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Tag: student

  • Reliable and relatable resources build confident students: The triple Rs of scholastic esports

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    Key points:

    I know what it feels like to stand in front of a classroom that does not have enough. Not enough computers. Not enough up-to-date software and technical tools. Not enough resources to give every student the experience they deserve. When students notice these gaps, they notice more than the missing tools. They begin to question whether their education and, by extension, their potential really matters. That doubt can quietly drain their confidence.

    This is why dependable resources are not simply a bonus in education. They are a lifeline. In my role leading the Scholastic Esports Academy in the Five Carat Choice Program at Palm Beach Lakes High School, I have watched how access to quality equipment and meaningful project-based learning transforms students from the inside out. It is not only about what they learn but about how they begin to see themselves.

    I have been fortunate to develop partnerships with organizations like Cleverlike Studios, changing the game for my students by bringing advanced technology and creativity directly into the classroom. For example, they learned how to create new characters for Minecraft and designed custom esports jerseys for their Minecraft characters. Students were engaged while learning in games they know and love. These experiences allow them to express their creativity and see their ideas come to life while building complex skills such as coding, digital media, and game design.  

    When students make the leap from simple play to design, careers in technology and digital media suddenly seem accessible, even if they have never seen themselves in these fields before. Scholastic esports is an avenue within the educational landscape that merges the captivating realm of the video game industry with project based learning and educational objectives. It capitalizes on students’ existing interests for STEM subjects, including gamification, digital media, robotics, and financial literacy, directing them towards a structured and educational setting.

    In just five years, the Palm Beach Lakes Scholastic Esports Academy has grown from a small club of ten students to more than five hundred, becoming a full CTE academy that operates both during the school day and after school. Through this experience, students are earning four to five industry certifications along their four year pathway. Their success demonstrates what happens when resources are reliable, relatable, and creativity is encouraged. Students are now able to see themselves in real time through 3D models and their own digital designs, creating new characters for Minecraft and customizing their own esports jerseys.

    Recognizing this success, the Pew Foundation invested nearly $500,000 to expand our infrastructure and transform the program from an after school club into a full daytime classroom experience, creating even greater opportunities for growth and student success. Now, when our students walk into the Esports classroom, they enter a space built around their passions. They see powerful gaming computers, professional streaming equipment, and projects that speak their language. Suddenly, the skills they once thought were only for others become reachable. They begin to realize that their love for video games, robotics, and digital media can open doors to real world careers and college opportunities.

    The results speak for themselves:

    • In FY23 Palm Beach Lakes High School used a Pew Grant to launch the esports course and compared outcomes with a matched group of students.
    • Students who participated in esports had significantly lower rates of in-school or out-of-school suspension, with about half as many incidents as their non-esports peers.
    • Absenteeism among esports students was also slightly lower.
    • While GPA and certification pass rates were similar, the behavioral improvements were clear and meaningful.

    These numbers match what I see every day. Students who once struggled to stay engaged now show up early to practice. They stay late to collaborate. They treat each other with a level of respect and teamwork that carries over into their other classes.

    None of this would be possible without reliable and relatable resources that connect directly to students’ interests and experiences. In a Title I school, these tools make learning meaningful by turning abstract ideas into hands-on projects that students can see, touch, and create. Expanding their minds through hands-on learning and project based materials from companies like Cleverlike Studios, our students gain access to educational tools that connect classroom lessons to real world applications. Coding challenges, game design projects, and digital media activities inspire creativity, critical thinking, and collaboration. Most importantly, this work helps students see that their ideas and talents have value and that their creativity can open doors to future opportunities. 

    For many of my students’ resources have always been scarce. But in the Scholastic Esports Academy they find more than equipment. They find opportunity. They discover that their skills have value beyond the game and that their voices and ideas matter. They begin to picture themselves as leaders in technology, media, and STEM fields.

    Student Alyssa Chavez said, “Last year, we completed an assignment to design a jersey for our esports teams to wear on Minecraft. The Esports Jersey assignment was very helpful and even inspiring to me because it helped me learn to adapt and appeal to the suggestions and requirements that a client or partner would want me to apply to a project.   The use of the Blockbench program helped me to understand the importance of knowing how to navigate and use a program to do my best work for certain projects. When making the jersey, I took the elements and colors of our ‘Retro Rams’ branding and applied them to the jersey to create a design that represents unity and teamwork, showcasing the unity of our esports team.”

    This is why I believe scholastic esports is not just about gaming. It is about creating a bridge between curiosity and opportunity. It is about giving students in under-resourced communities the confidence to dream bigger and the tools to make those dreams real.

    The ongoing success of our academy is proof that when education is supported with vision, dedication, and the right resources, students will rise. We have created a space where learning feels real, where creativity thrives, and where confidence is built through experience. Partners like Cleverlike Studios have played a part in this progress by providing educational tools that enhance what we do every day. Together, we are demonstrating that reliable and relatable learning environments not only inspire achievement but also prepare students to succeed beyond the classroom.

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    Julius Edwards, Palm Beach Lakes Esports & Sunshine State Esports League

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  • How districts can avoid 4 hidden costs of outdated facilities systems

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    Key points:

    School leaders are under constant pressure to stretch every dollar further, yet many districts are losing money in ways they may not even realize. The culprit? Outdated facilities processes that quietly chip away at resources, frustrate staff, and create ripple effects across learning environments. From scheduling mishaps to maintenance backlogs, these hidden costs can add up fast, and too often it’s students who pay the price. 

    The good news is that with a few strategic shifts, districts can effectively manage their facilities and redirect resources to where they are needed most. Here are four of the most common hidden costs–and how forward-thinking school districts are avoiding them. 

    How outdated facilities processes waste staff time in K–12 districts

    It’s a familiar scene: a sticky note on a desk, a hallway conversation, and a string of emails trying to confirm who’s handling what. These outdated processes don’t just frustrate staff; they silently erode hours that could be spent on higher-value work. Facilities teams are already stretched thin, and every minute lost to chasing approvals or digging through piles of emails is time stolen from managing the day-to-day operations that keep schools running.  

    centralized, intuitive facilities management software platform changes everything. Staff and community members can submit requests in one place, while automated, trackable systems ensure approvals move forward without constant follow-up. Events sync directly with Outlook or Google calendars, reducing conflicts before they happen. Work orders can be submitted, assigned, and tracked digitally, with mobile access that lets staff update tickets on the go. Real-time dashboards offer visibility into labor, inventory, and preventive maintenance, while asset history and performance data enable leaders to plan more effectively for the long term. Reports for leadership, audits, and compliance can be generated instantly, saving hours of manual tracking. 

    The result? Districts have seen a 50-75 percent reduction in scheduling workload, stronger cross-department collaboration, and more time for the work that truly moves schools forward.

    Using preventive maintenance to avoid emergency repairs and extend asset life

    When maintenance is handled reactively, small problems almost always snowball into costly crises. A leaking pipe left unchecked can become a flooded classroom and a ruined ceiling. A skipped HVAC inspection may lead to a midyear system failure, forcing schools to close or scramble for portable units. 

    These emergencies don’t just drain budgets; they disrupt instruction, create safety hazards, and erode trust with families. A more proactive approach changes the narrative. With preventive maintenance embedded into a facilities management software platform, districts can automate recurring schedules, ensure tasks are assigned to the right technicians, and attach critical resources, such as floor plans or safety notes, to each task. Schools can prioritize work orders, monitor labor hours and expenses, and generate reports on upcoming maintenance to plan ahead. 

    Restoring systems before they fail extends asset life and smooths operational continuity. This keeps classrooms open, budgets predictable, and leaders prepared, rather than reactive. 

    Maximizing ROI by streamlining school space rentals

    Gymnasiums, fields, and auditoriums are among a district’s most valuable community resources, yet too often they sit idle simply because scheduling is complicated and chaotic. Paper forms, informal approvals, and scattered communication mean opportunities slip through the cracks.

    When users can submit requests through a single, digital system, scheduling becomes transparent, trackable, and far easier to manage. A unified dashboard prevents conflicts, streamlines approvals, and reduces the back-and-forth that often slows the process. 

    The payoff isn’t just smoother operations; districts can see increased ROI through easier billing, clearer reporting, and more consistent use of unused spaces. 

    Why schools need facilities data to make smarter budget decisions

    Without reliable facilities data, school leaders are forced to make critical budget and operational decisions in the dark. Which schools need additional staffing? Which classrooms, gyms, or labs are underused? Which capital projects should take priority, and which should wait? Operating on guesswork not only risks inefficient spending, but it also limits a district’s ability to demonstrate ROI or justify future investments. 

    A clear, centralized view of facilities usage and costs creates a strong foundation for strategic decision-making. This visibility can provide instant insights into patterns and trends. Districts can allocate resources more strategically, optimize staffing, and prioritize projects based on evidence rather than intuition. This level of insight also strengthens accountability, enabling schools to share transparent reports with boards, staff, and other key stakeholders, thereby building trust while ensuring that every dollar works harder. 

    Facilities may not always be the first thing that comes to mind when people think about student success, but the way schools manage their spaces, systems, and resources has a direct impact on learning. By moving away from outdated, manual processes and embracing smarter, data-driven facilities management, districts can unlock hidden savings, prevent costly breakdowns, and optimize the use of every asset. 

    Latest posts by eSchool Media Contributors (see all)

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    Shane Foster, Follett Software

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  • Gloucester students rally for breast cancer patients

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    The hallways were filled teachers, staff and students wearing T-shirts in shades of pink and emblazoned with white ribbons and the words “GHS Thinks Pink” at Gloucester High School on Friday — all in the name of breast cancer research.

    October is Breast Cancer Awareness Month, and a group of students sold those T-shirts to support cancer-related causes.


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  • Effective tools to foster student engagement

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    Key points:

    In my classroom, students increasingly ask for relevant content. Students want to know how what they are learning in school relates to the world beyond the classroom. They want to be engaged in their learning.

    In fact, the 2025-2026 Education Insights Report vividly proves that students need and want engaging learning experiences. And it’s not just students who see engagement as important. Engagement is broadly recognized as a key driver of learning and success, with 93 percent of educators agreeing that student engagement is a critical metric for understanding overall achievement. What is more, 99 percent of superintendents believe student engagement is one of the top predictors of success at school.

    Creating highly engaging lesson plans that will immerse today’s tech-savvy students in learning can be a challenge, but here are two easy-to-find resources that I can turn to turbo-charge the engagement quotient of my lessons:

    Virtual field trips
    Virtual field trips empower educators to introduce students to amazing places, new people and ideas, and remarkable experiences–without ever leaving the classroom. There are so many virtual field trips out there, but I always love the ones that Discovery Education creates with partners.

    This fall, I plan to take my K-5 students to see the world’s largest solar telescope, located in Hawaii, for a behind-the-scenes tour with the National Science Foundation and Sesame. For those with older grades, I recommend diving into engineering and architecture with the new Forging Innovation: A Mission Possible Virtual Field Trip.

    I also love the virtual tours of the Smithsonian National Museum of Natural History. Together as a class or individually, students can dive into self-guided, room-by-room tours of several exhibits and areas within the museum from a desktop or smart device. This virtual field trip does include special collections and research areas, like ancient Egypt or the deep ocean. This makes it fun and easy for teachers like me to pick and choose which tour is most relevant to a lesson.

    Immersive learning resources
    Immersive learning content offers another way to take students to new places and connect the wider world, and universe, to the classroom. Immersive learning can be easily woven into the curriculum to enhance and provide context.

    One immersive learning solution I really like is TimePod Adventures from Verizon. It features free time-traveling episodes designed to engage students in places like Mars and prehistoric Earth. Now accessible directly through a web browser on a laptop, Chromebook, or mobile device, students need only internet access and audio output to begin the journey. Guided by an AI-powered assistant and featuring grade-band specific lesson plans, these missions across time and space encourage students to take control, explore incredible environments, and solve complex challenges.

    Immersive learning content can be overwhelming at first, but professional development resources are available to help educators build confidence while earning microcredentials. These resources let educators quickly dive into new and innovative techniques and teaching strategies that help increase student engagement.

    Taken together, engaging learning opportunities are ones that show students how classrooms learnings directly connect to their real lives. With resources like virtual field trips and immersive learning content, students can dive into school topics in ways that are fun, fresh, and sometimes otherworldly.

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    Leia J. DePalo, Northport-East Northport Union Free School District

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  • Piano teacher to children of Hollywood stars fled country as jury decided sex abuse case

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    When jurors returned to a West L.A. courtroom to deliver their verdict in a child sex abuse case earlier this month, one key person was missing: the defendant.

    John Kaleel — a veteran piano teacher who has given lessons to the families of several Hollywood power players — faced allegations that he sexually abused one of his students in 2013.

    Kaleel, 69, pleaded no contest in 2016 to committing a lewd act with a teenage student, but later fought to have the plea overturned after realizing the felony conviction would be grounds for deportation to his native Australia. L.A. County prosecutors then retried him and, while the case was pending, he was released on his own recognizance.

    On Oct. 8 — the same day jurors in the Airport Courthouse found him guilty of five counts of sexual abuse — Kaleel slipped out of the country, according to a statement from the Los Angeles County Sheriff’s Department and court records.

    The Sheriff’s Department did not say where they believed Kaleel had fled to. Court records show prosecutors filed an application to seek an “Extradition/Fugitive Hardcopy Warrant,” but it contained no details about how he absconded and a spokesperson for the district attorney’s office declined to answer questions.

    Kaleel’s attorney, Kate Hardie, said she last saw her client when she drove him home from court on Oct. 7, the day before the verdict was handed down, and has had no contact with him since. Kaleel has been a lawful permanent resident of the U.S. since the 1980s, according to Hardie. Attempts by The Times to contact Kaleel were unsuccessful.

    A spokeswoman for the district attorney’s office declined to discuss what steps it would take to get Kaleel back in custody in Los Angeles. Hardie said her client faces at least a decade in state prison at sentencing.

    Hardie accused the district attorney’s office of carrying out a “vindictive prosecution” against Kaleel, who had already served a year in jail and spent time in a federal immigration detention center after his original plea deal.

    Kaleel taught private lessons for more than a quarter-century in L.A., and his clients included “Hollywood industry professionals and students who have pursued successful music careers,” according to his website. The web page boasted testimonials from the creators of critically acclaimed television series, including “Mad Men” and “Orange Is the New Black,” who praised his work with their children.

    Emmy-award winning animation director Genndy Tartakovsky, who created several famous cartoons, including “Dexter’s Laboratory” and “Samurai Jack,” also referred to Kaleel as a “gift,” according to the website.

    “I have never seen my three children become more inspired or enthusiastic for anything as much as they did for your piano classes,” Tartakovsky said, according to an earlier version of Kaleel’s business website.

    The testimonials disappeared from the website on Monday, after The Times began contacting representatives for those quoted.

    Spokespersons for Jenji Kohan, who created “Orange Is the New Black,” and Matthew Weiner, the writer behind “Mad Men,” both denied giving Kaleel any endorsements or the permission to post any comment on his website. A representative for Tartakovsky declined to comment. Court records show Tartakovsky’s wife and one of his children, a former student of Kaleel’s, testified on the teacher’s behalf at trial.

    “Mr. Kaleel has always maintained his innocence and that he took his initial plea bargain on the advice of counsel to avoid a harsher sentence should he lose at trial,” Hardie said. “He later learned of the immigration consequences when he was placed in an immigration custody facility for 8 [or] 9 months and faced removal proceedings.”

    Hardie argued her client was the victim of a “trial tax,” which references prosecutors often seeking to punish defendants more severely when they don’t take a plea. Hardie also said Sheriff’s Department detectives interviewed many of Kaleel’s students “and found no other student who complained of Kaleel being inappropriate.”

    The alleged victim in the case first contacted the Sheriff’s Department in 2015. The boy said he was 15 when Kaleel acted inappropriately by asking “to take measurements of [the victim’s] body parts, including his penis,” according to court records.

    Two years later, Kaleel convinced the boy that they should masturbate together while on a FaceTime call because that’s “what friends do,” records show. In September 2013, prosecutors alleged, Kaleel invited the boy over and they smoked marijuana together before having oral sex.

    A friend of the victim also testified at trial that Kaleel attempted to engage in sexual conduct with him, but that count was not charged, according to court records. Hardie said her client had no physical contact with that boy.

    After Kaleel struck a plea deal, he was taken into custody by U.S. Immigration and Customs Enforcement and served with a deportation order. He successfully challenged his removal at the Board of Immigration Appeals in 2019, according to his former immigration attorney, Mfon Anthony Ikon.

    Ikon said the U.S. Department of Homeland Security then abandoned its attempts to deport Kaleel.

    Representatives for ICE and DHS did not respond to a request for comment.

    In 2022, Kaleel convinced a judge to overturn his plea to the initial sex crimes charge on the grounds that he didn’t fully understand the impact it might have on his immigration status, records show.

    Dmitry Gorin, a former L.A. County prosecutor who has tried cases in the area for the last three decades, said it’s rare — but not unprecedented — for defendants to vanish on the eve of a verdict.

    “It’s an unusual situation,” he said. “But people’s conduct can be very unpredictable when they’re facing tremendous time in prison.”

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    James Queally

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  • Sac City Unified school board president facing recall amid controversy of removed teachers

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    A Sacramento City Unified School District board meeting on Thursday was marked by tension and heated moments of public comment. At one point, a parent served the board president with a notice of intent to recall him. The tension comes after weeks of controversy and pushback after two teachers were removed from their classrooms at Phoebe Hearst Elementary School. “While this may have started as a personnel matter, that ship sailed weeks ago. Plain and simple, this is a school in crisis, in an absolute leadership failure. President Singh, you are not only board president, you are our representative, and in that capacity, you have failed us,” said Caitlin Beckett, a parent, addressing School Board President Jasjit Singh. “Tonight, we are here to remind you— you work for us.”Another adult then moved forward and placed a notice of intent to recall on the board’s meeting table.”We the parents of Phoebe Hearst, and across the district, are beginning the process of terminating your employment,” the parent said. “We are serving you here tonight with a notice of intent to recall you from office. If you won’t do your job, we will remove you and elect someone .”KCRA 3 spoke with Singh after he was given the notice.“In this situation, it’s justifiable that folks are mad because there’s two teachers: one teacher that has been removed to a different school site, and we have another one who has administrative leave pending an investigation. And I just cannot speak about those investigative matters. And it puts me in a difficult spot for our community,” he said.The controversy began in early September, when the school district moved sixth-grade teacher Jeanine Rupert to another school in the district after she had students help her remove a carpet that could have exposed asbestos in tiles underneath. Rupert had been asking the school district to remove the carpet for several years, an issue brought up by another parent at Thursday’s meeting. “My daughter, when she was a sixth grader two years ago, tripped on that rug. Still there? Then we had the flea infestation, so when they treated it, it got even funkier. So why was her request to have it removed not met?” the parent asked. Testing later found that the carpet’s removal did not cause exposure to asbestos.Rupert’s removal sparked outcry from parents and students, including walkouts and rallies.Tensions were raised even further this month, when another sixth-grade teacher, Mark Henrikson, was placed on administrative leave. The district did not provide any information to KCRA 3 about Henrikson’s removal, calling it a “personnel matter.”However, parents believe the move was retaliation after Henrikson rallied for Rupert’s reinstatement.“Part of the issue is that we have, I won’t say half-truths, but limited information that the community gets. And the district is unable to put out further information on a personnel matter because of the legalities,” Singh said.Singh said he has called for an independent investigation into Henrikson’s case. He also said he plans to meet with the community in the coming weeks to discuss the situation with the families of the 66 students directly affected.Meanwhile, parents are preparing to collect signatures for the recall once the paperwork is certified.Earlier this week, more than a third of students were absent from Phoebe Hearst, as some of them rallied, along with parents, in support of the two removed teachers and protested the denial of a requested meeting between parents and the superintendent, Lisa Allen. See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    A Sacramento City Unified School District board meeting on Thursday was marked by tension and heated moments of public comment. At one point, a parent served the board president with a notice of intent to recall him.

    The tension comes after weeks of controversy and pushback after two teachers were removed from their classrooms at Phoebe Hearst Elementary School.

    “While this may have started as a personnel matter, that ship sailed weeks ago. Plain and simple, this is a school in crisis, in an absolute leadership failure. President Singh, you are not only board president, you are our representative, and in that capacity, you have failed us,” said Caitlin Beckett, a parent, addressing School Board President Jasjit Singh. “Tonight, we are here to remind you— you work for us.”

    Another adult then moved forward and placed a notice of intent to recall on the board’s meeting table.

    “We the parents of Phoebe Hearst, and across the district, are beginning the process of terminating your employment,” the parent said. “We are serving you here tonight with a notice of intent to recall you from office. If you won’t do your job, we will remove you and elect someone [who will].”

    KCRA 3 spoke with Singh after he was given the notice.

    “In this situation, it’s justifiable that folks are mad because there’s two teachers: one teacher that has been removed to a different school site, and we have another one who has administrative leave pending an investigation. And I just cannot speak about those investigative matters. And it puts me in a difficult spot for our community,” he said.

    The controversy began in early September, when the school district moved sixth-grade teacher Jeanine Rupert to another school in the district after she had students help her remove a carpet that could have exposed asbestos in tiles underneath. Rupert had been asking the school district to remove the carpet for several years, an issue brought up by another parent at Thursday’s meeting.

    “My daughter, when she was a sixth grader two years ago, tripped on that rug. Still there? Then we had the flea infestation, so when they treated it, it got even funkier. So why was her request to have it removed not met?” the parent asked.

    Testing later found that the carpet’s removal did not cause exposure to asbestos.

    Rupert’s removal sparked outcry from parents and students, including walkouts and rallies.

    Tensions were raised even further this month, when another sixth-grade teacher, Mark Henrikson, was placed on administrative leave. The district did not provide any information to KCRA 3 about Henrikson’s removal, calling it a “personnel matter.”

    However, parents believe the move was retaliation after Henrikson rallied for Rupert’s reinstatement.

    “Part of the issue is that we have, I won’t say half-truths, but limited information that the community gets. And the district is unable to put out further information on a personnel matter because of the legalities,” Singh said.

    Singh said he has called for an independent investigation into Henrikson’s case. He also said he plans to meet with the community in the coming weeks to discuss the situation with the families of the 66 students directly affected.

    Meanwhile, parents are preparing to collect signatures for the recall once the paperwork is certified.

    Earlier this week, more than a third of students were absent from Phoebe Hearst, as some of them rallied, along with parents, in support of the two removed teachers and protested the denial of a requested meeting between parents and the superintendent, Lisa Allen.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • Elk Grove high school teacher arrested for sexual offenses with a student a decade ago

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    An Elk Grove high school teacher was arrested on Wednesday, accused of having an illegal sexual relationship with a minor student that began a decade ago. The Elk Grove Police Department said David Collins, 38, was arrested after former students reported sexual offense allegations to the Elk Grove Unified School District. Collins is a teacher at Laguna Creek High School. A staff list on the school’s website shows he teaches science.The police department said once the allegations were made, Collins was placed on administrative leave. Elk Grove police said detectives found that sometime between 2015 and 2018, Collins was engaged in a sexual relationship with the minor victim, who was a student at the time. Officials said investigators served a search warrant at Collins’ Sacramento home on Wednesday morning, and Collins was taken into custody. He was booked into the Sacramento County Main Jail for oral copulation with a person under 18 years old and penetration by a foreign object with a victim under 18 years old. Collins is being held without bail. He is set to appear in court on Friday.In a letter shared with parents, the school district said Collins had not been on campus this school year. The district declined to share any additional comment with KCRA 3 due to the active investigation. Anyone with information about the investigation is urged to contact the Elk Grove Police Department at 916-478-8112.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    An Elk Grove high school teacher was arrested on Wednesday, accused of having an illegal sexual relationship with a minor student that began a decade ago.

    The Elk Grove Police Department said David Collins, 38, was arrested after former students reported sexual offense allegations to the Elk Grove Unified School District. Collins is a teacher at Laguna Creek High School. A staff list on the school’s website shows he teaches science.

    The police department said once the allegations were made, Collins was placed on administrative leave.

    Elk Grove police said detectives found that sometime between 2015 and 2018, Collins was engaged in a sexual relationship with the minor victim, who was a student at the time.

    Officials said investigators served a search warrant at Collins’ Sacramento home on Wednesday morning, and Collins was taken into custody. He was booked into the Sacramento County Main Jail for oral copulation with a person under 18 years old and penetration by a foreign object with a victim under 18 years old.

    Collins is being held without bail. He is set to appear in court on Friday.

    In a letter shared with parents, the school district said Collins had not been on campus this school year.

    The district declined to share any additional comment with KCRA 3 due to the active investigation.

    Anyone with information about the investigation is urged to contact the Elk Grove Police Department at 916-478-8112.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • Student arrested in connection with social media threat directed toward Ralston Valley High School in Arvada

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    ARVADA, Colo. — A student was arrested Tuesday in connection with a social media threat directed toward Ralston Valley High School in Arvada.

    The Arvada Police Department said its officers and school resource officers (SROs) began their investigation after receiving hundreds of Safe2Tell reports in the hours after the Evergreen High School shooting on Sept. 10. According to the department, the reports were related to a social media threat directed toward Ralston Valley High.

    A photo showing a rifle, ammunition and a magazine lying on a table was shared with multiple students via Snapchat, according to police. Text over the photo said “Be ready rv” and included a purple demon emoji.

    Arvada PD said officers contacted the suspect the night of Sept. 10, but there was “no evidence at the time to substantiate criminal charges without digital evidence.” According to the department, the photo originated from a French social media video posted in 2024, and there was no credible threat to Ralston Valley.

    About 1,100 students chose not to attend school on Sept. 11 due to the threat, according to Arvada police.

    SRO Nicole Deering continued the investigation, interviewing multiple students, parents and faculty members. Arvada PD said the investigation “ultimately focused on a current student.”

    A forensic exam was conducted on the student’s device. Arvada police said investigators found a “significant amount” of evidence connecting them to the original threat.

    The following search history was discovered on the student’s device, according to Arvada PD:

    • “snap with gun be ready”
    • “eric harris”
    • “survivors of columbine”
    • “worst school shooting in america”
    • “where are dylan klebold and eric harris buried”
    • “what aould.happen if you madr a shooting threat at a school as a minor”
    • “is there a way a police offiver can come yo my hoise and talk”

    The student allegedly used different digital devices to search “is if a federal offense to make a school shooting threat.” Investigators also searched the student’s Snapchat records and found “additional evidence.”

    The student was arrested on Tuesday for interference with staff, faculty or students of educational institutions, a misdemeanor. Arvada PD did not release their identity.

    Coloradans making a difference | Denver7 featured videos


    Denver7 is committed to making a difference in our community by standing up for what’s right, listening, lending a helping hand and following through on promises. See that work in action, in the videos above.

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  • Why mentorship networks are essential in the college admissions process

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    Key points:

    As the vice president of academic affairs and a member of the admissions committee at SSP International (SSPI), a nonprofit organization offering immersive scientific experiences, I review hundreds of applications each year from rising seniors for our flagship program, Summer Science Program. What we’ve learned is that many of our bright and talented students are navigating their academic careers without access to the same supports as similarly high-achieving students.

    Where other Summer Science Program applicants might benefit from private tutors, college consultants, or guidance from parents familiar with the college application process and the high stress of today’s competitive college market, these students rise to the top of the applicant pool without leaning on the same resources as their peers.

    This is especially true for first-generation students who will be the first in their families to graduate from high school, go through the college admissions process, apply for financial aid, and enroll in college. Not only do they need to be more resourceful and self-reliant without the support of their personal networks, but they also often take on the responsibility of guiding their parents through these processes, rather than the other way around.

    School counselor shortage

    For many students who are underrepresented in academia, their exposure to different colleges, careers, and networks comes from their school counselors. While the American School Counselor Association (ASCA) recommends a minimum student-to-school counselor ratio of 250:1, the nationwide shortage of counselors led to a national average ratio of 385:1 between 2020-2023. That is a lot of strain on counselors who already serve as jacks of all trades–needing to keep up with evolving college admissions processes, understand the financial circumstances of hundreds of families, provide emotional support, and stay on top of the job market to advise accordingly. This ultimately affects the level of personalized counseling students receive.

    Making the college admissions process accessible

    In 2020, SSPI launched College Link, a mentorship program offering Summer Science Program alumni access to one-on-one or group mentoring. Mentors support students during their transition from high school to college through guidance on financial aid, early decision/early action processes, college applications, personal essay writing, resume workshopping, and more. To date, College Link has served over 650 mentees and recruited over 580 mentors sourced from SSPI’s 4,200 alumni network.

    This mentorship network comprises individuals from various backgrounds, leading successful and diverse careers in academia and STEM. Mentors like Dr. Emma Louden, an astrophysicist, strategist, and youth advocate who also helped develop the program, provided SSPI’s recent alumni with insights from their real-world professional experiences. This helps them explore a variety of careers within the STEM field beyond what they learn about in the classroom.

    Demographic data from last year’s Summer Science Program cohort showed that 37 percent of participants had parents with no higher education degree. That is why College Link prioritizes one-on-one mentoring for first-generation college alumni who need more personalized guidance when navigating the complexities of the college application and admission process.

    College Link also offers group mentoring for non-first-generation students, who receive the same services from several mentors bringing great expertise on the varying topics highlighted from week to week.

    With the support of College Link, nearly one hundred percent of Summer Science Program alumni have gone on to attend college, including MIT, Stanford, Harvard, Caltech and other prestigious institutions.

    Using College Link as a blueprint

    As the U.S. continues to face a counselor shortage, schools can further support students, especially first-generation students, through the college admissions process by creating mentorship networks using the College Link model. Schools can tap into their alumni network and identify successful role models who are ready to mentor younger generations and guide them beyond the admissions process. With the widespread implementation of Zoom in our everyday lives, it is now easier than ever to build networks virtually.

    Mentorship networks in schools can provide additional support systems for high school students and alleviate the pressures school counselors experience daily during college admissions season. Let’s continue to ensure the college admissions process is accessible to all students.

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    Dr. Mike Manzella, SSP International

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  • UC, CSU released troves of personal employee information to the feds. Now the backlash

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    California universities are facing intense backlash for handing over employees’ personal contact information to the Trump administration as it investigates allegations of campus antisemitism, amping up tensions over government incursions into higher education.

    At Cal State, a faculty union filed suit Friday in state court after learning the personal phone numbers and email addresses of 2,600 Los Angeles campus employees were turned over to the Equal Employment Opportunity Commission, which is investigating employee complaints of campus antisemitism. In addition, the EEOC is contacting Jewish faculty across the 22-campus system, prompting campus demonstrations against cooperating with Trump.

    At UC Berkeley, protesters recently converged on campus after University of California leaders said they released files from their civil rights office and UC police incident reports containing the names and contact information of 160 faculty and staff to the Education Department, which is also investigating alleged campus antisemitism.

    UC-wide faculty senate leaders are demanding to know whether there have been other campus disclosures. UC has not publicly announced similar actions outside of Berkeley — but has not denied the possibility.

    Gov. Gavin Newsom has intervened. The governor said he received a report last week from UC leadership on the data release that made a “compelling case” that UC was legally required to share information with the government. Newsom said he was still “reviewing” the report. The governor also said he may similarly scrutinize CSU’s actions.

    Federal requests for campus data are not unusual in civil rights or employment discrimination investigations, legal experts say. But what is exceptional is the large-scale nature of the demands. CSU was ordered under subpoena to release employee information. UC says it negotiated over government asks to provide employee data — first offering redacted files — before relenting.

    The orders come against the backdrop of President Trump’s aggressive campaign to force higher education institutions to align with his conservative agenda. The administration has suspended billions in research grants and has offered to absolve alleged campus violations in exchange for hefty fines and sweeping policy changes.

    Broad size and scope

    Legal experts said they were not surprised investigations were taking place, citing campus civil rights complaints over the years and Trump administration declarations that prioritize combating antisemitism.

    Brian Soucek, UC Davis law professor, worried the antisemitism investigations — which involve nearly every California public university — are “a witch hunt.”

    The EEOC has powers to subpoena relevant information needed “to advance some lawful purpose,” said Soucek, who teaches about equality and free speech law. “The question is whether these [actions] are overly broad.”

    Ted Mitchell, president of the American Council on Education, said “asking for information about individuals and groups of individuals in the course of an investigation is about as unusual as traffic on the 405. But it is entirely appropriate to mistrust the Trump administration.” Mitchell, whose group represents 1,600 campuses, said schools are “between a proverbial rock and hard place.”

    Spokespeople for the Education Department and EEOC did not reply to requests for comment.

    UC and CSU’s views

    Caught between the government and faculty are campus administrators, some who have expressed distrust of Trump’s civil rights investigations. But they fear that resisting would not only be illegal but could result in devastating funding cuts.

    In recent faculty meetings, UC President James B. Milliken has declined to say whether other campuses aside from Berkeley have shared personal information of employees or students. Speaking at a UC-wide academic senate meeting Thursday, Milliken said he understood employee concerns and argued that data sharing was routine across presidential administrations.

    He said the university was not handing over lists of faculty names but that broader documents shared with the government contained personnel information.

    Milliken said UC is also working to fulfill data sharing requirements under a December 2024 agreement with the Biden administration that has carried over to this year.

    That agreement resolved civil rights complaints — over antisemitism and bias against Muslim, Arab and pro-Palestinian students — at the Davis, Los Angeles, San Diego, Santa Barbara and Santa Cruz campuses. It required UC to share “an electronic sortable spreadsheet” with details on who reported civil rights complaints and who they were lodged against for the 2023-24 and 2024-25 academic years.

    “Failure to comply with government oversight could result in a very significant loss of funding, potentially jeopardizing tens of thousands of jobs, the education of our students, the research careers of thousands of faculty, and the care afforded by our health enterprise,” Milliken recently wrote to campuses.

    Administrators at both systems said they tried to resist or minimize government requests and have made strides to protect privacy while complying with the law.

    At CSU, officials told the EEOC that the Los Angeles campus would only turn over publicly available data — such as university email addresses. But then the campus was subpoenaed for personal data.

    Over the spring, the EEOC also subpoenaed UC for information on hundreds of employees who had signed letters in 2023 and 2024 expressing concern about the Oct. 7, 2023, Hamas attack on Israel and the campus climate for Jewish people, according to faculty contacted by EEOC investigators who they said informed them about the legal order.

    The EEOC’s systemwide CSU investigation has not yet involved a subpoena for other Cal State campuses.

    Tensions grow

    Faculty, staff, students and unions have pushed back, saying university leaders should have rejected government demands, moves many say weaponize antisemitism charges for ideological goals.

    “Rather than taking a stance against an authoritarian regime, CSU leadership has chosen to be complicit,” said the California Faculty Association, which represents 29,000 employees.

    The union’s suit in state court asks for a judge to order CSU to avoid disclosing union members’ personal information in response to federal subpoenas without giving notice to affected employees and offering a chance for faculty to reject the request.

    Peyrin Kao, a pro-Palestinian electrical engineering and computer science lecturer, was among those who UC Berkeley notified that their names were in files given to the government.

    “They didn’t tell me why I was reported,” said Kao, who suspects the move was tied complaints in 2023 over an optional lecture he gave against Israel’s war in Gaza and UC’s investments in weapons companies. After the lecture, the university issued him a warning about potential violation of a policy against “political indoctrination.”

    “Showing everyone that you can get reported for pro-Palestine speech does have a chilling effect,” Kao said.

    Jewish voices

    Ryan Witt, president of the CSU Channel Islands chapter of Students for Justice in Palestine, agreed. Witt, who is Jewish and organized a recent protest against the investigation and “repressive” CSU free speech policies, felt that antisemitism was not a “major issue” on campus.

    Other Jewish community members elsewhere differed.

    Jeffrey Blutinger, director of Jewish Studies at Cal State Long Beach, filed an Equal Employment Opportunity Commission complaint against the university.

    (Gary Coronado/For The Times)

    Referring to Trump’s higher education policies and antisemitism, Cal State Long Beach Jewish Studies professor Jeff Blutinger said he “shouldn’t be required to choose which threat I ignore.”

    Blutinger made a report last summer to the commission about a February 2024 an incident where police shut down a guest lecture he presented at San Jose State University after protesters demonstrated in the hallway outside the classroom. He laid blame on the university and police for not protecting his right to speak about Israelis and Palestinians.

    But he said the EEOC investigator he spoke to last month told him the probe was not tied to that complaint, which was closed for being too old. Instead, it was about a May 2024 public letter to CSU leaders that Blutinger signed, expressing worry over the “well-being of Jewish and Israeli students, staff, and faculty.”

    Another signatory the EEOC contacted last month is Arik Davidyan, an assistant professor of physiology at Sacramento State University. Davidyan said he told the investigator that “our administration has worked a lot with the Jewish community to address our concerns.”

    Tackling discrimination

    Some leaders at UC and CSU have expressed frustration, saying efforts to combat discrimination and anti-Israel sentiment have gone unnoticed by the government.

    At UC, protest rules have been revamped with bans on encampments, masking to hide identity while breaking the law, and student government boycotts of Israel. New training programs on antisemitism are underway.

    CSU also revamped protest policies and in the last fiscal year spent nearly $16 million to expand systemwide and campus-level civil rights programs. In the coming months, it is rolling out a new case management system to track discrimination complaints.

    “We’re working as hard as we possibly can to address antisemitism and to address any of the protected characteristic discrimination issues that may arise,” said Dawn S. Theodora, the system’s interim executive vice chancellor and general counsel. “We take it very seriously.”

    Staff Writer Howard Blume contributed reporting.

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    Jaweed Kaleem, Daniel Miller

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  • 1 dead, 2 injured in shooting at Alcorn State

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    1 dead, 2 injured in shooting at Alcorn State University

    1 dead, 2 injured in Alcorn State University shooting; MBI investigating.

    Updated: 10:11 PM EDT Oct 11, 2025

    Editorial Standards

    The Mississippi Bureau of Investigation has been called in to investigate a shooting on the campus of Alcorn State University that left at least one person dead and two injured.According to MBI, the shooting happened around 6:30 p.m. Saturday near the Industrial Technology Building on campus. No arrests have been made at this time. Investigators are continuing to gather evidence, and MBI says details remain preliminary and could change as the investigation develops.

    The Mississippi Bureau of Investigation has been called in to investigate a shooting on the campus of Alcorn State University that left at least one person dead and two injured.

    According to MBI, the shooting happened around 6:30 p.m. Saturday near the Industrial Technology Building on campus.

    No arrests have been made at this time.

    Investigators are continuing to gather evidence, and MBI says details remain preliminary and could change as the investigation develops.

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  • New California law will guarantee Cal State admission to qualified high school graduates

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    NEW LAW GRANTS AUTOMATIC ADMISSION INTO CAL STATE SCHOOLS FOR QUALIFIED HIGH SCHOOL GRADS. YEAH, A LOT OF STUDENTS VERY EXCITED ABOUT THIS. GOVERNOR NEWSOM SIGNED THE BILL TO STREAMLINE THE COLLEGE ADMISSIONS PROCESS AND BOOST ENROLLMENT. KCRA 3’S DUNCAN CORTEZ SHOWS US WHAT THIS NEW LAW WILL DO. IT’S A NEW DOOR TO HIGHER EDUCATION, QUALIFIED HIGH SCHOOL GRADUATE MEETS, MINIMUM CAL STATE REQUIREMENTS, COLLEGE ACCEPTANCE. EASY ENOUGH. WHAT’S THE CATCH? SO WE’RE JUST CONNECTING THE TWO. AND SO IT DOESN’T COST ANYTHING BUT A POSTAGE STAMP. GOT IT. SO YEAH, TAXPAYERS DON’T HAVE TO PAY ANYTHING. CORRECT. YOU HEARD THAT RIGHT. IT’S A NEW LAW FROM A PILOT PROGRAM THAT LAWMAKERS ARE HOPING WILL IMPROVE. SOME CAL STATE SCHOOLS SEEING LOW ENROLLMENT NUMBERS AND STREAMLINE THE ADMISSIONS PROCESS. WE ALREADY KNOW WHO IS COMPLETED THE COURSES WITH A 2.5 GPA. LIKE, WHERE DO YOU KNOW THAT HIGH SCHOOL GRADUATES THAT MEET THE MINIMUM CSU REQUIREMENTS OF A 2.5 GPA OR C GRADE AVERAGE WILL AUTOMATICALLY BE ADMITTED INTO 16 CSU SCHOOLS THAT HAVE THE CAPACITY TO TAKE THEM IN, BYPASSING THE APPLICATION PROCESS. YOU’LL GET YOUR LETTER IN SEPTEMBER, WHICH MEANS THAT THEN YOU CAN THEN YOU CAN STILL DECIDE, HEY, I MIGHT. I DIDN’T KNOW I WAS A UNIVERSITY OF MATERIAL. THE CALIFORNIA STATE UNIVERSITY, SHARING A STATEMENT WITH KCRA 3 SAYING BY FORMALIZING AND EXPANDING THIS PROVEN MODEL STATEWIDE, SB 640 WILL CREATE A MORE STREAMLINED, DATA DRIVEN PATHWAY FROM CALIFORNIA’S PUBLIC HIGH SCHOOLS TO ITS PUBLIC UNIVERSITIES. IT’S SOMETHING FRESHMAN MECHANICAL ENGINEER AHMED DAVIS SAYS COULD BE USEFUL, AS HE JUST WENT THROUGH THE APPLICATION PROCESS MONTHS AGO. A LOT OF PEOPLE WOULD LOVE TO HAVE THE CHANCE TO GO TO COLLEGE. SO A STATE UNIVERSITY AND THEY REALLY LIKE HELP WITH THAT FOR THE MOST PART. COULD THIS POTENTIALLY DILUTE ACADEMIC REQUIREMENTS IF STUDENTS JUST HAVE TO MEET THE MINIMUM REQUIREMENTS IN HIGH SCHOOL AND THEN AUTOMATICALLY GET INTO COLLEGE? NO. SO SO I MEAN, WE’RE VERY WE MADE SURE IT’S GOT TO BE RIGOROUS. IT’S THE SAME EXACT ADMISSION STANDARDS THAT APPLY TODAY IN SCHOOLS WILL BE USING TRANSCRIPT DATA FROM THE CALIFORNIA COLLEGES EDU WEBSITE TO DETERMINE STUDENT ELIGIBILITY, ALL FOR A MORE STREAMLINED APPROACH. IN SACRAMENTO STATE, DENNIS CORTEZ KCRA THREE NEWS. THIS NEW LAW WILL START WITH 43 SCHOOL DISTRICTS ACROSS CALIFORNIA, AND IT WILL EXPAND

    New California law will guarantee Cal State admission to qualified high school graduates

    Gov. Newsom signs SB 640, expanding statewide admissions program

    Updated: 8:09 PM PDT Oct 10, 2025

    Editorial Standards

    The California State University Direct Admissions Program has been expanded statewide with the signing of Senate Bill 640 by Gov. Gavin Newsom this week, aiming to increase access to higher education amid post-pandemic enrollment declines.Sen. Christopher Cabaldon, District 3, who authored the bill, said it drew broad bipartisan support and emphasized that the new law does not use taxpayer dollars.“The only cost — a postage stamp to students letting them know they are accepted in,” Cabaldon said.Sixteen CSU campuses, including Sacramento State, will participate in the program. Six campuses are currently too full to take part: San Jose State, San Diego State, Cal Poly San Luis Obispo, Cal Poly Pomona, Cal State Fullerton and Cal State Long Beach. Students can still apply to those campuses through the traditional admissions process.Lawmakers hope the new law will make it easier for students to pursue higher education, particularly at campuses such as Sonoma State, which has seen the largest decline, nearly 4,000 students.SB 640 builds on CSU’s first systemwide direct admissions program, launched last year as a pilot with the Riverside County Office of Education. It also expands CSU’s existing Dual Admission Program, known as the Transfer Success Pathway, to ensure more students — especially those who might not have otherwise applied — see a clear and supported route to earning a CSU degree.The new law takes effect Jan. 1, 2026, with full statewide participation beginning for fall 2027 applicants. For students applying now for fall 2026, the priority application period runs from Oct. 1 through Dec. 1. CSU’s existing direct admissions program — which includes the Riverside County Office of Education’s 23 districts and 20 additional districts statewide — will remain in effect, and eligible students in those districts have begun receiving notifications.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    The California State University Direct Admissions Program has been expanded statewide with the signing of Senate Bill 640 by Gov. Gavin Newsom this week, aiming to increase access to higher education amid post-pandemic enrollment declines.

    Sen. Christopher Cabaldon, District 3, who authored the bill, said it drew broad bipartisan support and emphasized that the new law does not use taxpayer dollars.

    “The only cost — a postage stamp to students letting them know they are accepted in,” Cabaldon said.

    Sixteen CSU campuses, including Sacramento State, will participate in the program. Six campuses are currently too full to take part: San Jose State, San Diego State, Cal Poly San Luis Obispo, Cal Poly Pomona, Cal State Fullerton and Cal State Long Beach. Students can still apply to those campuses through the traditional admissions process.

    Lawmakers hope the new law will make it easier for students to pursue higher education, particularly at campuses such as Sonoma State, which has seen the largest decline, nearly 4,000 students.

    SB 640 builds on CSU’s first systemwide direct admissions program, launched last year as a pilot with the Riverside County Office of Education. It also expands CSU’s existing Dual Admission Program, known as the Transfer Success Pathway, to ensure more students — especially those who might not have otherwise applied — see a clear and supported route to earning a CSU degree.

    The new law takes effect Jan. 1, 2026, with full statewide participation beginning for fall 2027 applicants. For students applying now for fall 2026, the priority application period runs from Oct. 1 through Dec. 1.

    CSU’s existing direct admissions program — which includes the Riverside County Office of Education’s 23 districts and 20 additional districts statewide — will remain in effect, and eligible students in those districts have begun receiving notifications.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • How teachers and administrators can overcome resistance to NGSS

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    Key points:

    Although the Next Generation Science Standards (NGSS) were released more than a decade ago, adoption of them varies widely in California. I have been to districts that have taken the standards and run with them, but others have been slow to get off the ground with NGSS–even 12 years after their release. In some cases, this is due to a lack of funding, a lack of staffing, or even administrators’ lack of understanding of the active, student-driven pedagogies championed by the NGSS.

    Another potential challenge to implementing NGSS with fidelity comes from teachers’ and administrators’ epistemological beliefs–simply put, their beliefs about how people learn. Teachers bring so much of themselves to the classroom, and that means teaching in a way they think is going to help their students learn. So, it’s understandable that teachers who have found success with traditional lecture-based methods may be reluctant to embrace an inquiry-based approach. It also makes sense that administrators who are former teachers will expect classrooms to look the same as when they were teaching, which may mean students sitting in rows, facing the front, writing down notes.

    Based on my experience as both a science educator and an administrator, here are some strategies for encouraging both teachers and administrators to embrace the NGSS.

    For teachers: Shift expectations and embrace ‘organized chaos’

    A helpful first step is to approach the NGSS not as a set of standards, but rather a set of performance expectations. Those expectations include all three dimensions of science learning: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs). The DCIs reflect the things that students know, the SEPs reflect what students are doing, and the CCCs reflect how students think. This three-dimensional approach sets the stage for a more active, engaged learning environment where students construct their own understanding of science content knowledge.

    To meet expectations laid out in the NGSS, teachers can start by modifying existing “recipe labs” to a more inquiry-based model that emphasizes student construction of knowledge. Resources like the NGSS-aligned digital curriculum from Kognity can simplify classroom implementation by providing a digital curriculum that empowers teachers with options for personalized instruction. Additionally, the Wonder of Science can help teachers integrate real-life phenomena into their NGSS-aligned labs to help provide students with real-life contexts to help build an understanding of scientific concepts related to. Lastly, Inquiry Hub offers open-source full-year curricula that can also aid teachers with refining their labs, classroom activities, and assessments.  

    For these updated labs to serve their purpose, teachers will need to reframe classroom management expectations to focus on student engagement and discussion. This may mean embracing what I call “organized chaos.” Over time, teachers will build a sense of efficacy through small successes, whether that’s spotting a studentconstructing their own knowledge or documenting an increased depth of knowledge in an entire class. The objective is to build on student understanding across the entire classroom, which teachers can do with much more confidence if they know that their administrators support them.

    For administrators: Rethink evaluations and offer support

    A recent survey found that 59 percent of administrators in California, where I work, understood how to support teachers with implementing the NGSS. Despite this, some administrators may need to recalibrate their expectations of what they’ll see when they observe classrooms. What they might see is organized chaos happening: students out of their seats, students talking, students engaged in all different sorts of activities. This is what NGSS-aligned learning looks like. 

    To provide a clear focus on student-centered learning indicators, they can revise observation rubrics to align with NGSS, or make their lives easier and use this one. As administrators track their teachers’ NGSS implementation, it helps to monitor their confidence levels. There will always be early implementers who take something new and run with it, and these educators can be inspiring models for those who are less eager to change.

    The overall goal for administrators is to make classrooms safe spaces for experimentation and growth. The more administrators understand about the NGSS, the better they can support teachers in implementing it. They may not know all the details of the DCIs, SEPs, and CCCs, but they must accept that the NGSS require students to be more active, with the teacher acting as more of a facilitator and guide, rather than the keeper of all the knowledge.

    Based on my experience in both teaching and administration roles, I can say that constructivist science classrooms may look and sound different–with more student talk, more questioning, and more chaos. By understanding these differences and supporting teachers through this transition, administrators ensure that all California students develop the deeper scientific thinking that NGSS was designed to foster.

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    Nancy Nasr, Ed.D., Santa Paula Unified School District

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  • Commentary: McCarthyism in a MAGA hat? Trump’s campus deal sounds familiar to her

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    Bettina Aptheker was a 20-year-old sophomore at UC Berkeley when she climbed on top of a police car, barefoot so she wouldn’t damage it, and helped start the Free Speech Movement.

    “Power concedes nothing without a demand,” she told a crowd gathered in Sproul Plaza on that October Thursday in 1964, quoting abolitionist Frederick Douglass.

    She was blinded by the lights of the television cameras, but the students roared back approval, and “their energy just sort of went through my whole body,” she told me.

    Berkeley, as Aptheker describes it, was still caught in the tail end of the McCarthyism of the 1950s, when the 1st Amendment was almost felled by fear of government reprisals. Days earlier, administrators had passed rules that cracked down on political speech on campus.

    Aptheker and other students had planned a peaceful protest, only to have police roll up and arrest a graduate student named Jack Weinberg, a lanky guy with floppy hair and a mustache who had spent the summer working for the civil rights movement.

    Well-versed in those non-violent methods that were finally winning a bit of equality for Black Americans, hundreds of students sat down around the cruiser, remaining there more than 30 hours — while hecklers threw eggs and cigarette butts and police massed at the periphery — before the protesters successfully negotiated with the university to restore free speech on campus.

    History was made, and the Free Speech Movement born through the most American of traits — courage, passion and the invincibility of youth.

    “You can’t imagine something like that happening today,” Aptheker said of their success. “It was a different time period, but it feels very similar to the kind of repression that’s going on now.”

    Under the standards President Trump is pushing on the University of Southern California and eight other institutions, Aptheker would likely be arrested, using “lawful force if necessary,” as his 10-page “compact for academic excellence” requires. And the protest of the students would crushed by policies that would demand “civility” over freedom.

    If you somehow missed his latest attack on higher education, the Trump administration sent this compact to USC and eight other institutions Thursday, asking them to acquiesce to a list of demands in return for the carrot of front-of-the-line access to federal grants and benefits.

    While voluntary, the agreement threatens strongman-style, that institutions of higher education are free to develop models and values other than those below, if the institution elects to forgo federal benefits.”

    That’s the stick, the loss of federal funding. UCLA, Berkeley and California’s other public universities can tell you what it feels like to get thumped with it.

    “It’s intended to roll back any of the gains we’ve made,” Aptheker said of Trump’s policies. “No university should make any kind of deal with him.”

    The greatest problem with this nefarious pact is that much of it sounds on the surface to be reasonable, if not desirable. My favorite part: A demand that the sky-high tuition of signatory universities be frozen for five years.

    USC tuition currently comes in at close to $70,000 a year without housing. What normal parent thinks that sounds doable?

    Even the parts about protests sound, on the surface, no big deal.

    “Truth-seeking is a core function of institutions of higher education. Fulfilling this mission requires maintaining a vibrant marketplace of ideas where different views can be explored, debated, and challenged,” the document reads. “Signatories acknowledge that the freedom to debate requires conditions of civility.”

    Civility like taking your shoes off before climbing on a police car, right?

    As with all things Trump, though, the devil isn’t even in the details. It’s right there in black and white. The agreement requires civility, Trump style. That includes abolishing anything that could “delay or disrupt class instruction,” which is pretty much every protest, with or without footwear.

    Any university that signs on also would be agreeing to “transforming or abolishing institutional units that purposefully punish, belittle, and even spark violence against conservative ideas.”

    So no more talking bad about far-right ideas, folks. That’s belittling to our racists, misogynists, Christian nationalists and conservative snowflakes of all persuasions. Take, for example, the increasingly popular conservative idea that slavery was actually good for Black people, or at least not that bad.

    Florida famously adopted educational standards in 2023 that argue slavery helped Black people learn useful skills. In another especially egregious example from the conservative educational nonprofit PragerU, a video for kids about Christoper Columbus has the explorer arguing, “Being taken as a slave is better than being killed, no? I don’t see the problem.”

    And of course, Trump is busy purging the Smithsonian of any hints that slavery was a stain on our history.

    Would it be violating Trump’s civility standards for a Black history professor to belittle such ideas as unserious and bonkers? What about debates in a feminism class that discuss Charlie Kirk’s comment that a good reason for women to go to college is to find a husband?

    Or what about an environmental science class that teaches accurately that climate change denial is unscientific, and that it was at best anti-intellectual when Secretary of Defense Pete Hegseth recently referred to efforts to save the planet as “crap”? Would that be uncivil and belittling to conservatives?

    Belittle is a tiny word with big reach. I worry that entire academic departments could be felled by it, and certainly professors of certain persuasions.

    Aptheker, now 81, went on to become just the sort of professor Trump would likely loathe, teaching about freedom and inclusivity at UC Santa Cruz for decades. It was there that I first heard her lecture. I was a mixed-race kid who had been the target of more than one racial slur growing up, but I had never heard my personal experiences put into the larger context of being a person of color or a woman.

    Listening to Aptheker and professors like her, I learned not only how to see my life within the broader fabric of society, but learned how collective action has improved conditions for the most vulnerable among us, decade after decade.

    It is ultimately this knowledge that Trump wants to crush — that while power concedes nothing without a demand, collective demands work because they are a power of their own.

    Even more than silencing students or smashing protests, Trump’s compact seeks to purge this truth, and those who hold it, from the system. Signing this so-called deal isn’t just a betrayal of students, it’s a betrayal of the mission of every university worth its tuition, and a betrayal of the values that uphold our democracy.

    Gov. Gavin Newsom has rightfully threatened to withhold state funding from any California university that signs, writing on social media that the Golden State “will not bankroll schools that sell out their students, professors, researchers, and surrender academic freedom.”

    Of course, some universities will sign it willingly. University of Texas called it an “honor” to be asked. There will always be those who collaborate in their own demise.

    But authoritarians live with the constant fear that people like Aptheker will teach a new generation their hard-won lessons, will open their minds to bold ideas and will question old realities that are not as unbreakable as they might appear. Universities, far from assuaging that constant fear, should fight to make it a reality.

    Anything less belittles the very point of a university education.

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    Anita Chabria

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  • Grand Forks school district leaders look to the community for support addressing chronic absenteeism

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    Sep. 27—GRAND FORKS — In response to chronic absenteeism, Grand Forks Public Schools district leaders are asking for community support to highlight the importance of attendance.

    For a student to be chronically absent, they must miss 18 or more school days. Some 23% of Grand Forks students are chronically absent, more than the national and state average.

    In response to this trend, the district has formed an Attendance Task Force to inform the community about the importance of consistent attendance.

    “We’ve really tried to bring awareness to how much happens in a student’s day,” Multi-Tiered Systems of Support Coordinator Jessica Sporbert said. “We are offering those foundational skills that set them up for success.”

    Nationally and statewide in the 2023-2024 school year, 20% of students were considered chronically absent. For the past five years, Grand Forks Public Schools has exceeded both national and state averages for chronic absenteeism, with 23% of students falling into this category last school year.

    District leaders said there are various factors that have contributed to this high rate, including federal funding cuts to educational support programs, the lasting impact of COVID-19 and a lack of community awareness of the importance of attendance. While district leaders agreed these factors all impacted attendance, they did not have an answer to what set the district apart from other North Dakota districts, with lower chronic absenteeism rates, that were also impacted by these factors.

    Certain groups in the district are affected more by chronic absenteeism, including multi-lingual students, special education students and economically disadvantaged students. Last year, 87% of all students were attending school consistently, compared to 81% of multi-lingual students, 78% of special education students and 73% of economically disadvantaged students.

    District leaders said multiple policies have been put into place to reach these students in particular, including increased mental and emotional health services, transportation assistance and the translation of all documents into a student’s first language. However, Central High School Principal Jon Strandell said personal communication with families and students can make the biggest difference in attendance.

    “The school social worker will call home. Dig a little deeper. ‘What are the barriers? What are the reasons for the absences? What can we do differently as a school community to help your family to get your child to school?’” Strandell said.

    In a study done by the district, data shows that students who are chronically absent perform considerably worse academically and feel less socially and emotionally connected to their school community. In data from the high schools, not one student who was chronically absent got A’s or B’s, compared to data compiled from all students, where 69% of students got A’s and B’s. Assistant Superintendent of Elementary Education Matt Bakke said the educational impacts aren’t the only important effects.

    “It’s not just about the academics, it’s not just about the opportunities and the extracurriculars,” he said. “It’s the social-emotional aspect as well, how to interact within a community.”

    Strandell said habits can be created fast, and that students who are absent in elementary and middle school are more likely to be absent in high school. Combatting these habits is why Grand Forks public high schools put into place a new attendance policy last year, which brought attendance up 15% in one year.

    The policy is a tiered intervention plan. In tier 1, if a student has six absences, school staff will reach out to their home. In tier 2, once a student has 10 absences, another meeting with guardians will be scheduled to create a plan for consistent attendance. Once a student has 12 absences, they will no longer earn credit for work they complete on days they are absent. The final tier, after 18 absences students will be dropped from the class(es).

    This policy was successful in raising attendance rates, so district leaders are hoping to implement a similar system in elementary and middle schools.

    “(Principals) at the high school level have done an exceptional job of really changing that trajectory when it comes to attendance,” Bakke said. “And middle schools and elementary schools want to follow suit and see that same trajectory. We’re hoping through this process that we’re going to see that change.”

    In November, the district will be presenting a new attendance campaign to the public. The core message is: “Be here. Be prepared. Attendance matters.”

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  • Back-to-school success for all: Building vital classroom skills

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    Key points:

    As students and teachers prepare for a new school year, it’s important to remember that success in the classroom isn’t just about academics; it’s about supporting the whole child. From motor skills and posture to organization, focus, and sensory regulation, the right strategies can make the learning process smoother and more enjoyable for everyone. 

    While occupational therapy (OT) is often associated with special education, many OTs like me use and share the supportive tips and tools described below in general education settings to benefit all learners. By integrating simple, classroom-friendly strategies into daily routines, teachers can help students build independence and confidence and see long-term success. 

    Motor skills

    One of the most crucial areas to address is motor skills. Many children entering kindergarten have not yet fully mastered tasks such as cutting or forming letters and shapes correctly. Simple strategies can encourage independence, such as using a “scissor template” taped to a desk to guide proper finger placement or offering verbal cues like “thumbs up” to remind children how to hold the tool correctly. Encouraging the use of a “helper hand” to move the paper reinforces bilateral coordination.

    For writing, providing small pencils or broken crayons helps children develop a mature grasp pattern and better handwriting skills. Posture is equally important; children should sit with their feet flat on the floor and their elbows slightly above the tabletop. Adjustable desks, sturdy footrests, or non-slip mats can all help. Structured warm-up activities like animal walks or yoga poses before seated work also prepare the sensory system for focus and promote better posture while completing these tasks.

    Executive function

    Equally important are executive function skills–organization, planning, and self-regulation techniques–that lay the foundation for academic achievement. Teachers can support these skills by using visual reminders, checklists, and color-coded materials to boost organization. Breaking larger assignments into smaller tasks and using timers can help children manage their time effectively. Tools such as social stories, behavior charts, and reward systems can motivate learners and improve impulse control, self-awareness, and flexibility.

    Social-emotional learning

    Social-emotional learning (SEL) is another vital area of focus, because navigating relationships can be tricky for children. Social-emotional learning helps learners understand their emotions, express them appropriately, and recognize what to expect from others and their environment.

    Traditional playground games like Red Light/Green Lightor Simon Says encourage turn-taking and following directions. Structured programs such as the Zones of Regulation use color-coded illustrations to help children recognize their emotions and respond constructively. For example, the “blue zone” represents low energy or boredom, the “green zone” is calm and focused, the “yellow zone” signals fidgetiness or loss of control, and the “red zone” reflects anger or frustration. Creating a personalized “menu” of coping strategies–such as deep breathing, counting to 10, or squeezing a stress ball–gives children practical tools to manage their emotions. Keeping a card with these strategies at their desks makes it easy to remember to leverage those tools in the future. Even something as simple as caring for a class pet can encourage empathy, responsibility, and social growth.

    Body awareness

    Body awareness and smooth transitions are also key to a successful classroom environment. Some children struggle to maintain personal space or focus during activities like walking in line. Teachers can prepare students for hall walking with warm-up exercises such as vertical jumps or marching in place. Keeping young children’s hands busy–by carrying books rather than using a cart–also helps. Alternating between tiptoe and heel walking can further engage students during key transitions. To build awareness of personal space, teachers can use inflatable cushions, small carpet squares, or marked spots on the floor. Encouraging children to stretch their arms outward as a guide reinforces boundaries in shared spaces as well.

    Sensory processing

    Supporting sensory processing benefits all learners by promoting focus and regulation. A sensory-friendly classroom might include fabric light covers to reduce glare, or subtle scent cues used intentionally to calm or energize students at different times. Scheduled motor breaks during transitions–such as yoga stretches, pushing, pulling, or stomping activities–help reset the sensory system. For students with higher sensory needs, a “calming corner” with mats, pillows, weighted blankets, and quiet activities provides a safe retreat for regaining focus.

    The vital role of occupational therapists in schools

    Employing OTs as full-time staff in school districts ensures these strategies and tools are implemented effectively and provides ongoing support for both students and educators alike. With OTs integrated into daily classroom activities, student challenges can be addressed early, preventing them from becoming larger problems. Skill deficits requiring more intensive intervention can be identified without delay as well. Research demonstrates that collaboration between OTs and teachers–through shared strategies and co-teaching–leads to improved student outcomes.

    Wishing you a successful and rewarding school year ahead!

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    Linda Rini, OTD, MS, OTR/L, CLC, Touro University School of Health Sciences Occupational Therapy Program

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  • Sacramento City Unified School District faces unexpected $43 million deficit

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    The Sacramento City Unified School District is facing a $43 million budget deficit, leading to a spending freeze starting Oct. 1.Administrators said the freeze is necessary to cover payroll and maintain operations. The district received the grim news about the massive budget shortfall at its Thursday meeting from the chief business and operations officer, Janea Marking. She showed a photo of a city about to be consumed by a large tsunami wave. “SCUSD, no one in particular, it’s in our DNA, has a bad, bad habit of uncontrolled, unbudgeted, unexpected expenses,” she said.The district is scrambling to find ways to come up with $43 million after unexpected budget items, including late payroll payments, unexpected invoices, and unauthorized contract payments. Managers say there were $62 million in unauthorized contracts last year, most for special education programs. “A contract that has not been authorized by the school district, but they provided a service ahead of time because they needed to provide services to students immediately,” Assistant Superintendent Cindy Tao explained.The spending freeze will affect non-classroom hiring, new contracts, travel, and non-emergency overtime, but not teachers’ contracts. “Stretched thin already, and we’ve just accomplished a lot of additional supports for our students that have been long needed and long deserved by our students,” said the president of the Sacramento City Teachers Association, Nikki Davis Melevsky.The SCTA wants the district to be accountable for why and how this happened.”They need to look into who signed these contracts, who authorized them, and why did they not go through the appropriate procedures so that the Budget Office would have been aware that they were out there and that they were needing to be paid?” asked Davis Melevsky.District spokesperson Alexander Goldberg discussed the spending freeze in a statement: “Those measures alone will not fix our problems. There will be many other budgetary sacrifices to make in the coming months to get the district back on a path to solvency before the end of the fiscal year. In reaching that goal, it is our every intention to avoid major disruption to student opportunities, programs, and the day-to-day educational experience.”School Board President Jasjit Singh said in an email, “The board is committed to ensuring our district is financially sound while maintaining the services crucial to student success. School district budgets are in a constant state of fluctuation. We are confident in our staff’s efforts to help cut costs and implement saving ideas.”The board is expected to get an update in December on where they stand financially after a couple of months of a spending freeze.See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

    The Sacramento City Unified School District is facing a $43 million budget deficit, leading to a spending freeze starting Oct. 1.

    Administrators said the freeze is necessary to cover payroll and maintain operations.

    The district received the grim news about the massive budget shortfall at its Thursday meeting from the chief business and operations officer, Janea Marking. She showed a photo of a city about to be consumed by a large tsunami wave.

    “SCUSD, no one in particular, it’s in our DNA, has a bad, bad habit of uncontrolled, unbudgeted, unexpected expenses,” she said.

    The district is scrambling to find ways to come up with $43 million after unexpected budget items, including late payroll payments, unexpected invoices, and unauthorized contract payments. Managers say there were $62 million in unauthorized contracts last year, most for special education programs.

    “A contract that has not been authorized by the school district, but they provided a service ahead of time because they needed to provide services to students immediately,” Assistant Superintendent Cindy Tao explained.

    The spending freeze will affect non-classroom hiring, new contracts, travel, and non-emergency overtime, but not teachers’ contracts.

    “Stretched thin already, and we’ve just accomplished a lot of additional supports for our students that have been long needed and long deserved by our students,” said the president of the Sacramento City Teachers Association, Nikki Davis Melevsky.

    The SCTA wants the district to be accountable for why and how this happened.

    “They need to look into who signed these contracts, who authorized them, and why did they not go through the appropriate procedures so that the Budget Office would have been aware that they were out there and that they were needing to be paid?” asked Davis Melevsky.

    District spokesperson Alexander Goldberg discussed the spending freeze in a statement: “Those measures alone will not fix our problems. There will be many other budgetary sacrifices to make in the coming months to get the district back on a path to solvency before the end of the fiscal year. In reaching that goal, it is our every intention to avoid major disruption to student opportunities, programs, and the day-to-day educational experience.”

    School Board President Jasjit Singh said in an email, “The board is committed to ensuring our district is financially sound while maintaining the services crucial to student success. School district budgets are in a constant state of fluctuation. We are confident in our staff’s efforts to help cut costs and implement saving ideas.”

    The board is expected to get an update in December on where they stand financially after a couple of months of a spending freeze.

    See more coverage of top California stories here | Download our app | Subscribe to our morning newsletter | Find us on YouTube here and subscribe to our channel

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  • The advantages of supplementing curriculum

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    Key points:

    Classroom teachers are handed a curriculum they must use when teaching. That specific curriculum is designed to bring uniformity, equity, and accountability into classrooms. It is meant to ensure that every child has access to instruction that is aligned with state standards. The specific curriculum provides a roadmap for instruction, but anyone who has spent time in a classroom knows that no single curriculum can fully meet the needs of every student.

    In other words, even the most carefully designed curriculum cannot anticipate the individual needs of every learner or the nuances of every classroom. This is why supplementing curriculum is a vital action that skilled educators engage in. Supplementing curriculum does not mean that teachers are not teaching the required curriculum. In fact, it means they are doing even more to ensure student success.

    Students arrive with different strengths, challenges, and interests. Supplementing curriculum allows teachers to bridge inevitable gaps within their students.  For example, a math unit may assume fluency with multiplying and dividing fractions, but some students may not recall that skill, while others are ready to compute with mixed numbers. With supplementary resources, a teacher can provide both targeted remediation and enrichment opportunities. Without supplementing the curriculum, one group may fall behind or the other may become disengaged.

    Supplementing curriculum can help make learning relevant. Many curricula are written to be broad and standardized. Students are more likely to connect with lessons when they see themselves reflected in the content, so switching a novel based on the population of students can assist in mastering the standard at hand.   

    Inclusion is another critical reason to supplement. No classroom is made up of one single type of learner. Students with disabilities may need graphic organizers or audio versions of texts. English learners may benefit from bilingual presentations of material or visual aids. A curriculum may hit all the standards of a grade, but cannot anticipate the varying needs of students. When a teacher intentionally supplements the curriculum, every child has a pathway to success.

    Lastly, supplementing empowers teachers. Teaching is not about delivering a script; it is a profession built on expertise and creativity. When teachers supplement the prescribed curriculum, they demonstrate professional judgment and enhance the mandated framework. This leads to a classroom where learning is accessible, engaging, and responsive.

    A provided curriculum is the structure of a car, but supplementary resources are the wheels that let the students move. When done intentionally, supplementing curriculum enables every student to be reached. In the end, the most successful classrooms are not those that follow a book, but those where teachers skillfully use supplementary curriculum to benefit all learners. Supplementing curriculum does not mean that a teacher is not using the curriculum–it simply means they are doing more to benefit their students even more.

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    Dr. Yuvraj Verma, Bessemer City Middle School and William Howard Taft University

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  • ACLU, other groups sue to block Texas’ DEI ban on K-12 public schools

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    The American Civil Liberties Union of Texas and a group of LGBTQ+ and student rights organizations are suing to block a new state law that would ban diversity, equity and inclusion initiatives in K-12 public schools.

    In a lawsuit filed last month in federal court, attorneys from the ACLU of Texas and Transgender Law Center argued that Senate Bill 12 violates the First and Fourteenth Amendments as well as the Equal Access Act. Gov. Greg Abbott signed the legislation last June, and it will go into effect Sept. 1 alongside an array of other transformative laws for public education in Texas.

    “Senate Bill 12 is a blatant attempt to erase students’ identities and silence the stories that make Texas strong,” said Brian Klosterboer, senior staff attorney at the ACLU of Texas. “Every student — no matter their race, gender, or background — deserves to feel seen, safe, and supported in school.”

    [Texas’ DEI bans: What to know about the term and the debate]

    Supporters of SB 12 say DEI programs use class time and public funds to promote political agendas, while opponents believe banning those initiatives will disproportionately harm marginalized students by removing spaces where they can find support.

    Here’s what you need to know about the effort to block the law.

    What the ban would do: Authored by Sen. Brandon Creighton, R-Conroe, SB 12 prohibits public school districts from considering race, ethnicity, gender identity or sexual orientation in hiring decisions. The ban also bars schools from offering DEI training and programs, such as policies designed to reduce discrimination based on race or gender identity, except for when required by federal law.

    The law requires families to give written permission before their children can join any school club, and prohibits school groups created to support LGBTQIA+ students. Parents will be able to file complaints if they believe their schools are not complying with the DEI ban, and the law requires school districts to discipline employees who knowingly take part in DEI-related activities.

    Rep. Jeff Leach, R-Allen, said SB 12 builds on a 2021 state law barring public schools from teaching critical race theory, an academic discipline that explores how race and racism have influenced the country’s legal and institutional systems. While critical race theory is not taught in Texas public schools, the term has become a shorthand used by conservatives who believe the way some schools teach children about race is politically biased.

    DEI advocates say initiatives that promote diversity provide support for marginalized communities in workforce development and higher education, while critics say DEI practices give preference to people based on their race and ethnicity rather than on merit.

    What the lawsuit says: Attorneys from the ACLU and the Transgender Law Center are suing Texas Education Agency Commissioner Mike Morath and three school districts on behalf of a teacher, a student and her parent. They’re also representing the Genders & Sexualities Alliance Network and Students Engaged in Advancing Texas, two organizations that say they would be harmed by the ban. The ACLU amended the complaint in September, adding as plaintiffs the Texas American Federation of Teachers, another student and his parent.

    The suit calls SB 12 an “overzealous” attempt to ban DEI in public schools and argues that it censors constitutionally protected speech and restricts students’ freedom of association. It’s also vague and overly broad, the suit says.

    “S.B. 12 seeks to erase students’ identities and make it impossible for teachers, parents, and volunteers to tell the truth about the history and diversity of our state,” said Cameron Samuels, executive director at Students Engaged in Advancing Texas. “The law also guts vital support systems for Black, Brown, Indigenous, Asian, and LGBTQIA+ students and educators.”

    As part of the lawsuit, the Genders & Sexualities Alliance Network claims SB 12 singles out the organization by explicitly restricting student clubs based on “sexual orientation or gender identity,” language the group uses to describe the student organizations it sponsors at schools. That restriction harms the freedom of speech of the group and its members, the suit says. The Genders & Sexualities Alliance Network has chapters in Texas at more than a dozen school districts, according to the filing.

    Lawsuits against similar laws have had mixed results in the past.

    Because of SB 12’s ban on discussions of sexual orientation and gender identity in classrooms, opponents have compared it to Florida’s “don’t say gay” law, which attracted widespread media attention in 2022 due to its far-reaching impacts in public schools. Civil rights lawyers sued to block it, saying the law violated free speech and the Fourteenth Amendment’s equal protection clause. But a federal judge dismissed the case and said the plaintiffs had no legal standing and had failed to prove harm from the law. The attorneys ultimately agreed to a settlement with Florida education officials that clarified the law to allow discussions of sexual orientation and gender identity in classrooms only if it’s not part of instruction.

    The Texas Education Agency did not immediately respond to a request for comment.

    The broader push against DEI: The DEI ban on K-12 schools comes two years after the Texas Legislature passed a similar ban for the state’s higher education institutions. Senate Bill 17 requires public universities to close their diversity offices, ban DEI training and restrict hiring departments from asking for diversity statements, or essays in which a job candidate expresses their commitment to promoting diversity in the workplace.

    [Texas’ DEI debate centers on a disagreement about whether programs perpetuate or prevent discrimination]

    Creighton, who also authored that bill, has warned higher education leaders that they could lose millions of dollars in state funding if they fail to comply with the law. Earlier this year, Abbott threatened Texas A&M University President Mark Welsh III’s job after claims spread online that Texas A&M was sending students and staffers to a conference that limited participation to people who are Black, Hispanic or Native American.

    At the national level, President Donald Trump has ordered all federal agencies to end “equity-related” practices and asked contractors to certify they do not promote DEI efforts. Trump also told schools and universities they would lose federal money if they do not eliminate diversity practices.

    Over the last five years, Texas and other Republican-led states have also taken other steps to abolish and ban DEI efforts in public education and the workforce. Similar to Trump, Abbott issued an executive order in January mandating that Texas agencies end all forms of DEI practices.

    “We must always reject race-based favoritism or discrimination and allow people to advance based on talent and merit,” Abbott said.

    Disclosure: ACLU Texas and Texas A&M University have been financial supporters of The Texas Tribune, a nonprofit, nonpartisan news organization that is funded in part by donations from members, foundations and corporate sponsors. Financial supporters play no role in the Tribune’s journalism. Find a complete list of them here.


    More all-star speakers confirmed for The Texas Tribune Festival, Nov. 13–15! This year’s lineup just got even more exciting with the addition of State Rep. Caroline Fairly, R-Amarillo; former United States Attorney General Eric Holder; Abby Phillip, anchor of “CNN NewsNight”; Aaron Reitz, 2026 Republican candidate for Texas Attorney General; and State Rep. James Talarico, D-Austin. Get your tickets today!

    TribFest 2025 is presented by JPMorganChase.

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  • Pepper-balls, rifle rounds, drones: UC police get green light for military-grade weapons

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    University of California police will be replenishing and increasing their stockpile of military-grade weapons and equipment — including drones, bullets and thousands of pepper ball rounds — as part of an annual request approved Wednesday by the governing board of regents.

    As UC’s handling of protests and campus security comes under scrutiny from the Trump administration, five campuses — UCLA, Irvine, Santa Barbara, San Diego and San Francisco — asked for more weapons, while those in Berkeley, Davis, Merced, Riverside and Santa Cruz did not seek to make new purchases.

    The biggest request came from UC San Diego, which said it needed 5,000 new 5.56-millimeter caliber rifle rounds to replace ones used in trainings. At UC Irvine, police asked for 1,500 pepper-ball projectiles. UCLA, which has a significant weapons inventory compared to other campuses — among it 39,500 rifle rounds and ammo — made relatively few requests, including four new pepper-ball launchers and 100 sponge foam rounds.

    California law enforcement agencies are required by state law to make annual reports on the acquisition and use of weapons that qualify as military equipment. The definition includes munitions, explosives and long-range acoustic devices, which are regularly used by U.S. law enforcement and are not exclusive to the military. Some equipment under the definition, such as drones, are not traditional weapons but used for patrol and special events.

    A report from the office of UC President James B. Milliken presented Wednesday to the board of regents, which approved the requests, added that the tools “are not used indiscriminately but with caution to protect the lives of UC community members/visitors and UC officers when bringing an incident to a conclusion with the least amount of force.”

    The report said “no UC campus uses or receives goods from the U.S. Department of Defense and Law Enforcement Support Office program for surplus military equipment.”

    Under the state law, police departments also have to disclose use of such weapons in the last year. In 2024, the report said weapons were primarily used during training and that new orders would help replenish supplies used in those exercises.

    There were dozens of non-training exceptions at UCLA:

    • On June 10, 2024, police deployed 240 pepper-ball projectiles “during an incident involving an aggressive crowd.” It added that none of the rounds were “aimed at individuals and there were no reports of these rounds directly affecting any person.” A single sponge foam round was also fired. Police were responding to a pro-Palestinian encampment and protest.
    • A long-range acoustic device was used for crowd management 71 times. The report described the device as “a portable speaker used to provide increased sound and clarity over public address systems, bullhorns, or megaphones so officers can effectively communicate with crowds and provide emergency directions to people in large areas so they can take immediate actions such as sheltering in place or evacuating.”
    • A sponge foam round was fired “during an arrest when a suspect put their hand near a police officer’s firearm.”

    The report also detailed non-training uses at two additional campuses: UC Davis deployed drones 11 times for “patrol and special events,” and UC Santa Cruz also used a long-range acoustic device for crowd management at least once.

    California Assembly Bill 481, which requires the disclosures, was signed into law in 2021. But public scrutiny of UC policing has grown since 2024, when pro-Palestinian protests grew across the 10-university system and officers clashed with demonstrators at several campuses.

    UCLA police, the LAPD and California Highway Patrol were faulted in internal and external reports, including one compiled by a congressional education committee, for a failure to coordinate and quickly respond to a violent attack on a UCLA encampment on April 30 and May 1, 2024. The agencies have also faced criticism and lawsuits by pro-Palestinian protesters after officers shut down multiple demonstrations that year.

    Since then, UCLA has created a new top campus safety post, installed new police leadership and instituted changes to protest rules, including zero tolerance of encampments.

    Speaking at the regents meeting Wednesday during a public comment period, UCLA associate professor Chelsea Shover encouraged regents to reject the purchases.

    “My concern is that it will be used against students and faculty,” said Shover, who works in the medical and public health schools. In an interview, Shover added, “I have no confidence military-grade equipment will make the campus safer, as last year’s UCLA campus protests made clear.”

    Together with demands President Trump has made recently to restrict protests and speech freedoms at UCLA — in exchange for the release of frozen federal research funding — “this sets a worrying and chilling effect on rights protected by the 1st Amendment,” Shover said.

    Graeme Blair, a UCLA professor of political science who was part of the 2024 encampment and additional pro-Palestinian protests, said he believed Wednesday’s presentation “obscures an extraordinary use of force that injured students and faculty” during the June 10, 2024, campus protest that ended in arrests.

    Blair said the police-fired projectiles ended up “hitting students and faculty, leaving them bruised and with burning eyes.” Police reported only using one foam round. Blair said he witnessed multiple rounds.

    “The fact that UCPD fails to describe these harms calls into question whether they can be trusted with more munitions and their deployment,” he said. “Less-lethal munitions like sponge rounds, rubber bullets, and pepper balls have no place on a college campus, much less to be deployed against students and faculty exercising their right to free expression.”

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    Jaweed Kaleem

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