The U.S. Department of Education’s office for civil rights has started dismissing hundreds of disability-related complaints, following new guidelines that say such cases will be dismissed when they represent a pattern of complaints against multiple recipients.
The office enforces laws such the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, both of which prohibit public entities from discriminating against individuals based on disability. It also enforces Title IX, which prohibits discrimination based on sex, and other laws that prohibit discrimination based on age, race, color, or national origin.
Marcie Lipsitt, a special education advocate in Franklin, Mich., estimates that over the past two years, she has filed more than 2,400 complaints to the Education Department over educational entities that have websites that are inaccessible to those who are blind or visually impaired, or who cannot use a mouse to navigate a website. Lipsitt’s targets have included school systems, universities, library systems, and state departments of education.
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Title II, the $2 billion grant program for teacher development, will likely remain intact for fiscal year 2018, despite President Donald Trump’s proposal to eliminate the program entirely.
Congressional leaders unveiled a $1.3 trillion omnibus spending bill last night, and the House has already passed the package. The Senate must act by midnight on Friday to avoid a government shutdown. Trump is expected to sign the bill.
Title II money is used for teacher professional development and class-size reduction. Trump’s budget proposal eliminated the grant program, saying that the money is “spread too thinly to have a meaningful impact on student outcomes. In addition, there is limited evidence that teacher professional development … has led to increases in student achievement.” This is not a new argument—the Obama administration also questioned the effectiveness of the program and decreased its budget from nearly $3 billion to about $2.3 billion.
But the proposal to eliminate Title II sparked backlash among the education community. Title II advocates said state and district leaders are working to improve professional development, in large part due to the Every Student Student Succeeds Act, which calls for PD programs to be evidence-based….
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Education leaders face challenges every day. We examine them through the lens of opportunity and strive to be proactive in solving problems before they materialize. We lead to serve, to build capacity, and to nurture hopes, dreams, and our children’s futures. Yet, we live in a time where we wake each day to a barrage of formidable responsibilities that politics and divisive behaviors only amplify. Among those are frequent acts of school violence. Many of us agonized—and continue to do so—following the Parkland school shooting, the student walkouts, and the tenuous struggle between encouraging civic activism and protecting our students’ safety. These gnaw at the essence of my being.
Faced with these challenges, we create opportunities; we shift paradigms. Despite our best efforts to make the best decisions, we will never be right in everyone’s eyes. That is the school leader’s reality. Opinions surrounding the March 14th student walkout were varied. They represented a wide range of values and beliefs. But our school district runs on consensus, so it was important to me to make the decision about the walkout together with my district colleagues. We wanted to remain true to our priorities: school safety and the education of our students.
On March 5th, we sent home a letter to the parents and guardians of the 846 students in our district’s one high school, since these were primarily the students who would be walking out. We made it clear that if students chose to exit the building, they would face consequences as defined by our district’s code of conduct. And these would be the same consequences they would face for leaving the building on any other school day…
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“We have to harden our schools, not soften them up,” President Donald Trump said at a White House event days after the Feb. 14 school shooting in Parkland, Fla.
There is no evidence to support such an assertion. I know, because I’ve looked for it. I have spent close to a decade studying various aspects of American high school life, culminating last year in a book that questions whether high-security schools do students more harm than good. In Rhetoric, Embodiment, and the Ethos of Surveillance: Student Bodies in the American High School, I make a controversial suggestion: We need to lessen school security.
We may think that more metal detectors, more sniffing dogs, and more armed police officers will keep students safer. The U.S. House of Representatives overwhelmingly approved the STOP School Violence Act last week by a 407-10 vote to provide training and funding for violence prevention. The bill doesn’t allow funds to be used to provide firearms, but could fund threat assessments and crisis-intervention teams. A similar Senate bill is awaiting a vote.
The darker side of all these safety measures is that they conflate schools with prisons, engendering the school climate with fear, distrust, paranoia—and, yes, violence…
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When a deadly or life-threatening crime takes place at an educational institution, the public justifiably asks: Did the school do enough to maintain safety? At such times, “we can’t say anything because of student privacy” is a profoundly incorrect answer—legally, morally, and practically.
The Family Educational Rights and Privacy Act (FERPA) was enacted in 1974 to protect students against law enforcement snooping into secret files their schools might be keeping without their knowledge. Over the years, aggressive lawyering by school and college attorneys has distorted the statute to encompass much more—but not nearly as much as school administrators insist.
Journalists and concerned parents have been unable to obtain many documents from the Broward County school system that might help the public understand whether school authorities responded to the Parkland, Fla., mass shooter’s capacity for violence with adequate urgency. Instead, they have met the “FERPA wall of secrecy” in asking about the background of Nikolas Cruz.
Government records, including those maintained by public schools, are normally presumed to be open for public inspection, even when the records contain sensitive or embarrassing information. But schools have widely come to misunderstand FERPA as preventing them from providing the public even with an anonymized factual description of serious disciplinary incidents or safety problems that involve students.
As a result, parents and community members regularly hear that “something bad happened” at a school but that they can’t be told what it is or whether anyone was punished. This makes it impossible for the public to hold schools and colleges accountable for how they use their governmental authority…
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This moment is one of tumult for our nation. In the past year, multiple mass shootings have left hundreds dead. Wide exposure of workplace sexual assault has prompted challenging reflections, conversations, and reckonings. Kneeling athletes and protests in the streets have launched a national dialogue about the experiences of communities of color and the meaning of patriotism.
Unprecedented political divisiveness has contributed to a national discourse simmering with anger and suspicion. For students and educators, it can be terrifying, it can be overwhelming, it can be uneasy. It can also be incredibly powerful.
As educators, school leaders, and school partners, it’s easy to exist within the illusion that we are able to script our students’ educational journeys. We agonize over curricular development and homework completion. We mandate graduation requirements and work tirelessly to perfect course schedules. And yet, students’ lives exist within and beyond those bubbles. And their eyes are wide open to the travails of broader society. Rather than luring students back onto our prescribed paths in the wake of the Parkland, Fla., tragedy and other moments of upheaval, we must make our schools a space where they can make sense of the world…
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Sen. Patty Murray, D-Wash., declared Tuesday that she is “extremely disappointed” with how U.S. Secretary of Education Betsy DeVos is approaching her new gig as the head of a presidential commission on school safety.
Her statement came after Murray, the ranking Democrat on the Senate education committee, and Sen. Lamar Alexander, R-Tenn., the chairman of the panel, met with DeVos to discuss school safety and the commission’s charge to make policy recommendations in the wake of the mass shooting last month at Marjory Stoneman Douglas High School in Parkland, Fla., that left 17 dead.
“I was extremely disappointed at how the meeting went,” Murray said in a statement. “I was hoping that Secretary DeVos would be able to talk to me about real and meaningful steps she could move quickly on as head of President Trump’s new gun commission, but everything I heard from her in our conversation suggested that this is just the latest effort to delay and shift the conversation away from the gun safety reforms that people across the country are demanding…”
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What should teachers’ unions look like 20 years from now?
Teachers unions are under attack and, in fact, they might be entering their most perilous time in decades. At the same time, as teachers in West Virginia have shown us, good organizing can always find a way forward.
This seems like a good time to consider what our unions could and should look like twenty years from now.
Today’s contributors are Brian Guerrero, Nikki Milevsky, David Fisher, John Borsos, Jennifer Thomas, American Federation of Teachers President Randi Weingarten, and Shannan Brown. You can listen to a 10-minute conversation I had with Jennifer, Brian, Nikki and David on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.
Readers might also be interested in two resource collections I’ve developed:
Brian Guerrero is a Teacher on Special Assignment for the Lennox School District in Lennox, California, president of the local Lennox Teachers Association, and a member of the Instructional Leadership Corps, a collaboration among the California Teachers Association, the Stanford Center for Opportunity Policy in Education, and the National Board Resource Center at Stanford:
Teachers unions are, at their core, Labor Organizations. This is true today and it will be true twenty years from now. We negotiate contracts and working conditions, salaries, and benefits, on behalf of and at the direction of our members. We grieve contract violations and make sure members are fairly represented and receive due process. We safeguard that teaching remains a viable, dignified, and desirable profession and that teachers have a say in decisions that impact their classrooms and students. We are the collective voice of teachers and other educators, and students and schools are better for the environment we help create…
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School administrators across the country have a choice to make this week. Judging from pre-emptive censorship efforts in two districts, some of them are going to get it wrong.
To mark the one-month anniversary of the Feb. 14 deadly school shooting in Parkland, Fla., students nationwide plan to walk out of school for 17 minutes to demand their state and local representatives address gun violence. Students, who are among the organizers of the ENOUGH National School Walkout on March 14 and a separate day-long National School Walkout on April 20, are using social media to rally classmates. In a statement posted to Instagram and Facebook, student organizers—who hail from more than a dozen states—call their joint efforts “part of an escalating force in a longer fight.”
Yet, in at least two school districts, administrators are seeking to silence student voices with threats of discipline. In a now-deleted public Facebook post, Superintendent Curtis Rhodes of the Needville Independent School District, near Houston, warned against student participation in any type of protest during school hours. He threatened a three-day suspension for any participating student because, he wrote in the post, students “are here for an education and not a political protest…”
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The chairman of the Senate education committee wants to change the main federal education law to allow schools to hire more counselors, make infrastructure improvements, and fund violence-prevention programs.
Sen. Lamar Alexander, R-Tenn., announced Tuesday that he would introduce the School Safety and Mental Health Service Improvement Act at some point this week. Among other things, it would change Title IV, which gets $400 billion in the fiscal 2018 federal budget, in order to let schools pay for new safety technology, “physical security,” and training school personnel to help them recognize and defuse threats of violence. And his proposal would also change Title II to make it easier for the $2 billion program for educator professional development to fund school counselors. Both Title II and Title IV are part of the Every Student Succeeds Act—Title IV was created when ESSA became law in 2015.
School safety has been a prominent topic in Congress since the mass shooting at Marjory Stoneman Douglas High School in Parkland, Fla., last month that left 17 students and school staff members dead. There are already several bills in Congress designed to enhanced school safety, although it’s unclear what their prospects are on Capitol Hill…
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The U.S. Department of Education’s office for civil rights has started dismissing hundreds of disability-related complaints, following new guidelines that say such cases will be dismissed when they represent a pattern of complaints against multiple recipients.
