K-12 Education
News releases, reports, statements and associated documents from public policy organizations influencing the debate on education policy.
Featured Stories
Guilford County Schools: Board Hears Update on Bond Priorities, Project Management
GREENSBORO, North Carolina, March 3 -- Guilford County Schools issued the following news:
The Guilford County Board of Education is ready to move forward with implementing the $300 million school bond passed by Guilford County voters in November. At its work session on Saturday, board members heard a report from district leaders and consulting firm Cooperative Strategies about next steps in the process.
The comprehensive master plan demonstrates more than $2 billion in school construction needs, so the district will focus on the schools with the greatest need during the first phase of bond construction.
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GREENSBORO, North Carolina, March 3 -- Guilford County Schools issued the following news:
The Guilford County Board of Education is ready to move forward with implementing the $300 million school bond passed by Guilford County voters in November. At its work session on Saturday, board members heard a report from district leaders and consulting firm Cooperative Strategies about next steps in the process.
The comprehensive master plan demonstrates more than $2 billion in school construction needs, so the district will focus on the schools with the greatest need during the first phase of bond construction.Land purchases for all phases are also included. The projects are:
* Hampton-Peeler Elementary, which will be rebuilt at the Peeler site as a county-wide and neighborhood performing arts magnet
* Archer Elementary, which will close as a neighborhood school and will be fully renovated as a Montessori magnet, replacing Erwin Montessori
* Peck Elementary, which will be rebuilt as a regional K-8 expeditionary learning magnet
* Foust Elementary, which will be rebuilt on site
* Brooks Global Studies, which will be rebuilt at the old Craven School site
* A new K-8 school in the southwest area, which will include a STEM center for regional use
* Claxton Elementary, which will be rebuilt on site
* Kiser Middle, which will be rebuilt on the Grimsley/Kiser campus
To ensure student safety and to expedite the construction process, students at Archer, Foust and Claxton elementary schools may need to be relocated to other area buildings during the 2021-22 and 2022-23 school years. In addition, Grimsley baseball and softball games and practices may need to be located elsewhere during Kiser Middle's construction.
Cooperative Strategies consultants, who helped GCS develop its Facilities Master Plan, also recommend beginning the design phase for Sternberger Elementary and Allen Jay Elementary which would fall under phase two.
"With $300 million to work with for the first phase out of the requested $1.6 billion, the district will have to make some difficult decisions on how to use these resources for maximum impact," says Superintendent Sharon Contreras. "We're going to have to endure the short-term inconvenience of relocation to realize the long-term gain of having new and fully renovated schools. We appreciate the community's patience and support as we take this important step forward for the future of our students and our county."
At Saturday's work session, the board reviewed the project schedule approved and shared with county commissioners last March. A final vote on a project ordinance for $300 million is expected at the March 9 meeting.
The board did move forward with the process of selecting a project management firm to oversee the land acquisition, construction and renovation work to be done. The Guilford County Schools Facilities Master Plan includes an amount for construction project management in the cost for each individual project. The board voted to allow staff to pursue contract negotiations with HICAPS/C2.
The board also took action to consider the sale of property located at 116 Pisgah Church Road, which is not currently in use for educational purposes. The district has received an offer to purchase the land for $2.2 million. To sell the property as surplus, the board must first offer it to the board of county commissioners and meet other conditions.
Broward County Public Schools Curriculum Supervisor Louise Ball Honored as Outstanding Holocaust Educator
FORT LAUDERDALE, Florida, March 3 -- Broward County Public Schools issued the following news release:
Congratulations to Broward County Public Schools (BCPS) Curriculum Supervisor Dr. Louise Ball for being named one of three recipients of the Gutterman Family Outstanding Holocaust Educators Award for the 2020/21 school year. The award is presented by the Arthur and Emalie Gutterman Family Center for Holocaust and Human Rights Education at Florida Atlantic University and recognizes educators for making a positive impact on their schools and wider community in the field of Holocaust, genocide and
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FORT LAUDERDALE, Florida, March 3 -- Broward County Public Schools issued the following news release:
Congratulations to Broward County Public Schools (BCPS) Curriculum Supervisor Dr. Louise Ball for being named one of three recipients of the Gutterman Family Outstanding Holocaust Educators Award for the 2020/21 school year. The award is presented by the Arthur and Emalie Gutterman Family Center for Holocaust and Human Rights Education at Florida Atlantic University and recognizes educators for making a positive impact on their schools and wider community in the field of Holocaust, genocide andhuman rights education
Ball, who has worked at BCPS for the past 33 years, says she is honored to receive the award, but credits teachers for the impact they have each day on students as they learn about these difficult topics. "I'm humbled to receive this award. My role is behind the scenes - working to provide our teachers with the resources and training they need to educate our students about the Holocaust and other events that shape our world. Our teachers are the ones doing the important work in the classroom and I'm proud to do what I can to support them."
For being named an Outstanding Holocaust Educator, Ball will be recognized during a ceremony later this year. She is also eligible to participate in an educator field study visiting Holocaust sites in Poland and Israel, as travel restrictions permit due to COVID-19.
"Each year, for the past 10 years, we have celebrated the accomplishments of outstanding teachers who go above and beyond the requirements of the Holocaust education mandate and are truly making a difference in the lives of their students, in their schools and in the world," said Linda Medvin, director of the Arthur and Emalie Gutterman Family Center for Holocaust and Human Rights Education. "This year might be a little different, but we know that education is the best hope against hatred and the Arthur and Emalie Gutterman Family Center is committed to continue our mission to keep the hope alive."
About 55 Dallas ISD Schools Considering an Alternative Calendar to Help Ensure Students Don't Fall Too Far Behind
DALLAS, Texas, March 3 -- The Dallas Independent School District issued the following news release:
Currently, 55 Dallas ISD elementary and middle schools are considering adopting an alternative school year calendar to help ensure students don't fall too far behind academically because of the pandemic.
The alternative calendars for the next two school years represent a bold investment, of up to $100 million, to support the Dallas ISD students who need it the most.
Forty-two schools are considering adopting an "intersession" calendar, which would extend the school year to start at the beginning
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DALLAS, Texas, March 3 -- The Dallas Independent School District issued the following news release:
Currently, 55 Dallas ISD elementary and middle schools are considering adopting an alternative school year calendar to help ensure students don't fall too far behind academically because of the pandemic.
The alternative calendars for the next two school years represent a bold investment, of up to $100 million, to support the Dallas ISD students who need it the most.
Forty-two schools are considering adopting an "intersession" calendar, which would extend the school year to start at the beginningof August and end in late June.
This would create time for five additional intersession weeks spread throughout the year. During the intersession weeks, select students will have opportunities for more personalized attention in smaller groups, while teachers will benefit from additional planning time at the start of every intersession week. Not all students will be asked to attend the extra intersession weeks.
Every family at a school considering an intersession calendar is asked to complete this survey, which can be found at Dallasisd.org/timetolearn. Only schools where the teachers, campus staff and families are strongly in favor of the intersession calendar will move forward with the alternative calendar.
School Day Redesign
As of March 1, five schools-Maple Lawn Elementary, Edna Rowe Elementary School, H.I. Holland Elementary School at Lisbon, Thomas J. Rusk Middle School and Boude Storey Middle School-are considering what is being called the "School Day Redesign" calendar, which would extend the school year to start at the beginning of August and end in late June for all students, teachers, and staff.
By adopting this calendar, the three schools would be able to reimagine every school day to include more time for teachers to collaborate and prepare, as well as more time for enrichment and acceleration for students. The school would not change the school day hours; start and end times each day would remain the same.
Every family at a school considering a school day redesign calendar is asked to complete a survey, which can be found at Dallasisd.org/timetolearn. Only schools where the teachers, campus staff and families are strongly in favor of the school day redesign calendar will move forward with the alternative calendar.
National Association of Charter School Authorizers: NCSRC's New High-Quality Authorizing State Profiles a Great Asset for the Field
WASHINGTON, March 2 -- The National Association of Charter School Authorizers issued the following news:
As the charter sector grows and evolves, it's more important than ever to have high-quality authorizing policies and practices. This is how we ensure that charter schools are accountable for student performance and have the flexibility to develop new educational models that meet all students' needs.
The U.S. Department of Education's Charter School Programs (CSP) understands quality authorizing is a crucial lever for achieving these goals. ESSA requires that CSP State Entity (SE) grantees--typically
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WASHINGTON, March 2 -- The National Association of Charter School Authorizers issued the following news:
As the charter sector grows and evolves, it's more important than ever to have high-quality authorizing policies and practices. This is how we ensure that charter schools are accountable for student performance and have the flexibility to develop new educational models that meet all students' needs.
The U.S. Department of Education's Charter School Programs (CSP) understands quality authorizing is a crucial lever for achieving these goals. ESSA requires that CSP State Entity (SE) grantees--typicallystate education agencies or statewide charter support organization--work with authorizers in their state to improve authorizing quality. State and local policymakers and practitioners support quality authorizing through policy development, technical assistance and resources, and the support and initiatives provided by regional and local charter support associations.
In the National Charter School Resource Center's (NCSRC's) recently published High-Quality Charter Authorizing Policy Profiles (State Profiles), we highlight state policy as one critical tool for establishing effective authorizing practices. Each State Profile summarizes the policy context for authorizing charter schools based on the NCSRC's Policy Framework for High Quality Charter Authorizing Practices (Framework).
The State Profiles are tools for state policymakers, authorizers, and other practitioners to learn about their own authorizing policy environments and those of their peers. They aren't judgments or rankings of states' authorizing practices. Instead, the Profiles can help you answer questions like: Which states have policy profiles similar to your state? Are there peers that you can network with and/or learn from? If you are familiar with another state's authorizer practices, how feasible is it for you to adopt certain practices given your respective state policies? If you are a charter school, charter management organization, or charter support organization, how can the Profiles help you navigate states' policy environments?
As mentioned above, another strategy for enhancing authorizing quality is technical assistance. ESSA requires that SE grantees provide technical assistance, and many are providing innovative resources to support quality authorizing in their states. Here are just a few examples:
* Colorado's Office of School Choice brought together charter schools, authorizers, education organizations, and experts to collaborate, discuss, and pursue solutions that help close education gaps in Colorado. Gatherings focused on serving students with disabilities generally and during the COVID era.
* The rubric the Minnesota Department of Education uses to evaluate charter authorizers includes indicators on sharing best practices, providing technical assistance to promote high-quality authorizing practices, and developing supports to preserve charter school autonomy.
* In New York, the Board of Regents and the State University of New York Charter Schools' Institute--two of the state's authorizers--collaborate on professional development for charter schools on topics like fiscal board governance and supporting students with special needs.
In a recent NCSRC webinar (available here: https://charterschoolcenter.ed.gov/webinar/how-are-state-entities-improving-authorizing-ncsrc-policy-framework-and-technical), we featured additional examples of SE grantees' innovative supports to improve the quality of authorizing .
Check out the 19 Profiles for current SE grantees here (https://charterschoolcenter.ed.gov/all-profiles) to learn more and stay tuned for additional profiles for FY20 grantees later this year. And while you are at it, check out other great resources from the NCSRC available here (https://charterschoolcenter.ed.gov/) on authorizing and other topics such as identifying low-performing schools, family engagement, and serving English learners in charter schools.
Guilford County Schools Appoints Chief Performance Officer
GREENSBORO, North Carolina, March 2 (TNSPer) -- Guilford County Schools issued the following news:
Sonya Stephens will become the next Chief Performance Officer for Guilford County Schools. The announcement came during Saturday's Guilford County Board of Education work session.
Stephens has served as the senior director of school accountability in Wake County Public School System since 2014. There, she provided leadership for district-wide data analysis, assessment and planning to improve student learning. In Wake County she also spent nearly six years as a data trainer, working closely with
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GREENSBORO, North Carolina, March 2 (TNSPer) -- Guilford County Schools issued the following news:
Sonya Stephens will become the next Chief Performance Officer for Guilford County Schools. The announcement came during Saturday's Guilford County Board of Education work session.
Stephens has served as the senior director of school accountability in Wake County Public School System since 2014. There, she provided leadership for district-wide data analysis, assessment and planning to improve student learning. In Wake County she also spent nearly six years as a data trainer, working closely withprincipals and district administrators on monitoring their efforts and making data a part of an ongoing cycle of instructional improvement.
From 2002 to 2008, Stephens was an executive director of the educational accountability department for Kenosha Unified School District in Kenosha, Wis., and also served as a testing and assessment coordinator for that team. She was an associate director of admissions for North Carolina A&T State University and a school counselor in Rockingham County.
Stephens holds a Ph.D. in leadership for learning and service from Cardinal Stritch University in Milwaukee, and was a fellow in the Harvard University Strategic Data Project. She earned a master's degree in counselor education from North Carolina A&T State University and a bachelor's degree in communication from the University of North Carolina at Chapel Hill.
Seattle Public Schools: Students in PreK-12 Intensive Service Pathways and Preschool Students to Begin Returning In-Person March 11
SEATTLE, Washington, Feb. 27 -- Seattle Public Schools issued the following news:
Since last year's transition to remote learning, Seattle Public Schools has been working to return students to in-person instruction in a phased approach. Our educators and staff are working harder than ever, and yet we know there is still a subset of students whose needs are not being met. As an education organization, students must remain at the forefront of our efforts.
At the February 25 Special School Board Meeting, the board met to discuss OSPI Washington Schools 2020-21 Reopening Progress Report Submission
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SEATTLE, Washington, Feb. 27 -- Seattle Public Schools issued the following news:
Since last year's transition to remote learning, Seattle Public Schools has been working to return students to in-person instruction in a phased approach. Our educators and staff are working harder than ever, and yet we know there is still a subset of students whose needs are not being met. As an education organization, students must remain at the forefront of our efforts.
At the February 25 Special School Board Meeting, the board met to discuss OSPI Washington Schools 2020-21 Reopening Progress Report Submission(which is due to OSPI on March 1).
The board also approved a resolution that that categorizes the work of supporting students served in PreK-12 Special Education Intensive Services Pathways (Focus, Moderate/Intensive, Social Emotional Learning, Distinct, Medically Fragile, Bridges, Developmental Preschool) and Preschool (Head Start, Head Start Plus+, Seattle Preschool Program, SPP+) as essential per the Memorandum of Understanding approved August 12, 2020.
This means that staff who serve students in intensive services pathways and staff who serve preschool students will return to their classrooms on March 8 to prepare for in-person instruction. Many educators have not been in their classrooms since last March. They will need time to plan, take the required health and safety training, and set up their individual classrooms.
Students being served in preschool general education classrooms will begin on March 11, 2021. PreK-12 Special Education Intensive Service Pathways will begin to return in-person on March 11, 2021. These students will return in phases over the month of March.
All students have the option to continue in the 100% remote learning model for the remainder of the school year. In January, families were asked to select an instructional model (100% remote or in person). Families of students in Intensive Service Pathways and Preschool will receive a confirmation of their selected learning model the evening of February 26 and directions to change their selection if they wish.
Health and safety continue to be our top priority. Staff who have health conditions, as defined by the CDC, that lead to increased risk for severe illness from COVID-19 and have documentation from a medical professional, will have the opportunity to request remote accommodations or an alternative assignment. This information has been sent directly to staff.
Other Key Components of the Board's Feb. 25 Approved Resolution
In addition to directives for Intensive Service Pathways and preschool, the board outlined additional expectations for district staff:
* Continue to bargain with Seattle Education Association to bring back students in K-1 grades in a hybrid model.
* Begin bargaining the return of students in grades 2-5 in a phased approach at a later date. Students receiving English Learner, McKinney Vento, and Foster Care services will be prioritized first during the phased return for grades 2-5.
* Begin bargaining the return of small groups of students in grades 6-12 who are struggling to engage with remote learning. Defined in the resolution as the "ability to attend and participate in classes and complete course work."
General Education Preschool Schedule
Preschool students who chose in-person instruction will receive instruction for four days a week (M/T/Th/F). Half day programs will remain half day (M/T/Th/F). Wednesdays will be reserved for remote instruction, which will consist of synchronous and asynchronous activities. All general education preschool will resume in-person on March 11.
Special Education Schedule
PreK-12 special education students enrolled in an Intensive Pathway who are choosing in-person instruction will receive in-person instruction for the full day four days a week (M/T/Th/F). Wednesdays will be reserved for remote instruction, which will consist of synchronous and asynchronous activities.
In-person school day start and end times will remain the same as remote learning so that Special Education students can access their general education classes.
Special Education Frequently Asked Questions
When will my child return?
The Special Education department and Health Services department will communicate with families the steps necessary for returning to school and their child's specific start date. Students who have had an IEP Team determine the necessity of in-person services for Resource and Access service pathways will continue to receive services in person as needed.
Why is SPS prioritizing students receiving Special Education?
In alignment with OSPI's recommendation to "prioritize face-to-face service for students that are most impacted by the loss of in-person services, including students with disabilities and students with 504 plans," we remain committed to serving students in intensive service pathways in person. While remote education has presented challenges for all our students, students requiring intensive special education services have been disproportionately impacted by remote learning. We have an ethical, instructional, and legal responsibility to provide an appropriate learning environment, which, for many students with IEPs, requires an in-person learning component. In-person learning for students receiving PreK-12 intensive special education services helps ensure they can access high-quality instruction and make progress on their individual goals. The district will continue to provide in-person services to individual students who most need them through the IEP process. Currently, we are providing in-person services to students in 46 of our buildings.
Is SPS ready to serve students in PreK-12 Intensive Service Pathways?
We are ready. For many months we have been using health and safety protocols, aligned to local, state, and federal guidance, to provide services to students identified for in-person learning through the IEP process. These strict protocols have been implemented successfully and have helped the district mitigate the risk of COVID-19 transmission.
Schools have also been redesigned to support an increase of students, all HVAC systems have been audited and adjustments made to align with public health recommendations, personal protective equipment (PPE) is in place, and we are prepared for student transportation and meals.
What if families choose not to return in-person this year?
We recognize that families may be feeling anxiety around returning to buildings. Families who are not comfortable with their students receiving in-person services have the option of remaining in a remote environment through the end of the school year. IEP teams will continue to work with families to determine the best approach to support their student during remote or in-person learning. We recognize all families are facing different circumstances and should be empowered to make a decision that works best for them.
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REPORT: https://www.seattleschools.org/UserFiles/Servers/Server_543/File/District/Departments/School%20Board/20-21%20agendas/February%2025/20210225_Agenda_Packet_UPDATED%202.25.21.pdf
Albemarle County Public Schools: Superintendent Proposes That Next Year's Budget Include a 5 Percent Salary Increase for Teachers
CHARLOTTESVILLE, Virginia, Feb. 27 -- Albemarle County Public Schools issued the following news:
The Albemarle County School Board will hold a public hearing next Thursday, March 4, on the school division's proposed funding request for the next school year. The hearing will be accessible to the public via live stream beginning at 6:30 p.m. Those wishing to speak at the hearing can register online from 9 a.m. on Monday until 12 noon on the day of the hearing.
Superintendent Dr. Matthew Haas presented the school division's funding request to the Board on February 18, projecting that revenues and
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CHARLOTTESVILLE, Virginia, Feb. 27 -- Albemarle County Public Schools issued the following news:
The Albemarle County School Board will hold a public hearing next Thursday, March 4, on the school division's proposed funding request for the next school year. The hearing will be accessible to the public via live stream beginning at 6:30 p.m. Those wishing to speak at the hearing can register online from 9 a.m. on Monday until 12 noon on the day of the hearing.
Superintendent Dr. Matthew Haas presented the school division's funding request to the Board on February 18, projecting that revenues andexpenditures would balance at $209.9 million. The division is expecting a student enrollment increase of 838. Nearly two-thirds of the increase in expenditures will fund salary increases for employees and establish a $15 per hour minimum wage for full-time regular employees. A year ago, the pandemic erased salary increases that had been approved by the School Board as well as the $15 minimum wage.
At a work session last evening, the division proposed to the School Board a change in its recommended increase in raises for teachers, from 3% to 5%. The increase will allow the school division to offer a salary competitive with neighboring school divisions, the Superintendent said. "By remaining competitive, we will be able to continue to recruit, develop and retain the outstanding educators who provide high-quality teaching and learning for our students and families," he said.
Also discussed last evening was a $15 per hour minimum wage for all full-time employees and an hourly wage of at least $14.29 for part-time employees. The division's goal is to increase part-time employees to $15 per hour by the 2022-23 school year. These increases would be in addition to the 2% salary increase now in the funding proposal for all classified staff.
The funding request is supported by a projected 6% increase in recurring revenues and expenditures, fueled in large measure by a combination of strong economic results in the county and state. State revenues, for example, would rise by nearly 10%, or $5.2 million, and locally, the county's share of the school budget would climb by 5.2%, or $6.9 million. Also contributing to the division next year will be over $6 million in federal CARES funds, which will support learning recovery programs.
Following Thursday's public hearing, the School Board will hold its final work session before adopting next year's funding request, now expected to occur at their March 11 business meeting. The funding request will be presented to the Board of Supervisors on March 15. Adoption of a budget for the 2021-22 school year is scheduled for May.
In his presentation last week, Haas emphasized the value of hearing from families, employees, students, and community members. Through the current pandemic and including the preparation of the 2021-22 funding request, he said, "The division conducted more surveys on more issues, heard from more families and employees, and received more insight than ever before on how to resolve issues that continue to deeply impact family lives. It is a collaboration that I believe will make us stronger than before, and I am grateful," he added.
