Docs Directory

You are viewing all docs.

Filter by: AttachmentsSearchTag

 Has attachment Title Author Created Last Edited Group Tags
Types of Public Schools: Overview

Alternative: publicly-funded schools where children (“discouraged learners”) who have behavorial, disciplinary, addiction, pregnancy, or other at-risk issues that make it difficult for them to succeed at everyday neighborhood public schools can be educated with the guidance of specially-trained teachers and staff. Here is research surveying the landscape of alternative schools by Gay G. Gnutson, Phd, Professor Emeritus of Education, Carroll College: “Alternative Schools, Models for the Future?” Examples of public alternative schools: Al Kennedy Alternative High School, Cottage Grove, OR News articles:  “Oregon’s Al Kennedy Alternative High School in Cottage Grove devotes its curriculum to sustainability,” OregonLive “RETHINKING EDUCATION: Al Kennedy High School Tries a New Approach,” University of Oregon Broadway Alternative Learning Center at Longfellow (for pregnant and parenting mothers), Minneapolis, MN News articles: “Unique school educates two generations,” Minnesota Spokesman-Recorder “Redefined high school for pregnant and parenting mothers,” Insight News Harvey Milk High School, NYC “The Controversy Over the Harvey Milk School,” NY Magazine Community: publicly-funded schools that tie together social service agencies, community groups, local businesses, and health and adult learning resources, usually in low-income or distressed neighborhoods, to ensure that children and families have the support they need to succeed. The school may offer longer hours, such as in the evening or on weekends, to ensure that families can truly utilize the school as a resource. Read the FAQ by the Institute for Educational Learning’s Coalition for Community Schools. (above) This is Secretary of Education Arne Duncan discussing community schools and how they might function as 24-7 resources to the neighborhood. Aquila Elementary School, St. Louis Park, MN (from the website): ACT Program The ACT is a comprehensive package of school-based services at Aquila and Peter Hobart Elementary Schools and in St. Louis Park that includes case management for at risk families, teacher consultation, counseling intervention, and a school wide prevention program.  It is a joint effort of the schools and Jewish Family and Children’s Services of Minneapolis (JFCS). The objectives are to improve a child’s self-esteem and ability to succeed in school, improve family functioning, and assist teachers with student social or behavioral concerns. ACT offers four services: Case management for families that need resources for housing or transportation, or support for any problem that might inhibit a child in growing and developing within the school. A social skills curriculum taught weekly in most classrooms to help children boost self-confidence and effective peer interaction. Individual and group counseling for children at school. Volunteer tutors or ‘lunch buddies’ for children who could benefit from the guidance and support of an adult role model. Students often bring their family life and any problems they have to school.  The key to ACT is to improve the connection between home and school to meet students’ needs.   Neighborhood: publicly-funded local schools in residential areas, often within walking/bicycling distance or an easy car drive, that serve all students within a geographically designated boundary. Generally students living outside the boundary must apply for a permit to attend the school if there are any open spaces after students living within the boundary are served. All children’s needs are met, whether they come with special needs due to learning/physical/cognitive disability, or if their first language is other than English. Magnet: publicly-funded schools that can be either a “school within a school” or an entire school given over to a theme, specialized approach, or pre-professional emphasis. Entry can be universal by geographic boundary, by application (test score, portfolios of student work, perofrmances showing student ability), or a mixture of geographic boundary and application for entry. Criteria for entry must be transparent and well-publicized. Magnet Schools of America is an association of public magnets that helps disseminate information about this type of school. Read its mission here. Examples of magnet schools: The “Fame” High School, Fiorella La Guardia School of Music, & Art and Performing Arts The second-largest city public school district in the nation, Los Angeles Unified’s portal for magnet school information and applications A magnet for gifted students in a school in a low-income Charlotte, NC neighborhood, where devoted middle class parents shower the school with attention and have helped turn it around. And this brings us to — Charter Schools: Are they public? No less an authority on public school education than Professor Diane Ravitch asks this question. Take a look at the part of the FAQ devoted to charter schools to see the discussion there.

K12NN Site Admin May 26, 2012 May 26, 2012 alternative schools, community schools, local neighborhood schools, magnet schools, public school main characteristics, taxpayer-funded schools, types of public schools
Greatness By Design: Supporting Outstanding Teaching to Sustain a Golden State

Greatness By Design: Supporting Outstanding Teaching to Sustain a Golden State by k12newsnetwork

K12NN Site Admin October 7, 2013 October 7, 2013 California, Teachers, Teaching credentials, Teaching profession
Presuming Incompetence: Decolonizing Epistemologies of Deficit Thinking by Rebeca Burciaga

Presuming Incompetence: Decolonizing Epistemologies of Deficit Thinking by Rebeca Burciaga Email Message from local administrator: “Hi Rebeca, […] Do you know of anyone at SJSU who is an expert on Latino issues in education maybe in the area of decolonizing epistemology?” My thoughts as I read the email: I have known this school administrator for five years and I’ve discussed my work with her on this very topic, so why was she looking for someone else? Perhaps I need to be more clear. I have “this nagging preoccupation of not being good enough.” I decided not to respond to her email immediately because I was not sure if she did not remember our conversation, or because she presumed me incompetent and wanted to speak with someone else. I am becoming more accustomed to seeing surprise when I tell people I am a faculty member – their faces convey a clear message that I am not the one they are expecting. There are assumptions people make about what professors look like – I am not a White male. A must read. Here’s a condensed bio of Dr. Burciaga: Rebeca Burciaga is an Assistant Professor in the Department of Educational Leadership and a member of the Core Faculty for the Ed.D. in Educational Leadership in the Connie L. Lurie College of Education at San José State University. Dr. Burciaga’s research centers on understanding and challenging educational practices and structures that (re)produce social inequalities for historically marginalized communities, including/specifically Latino students.  Her research in schools and communities spans over 20 years and includes mixed-methods research on pathways from preschool to the professoriate, the experiences of students who leave high school before graduation, and the ways in which geographic regions structure inequalities. She specializes the study of qualitative research methodologies including testimonio and ethnography. Her current research and teaching is focused on cultivating asset-based mindsets in teachers and administrators that work with youth of color.  Dr. Burciaga is a co-founder and co-coordinator of the Institute for Teachers of Color Committed to Racial Justice. She has an undergraduate degree from the University of California at Santa Cruz, a master’s degree from the Harvard Graduate School of Education, and a Ph.D. in Education from the University of California at Los Angeles.  Her research has been supported and recognized by the Spencer Foundation, the Ford Foundation, the National Institute of Health, and the American Association of University Women. Her most recent scholarship can be found in Equity & Excellence in Education, the Association of Mexican American Educators Journal, and the Educational Administration Quarterly.

K12NN Site Admin November 30, 2014 November 30, 2014 deficit thinking, implicit bias
Impact of Governor Walker’s Budget Cuts on Wisconsin Public Schools (11/11/2011)

Via the Wisconsin Department of Public Instruction’s YouTube channel. Please see the rest of the important information on budget cuts and the harm they inflict on public schools at the link. Only a partial summary of the resources are listed here. This press conference was held November 10, 2011, at Monona Grove High School to address the issue. Speakers include: – State Superintendent Tony Evers – Superintendent Craig Gerlach, Monona Grove School District – School Board President Susan Fox, Monona Grove School District – Superintendent Jamie Benson, River Valley School District – Sue Howe, family and consumer education teacher, Monona Grove School District – Dana Kingsley, parent, Wisconsin Dells – Kemal Kirchmeier, student, Pardeeville High School Map showing loss of teacher jobs in Wisconsin: http://dpi.wi.gov/eis/pdf/wasdasurveyresults.pdf#page=5 News release: http://dpi.wi.gov/eis/pdf/dpinr2011_127.pdf WASDA Survey: http://dpi.wi.gov/eis/pdf/wasdasurvey.pdf WASDA Survey Results: http://dpi.wi.gov/eis/pdf/wasdasurveyresults.pdf Video produced by the Wisconsin Department of Public Instruction.

K12NN Site Admin June 4, 2012 June 4, 2012 cuts to higher ed, cuts to K-12, school funding, WI budget cuts, WI Department of Public Instruction
Model School Board Resolutions: Jefferson County Public Schools District

See the clarification of what principals must do if approached by ICE and how any approach must go through the Superintendent: No Immigration and Customs Enforcement (ICE) officers or other immigration law enforcement personnel shall be granted access to JCPS schools or facilities for the purpose of enforcing immigration laws unless: The Superintendent is notified of the intention to enter, with adequate notice so that the Superintendent can take steps to provide for the emotional and physical safety of students and staff; Those requesting to enter provide the Superintendent with credentials, the reasons for the requested entry, and written authorization, provided by law, for such entry; and The Superintendent determines, upon consultation, as appropriate, with District legal counsel, that the requested access should be granted. See also the inclusion of employees, contractors, volunteers, and representatives who are not allowed to inquire or report information about a student or his/her family’s immigration status. JCPS employees, contractors, volunteers, and representatives shall refrain from inquiring about a student’s, parent’s, or guardian’s immigration status. JCPS employees, contractors, volunteers, and representatives shall refrain from requiring any student, parent, or guardian to produce documentation regarding immigration status.

K12NN Site Admin February 10, 2017 February 10, 2017 Kentucky, Safe Haven, school boards
Tennessee’s 2014 Community Schools Law

In 2014, State Representative Gloria Johnson passed a law to facilitate the creation of Community Schools in Tennessee. These schools are described in the law, Section 3.8: (8) A community school is a traditional school that actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at large. Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students; Social services, adult ed, health clinics, and other resources for the entire family are offered at Community Schools. See our brief description of what a Community School is in the FAQ here. Check out the University of Pennsylvania’s Netter Center for Community Partnerships on Community-Student Partnerships and also from UPenn, their examples of Community-Assisted Schools.   Here’s what the law’s text says: Tennessee Community Schools Law, 2014

K12NN Site Admin January 10, 2015 January 10, 2015 Best Practices, community schools, Tennessee
UC Davis’ Report on the State of the State of California’s After School Programs, May 2012

State and federal funding supports after school programs for children K-12. Some 450,000 children were able to attend safe, supervised, productive after school programs in 2011-2012, but over 2,600 schools were left out in the cold with no community partnerships or state/local funding to support these programs. Were you affected? What are you doing for your child’s summer and the after school hours if in summer school? What’s the picture for the year ahead? State of the State of California After School Programs, May 2012

K12NN Site Admin June 12, 2012 June 12, 2012 after school programs, K-12 after school, school aftercare, state/federal funding
Model School Board Resolutions: Pasadena Unified School District

Note the court case that establishes precedent of public education provided to children regardless of immigration/citizenship status, Plyler v. Doe (1982). Note also the key “whereas” statements here regarding restrictions on ICE raids made in sensitive spaces: WHEREAS, ICE’s 2011 policy states that it will not conduct immigration enforcement activity at any sensitive location, which includes schools, without special permission by specific federal law enforcement officials unless exigent circumstances exist; and WHEREAS, there is no written state or federal law that mandates that local districts assist ICE in the enforcement of immigration laws; The 2011 ICE document referred to above is also attached to this wiki entry as is the PUSD “safe haven” resolution.

K12NN Site Admin February 10, 2017 February 10, 2017
Basic Ed Tech Infrastructure Needs and Competency, Federal Department of Education, LAUSD Report, January 2015

Director of the Office of Education Technology Michael Culatta’s letter to the Los Angeles Unified School District serves as a basic guide to implementing teaching that uses computers to benefit a wide range of students.

K12NN Site Admin January 21, 2015 January 21, 2015 ed tech, education technology, ipads, ipads for schools, K-12, K-12 computers, LAUSD ipads, school district IT
North Carolina FAQ

North Carolina has been the site of attempts by the billioniare oil barons, the Koch brothers, to end public education as we know it, and re-introduce segregation. Here’s what happened in Wake County, NC, in 2009: This Mother Jones article documents how conservative, right-wing forces like the Koch brothers’ Americans For Prosperity warped local school board races and distorted the outcomes by flooding them with money.

K12NN Site Admin June 13, 2012 June 13, 2012

There are no docs for this view.

Viewing 1-10 of 31 docs
Skip to toolbar