. I felt like I was an imposter every time when I went to college and all this other kind of things.
“I know that I may run into kids that are foster kids or going through the process of losing their family or during abuse or whatever that is. I’ve been through those things. So I want to be able to share with the students, ‘Hey, I’ve been there and done this. You can do the same thing. You can do it even better than me. You can go out and start your own business.’”
Part of the showcase at STEAMfest was featuring the art, robotics, science and the technology innovation of Compton students that highlighted photography, artwork and astute craftsmanship.
“It’s an opportunity to showcase what’s going on in Compton Unified School District and to show that parents and the students that the turnaround is real,” Superintendent Darin Brawley said. “It’s really an opportunity to say, ‘Hey, this is the new Compton. These are the things that are happening. Your kids can be exposed to robotics, coding, arts, performing arts, you name it. The sky is the limit in Compton.”
During our May Public Meeting, the SBOE adopted the following equity statement:
The DC State Board of Education defines equity in education as ensuring that every student, inclusive of race, religion, gender and gender identity, sexual orientation, socioeconomic standing, immigration status, and disability status, has the supports and resources to be successful in school. We believe these supports and resources must be child-centered, evidenced-based, and reflective of the social-emotional and academic needs of the student.
Progressing toward the goal of success for every student and reducing disparities will include monitoring student progress on standardized assessments and relevant academic and non-academic measures included in the ESSA STAR Framework and Report Cards.
By pursuing multiple measures of accountability, this system will hold all schools, school leaders, and staff to the same high expectations for progress and success for all students.
The desired outcome will be that all DC students will graduate from high school fully prepared for college and career opportunities, as engaged and active residents who are prepared to thoughtfully participate in society.
SBOE Adopts #DCGradReqs Recommendations
Task force members at the final meeting
This month, the State Board unanimously adopted the recommendations of its High School Graduation Requirements Task Force. The Board approved a resolution which sent the recommendations to OSSE for consideration. OSSE will review the recommendations expressed in the report and will continue to work with the Board on policy changes that may stem from those recommendations.
Task force members reached consensus on the following recommendations for the consideration of the Office of the State Superintendent of Education (OSSE) to put forward into regulatory policy:
Provide an opportunity for students to demonstrate they have mastered course content for world language and mathematics in lieu of taking the course.
Reduce the number of required community service hours from 100 to 50.
Create a personalized learning plan for each public school student in the District, and revisit this plan in elementary, middle, and high school to ensure the student is on track to graduate.
Members of the 2017-18 Student Advisory Committee.
At this month’s public meeting, Student Representatives Tallya Rhodes (H.D. Woodson High School) and Tatiana Robinson (Frank W. Ballou High School) along with members of the Student Advisory Committee (SAC) presented a final report to the Board for consideration. The SAC met eight times over the course of the 2017-18 school year and selected two key topics that the SAC feels can be changed or improved in the District’s public schools. The proposals submitted by the SAC focused on college readiness and equal access to educational opportunity in the District. Working in two teams, SAC members developed a peer-to-peer mentoring program for District students and built a resource website for students looking for guidance and insight into college and career opportunities.
ESSA Task Force Continues Work on Report Card Design
Earlier this month, the ESSA Task Force met for its tenth meeting since August 2017. Representatives from OSSE updated task force members on the design of the new citywide school report card. To design a report card tool that’s helpful for parents and families, we need your help! Help spread the word to your networks by hosting an in-person session. All of the materials you need to host a successful session are available online at this engagement site. The report card is an important part of DC’s responsibilities under the Every Student Succeeds Act (ESSA) and will debut in December 2018.
The Task Force will meet again on Tuesday, June 5.
SBOE Honors John Stone III & Eastern Health and Medical Sciences Academy
This month, the SBOE recognized John Stone III on his recent retirement. Our Ward 6 representative, Joe Weedon, introduced the ceremonial resolution honoring Mr. Stone’s outstanding contributions to preparing District students for careers as skilled healthcare professionals. Mr. Stone worked with students at the Eastern High School Health and Medical Sciences Academy through their Business Advisory Council for over two decades, including the past ten years as the organization’s treasurer.
Mr. Stone and members of the Eastern High School Health and Medical Sciences Academy Honored at May Public Meeting
In May, SBOE members criss-crossed the District visiting DCPS and charter schools, attending community events, and participating in important policy summits.
Karen (Ward 7 / President) lauded District teachers for their exceptional contributions at the Gold Standard of Excellence Awards.
Jack (Ward 2 / Vice President)honored parents, families, and the LGBTQ community at the PFLAG 45th Anniversary Reception.
Ruth (Ward 3)attended #FirstFridays at Rocketship Rise Academy and visited the Smithsonian Anacostia Museum.
Ashley (At-Large) and Joe (Ward 6) were up early to join District students at the Bike to School Day event.
Markus (Ward 8) joined Councilmember Trayon White and members of the community to help along safe passage routes near Ballou High School.
Ruth (Ward 3) and Joe (Ward 6) joined SBOE staff during May school visits to School Without Walls and Center City Shaw.
Laura (Ward 1) participated in the citywide PAVE Parent Policy Summit on education.
Joe (Ward 6) joined students, District employers, and partners at Eastern High School’s College and Career Day.
The State Board looks forward to continuing our engagement with the community throughout the month of June!
At-Large Representative Ashley Carter, Policy Fellows Kit Faiella and Abby Ragan, Administrative Support Specialist Dyvor Gibson, and Ward 6 Representative Joe Weedon at Bike to School Day 2018
Eutaw Primary was selected from a pool of 400 schools to serve as an Alabama Bicentennial School. The very competitive process included schools throughout Alabama submitting applications and proposed projects. Alabama Bicentennial projects must foster community and civic engagement. Eutaw Primary will receive $2,000 in the fall to assist with implementation of the project. A press conference will be held in early August to recognize the Alabama Bicentennial School designees throughout the state. Congratulations Eutaw Primary School!
RISE is a day-long, bipartisan conference assessing the American education landscape in commemoration of the 35th anniversary of the seminal report: A Nation at Risk. RISE 2018 took place on April 12, 2018 in Washington, D.C..
This luncheon plenary conversation will explore federal priorities in education, including the ways in which the Every Student Succeeds Act (ESSA) was conceptualized, developed, and put into action. The discussion will also delve into the progress and process of reauthorizing the Higher Education Act. Finally, the conversation will illuminate areas where we have made progress in achieving excellence for our students and areas of opportunity for continued collaboration.
Introduction by Mr. John Heubusch, Executive Director, Ronald Reagan Presidential Foundation and Institute
Moderated by Ms. Judy Woodruff, Anchor and Managing Editor, PBS NewsHour
Panelists include:
– Senator Lamar Alexander, US Senate, Tennessee, 5th US Secretary of Education
– Senator Patty Murray, US Senate, Washington
For more information on the ongoing works of President Reagan’s Foundation, please visit http://www.reaganfoundation.org
By Kaylor Miles, Special to the Outlook
