Education – Plymouth Mega Ride http://www.plymouthmegaride.co.uk/ Tue, 12 Oct 2021 06:42:20 +0000 en-US hourly 1 https://wordpress.org/?v=5.8 https://www.plymouthmegaride.co.uk/wp-content/uploads/2021/04/favicon.jpg Education – Plymouth Mega Ride http://www.plymouthmegaride.co.uk/ 32 32 Debate rages in Montenegro over calls for religious education https://www.plymouthmegaride.co.uk/debate-rages-in-montenegro-over-calls-for-religious-education/ Tue, 12 Oct 2021 06:29:48 +0000 https://www.plymouthmegaride.co.uk/debate-rages-in-montenegro-over-calls-for-religious-education/

According to a 2011 census, 72% of Montenegrins identified themselves as Orthodox Christians, the vast majority being followers of the SPC. A small minority belong to the canonically unrecognized Montenegrin Orthodox Church. About 19% of the population identifies as Muslim, 3.43% as Catholic and 1.14 as an atheist.

Montenegro has signed several “fundamental agreements” with smaller religious communities; the Catholic Church in 2011 and the Islamic and Jewish communities in 2012.

But no agreement has been reached with the CPS, despite being the largest religious community in the country.

Ministry urged to remove religious symbols from schools

On September 30, the Center for Civic Education, an NGO, called on the Montenegrin Ministry of Education, Science, Culture and Sports to order the removal of religious symbols from all educational institutions in Montenegro, citing the exhibition of an Orthodox Saint Sava icon. in a school in the coastal town of Kotor. In response, the ministry said: “If the image of Saint Sava is problematic because he was the first archbishop of the Serbian Orthodox Church, we would like to stress that the Constitution of Montenegro guarantees the right to express freedom. of religion. We will not prevent believers of all faiths from preserving their identity.

The possibility of religious education in schools was also mentioned in fundamental agreements with the Catholic Church and the Islamic community, stressing that it should be regulated by an additional agreement and respect the multi-faith character of the state.

But the head of the Islamic community in Montenegro, Rifat Fejzic, said it was not something the Islamic community had discussed. He warned that this was a complex issue.

“The authorities should consider how religious education might affect children from minority religious communities,” Fejzic told BIRN. “For example, one or two Muslim children have to leave the classroom during religious education in cities where Orthodox children are in the majority or vice versa,” he said. “It is not at all a simple question and psychologists should also give their opinion.”

On September 28, Catholic Bishop Rok Gjonleshaj told the Pobjeda daily that Catholic children receive religion classes in their local churches and such classes at school should cover all religions.

“It is helpful to read and interpret informative stories from the Bible, the Koran and other polytheistic religions in school so that children can learn to respect other religions,” Gjonleshaj said.

Need for debate

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Passion for education leads to decades of service to the Floyd County school system for two GHC alumni https://www.plymouthmegaride.co.uk/passion-for-education-leads-to-decades-of-service-to-the-floyd-county-school-system-for-two-ghc-alumni/ Sun, 10 Oct 2021 18:04:31 +0000 https://www.plymouthmegaride.co.uk/passion-for-education-leads-to-decades-of-service-to-the-floyd-county-school-system-for-two-ghc-alumni/

Note: The following article has been provided by Georgia Highlands College. –KtE

Education duo. Husband and wife. Georgia Highlands College Alumni. Deputy director. Teacher. And the list goes on and on for Robert and April Cummings.

The path to becoming outstanding members of the Floyd County community all began at Georgia Highlands College (then Floyd College) where Robert and April both got their start, leading to a long career in the Floyd County school system. .

april cummings

After attending GHC (then Floyd College) in the late 1980s and graduating with a BA in Journalism from the University of Georgia (UGA), April worked for News Publishing Company for 10 years in local advertising and business. It wasn’t until she and her husband Robert had their first child that she fell in love with education.

“I constantly read to our son, and teaching him during those early years as he developed early literacy skills captivated me,” April said. “We decided that I should explore a new career and get a graduate degree in early childhood education.”

April then spent 15 years teaching elementary and elementary school students, shaping who she would become in her administrative role.

Since July 2017, she has been Deputy Principal of Johnson Elementary School (JES).

Throughout the day, April’s goal is to focus on what is best for JES students and to support teachers in ensuring that students receive the best opportunities for academic and emotional growth.

Focusing on this goal, April is often found in the classroom helping a teacher, in the hallway helping a class during transitions, in a meeting with a parent, planning educational supports for students within communities. Professional Learning (PLC) from JES, or working with the principal and school staff to develop and maintain a rigorous and positive school climate.

This past summer, April also served as the administrator of Floyd County School’s first summer school program for elementary and secondary school students across the system.

“On rare occasions I have even been seen wrestling in an inflatable sumo costume or serving as a human sundae with our principal in the gym as part of a fundraising award for the Johnson School. Elementary, ”April said. “While educating children is serious and important work, succeeding and growing together as lifelong learners should also be fun. “

She said her time at GHC prepared her academically and helped her prepare to manage her studies and work. In addition to being a student, April worked in the GHC admissions office, gaining valuable experience working with and for others while helping them be successful.

“Georgia Highlands College has provided me with the foundation for academic success and I will always be grateful,” April said.

Robert cummings

In the early 1990s, after serving in the Air Force and continuing as a reservist, Robert enrolled at Georgia Highlands College (then Floyd College).

“The GHC was conveniently located near my home, provided a schedule that allowed me to work full time and graduate, while continuing to serve in the Air Force Reserve,” said Robert. “After graduating from GHC as an Associate, I was able to make a smooth transition to Shorter College and pursue my Bachelor of Education.”

Robert has been with Coosa High School since 1996 as a social studies teacher before assuming his current position as Senior Special Education Teacher. Every day, Robert works with students who benefit from academic support services as part of their educational project for success.

“I am able to work one-on-one with students and help with particular content areas, and I also work with small groups of students both to help them reinforce and clarify concepts. and skills, alternating in different classrooms throughout the day to support both the students and the general education teacher, ”said Robert.

Robert also meets regularly with teachers, parents and administrators to develop and monitor educational plans and serves as a point of contact for many parents, establishing a direct line of communication while ensuring that students are progressing towards their goals.

“I have always believed that developing these essential relationships is an investment in the future of every student,” said Robert.

Robert originally entered the field of education with the aspiration to serve students both inside and outside the classroom and is grateful to be able to take on multiple coaching roles. while teaching students. In late winter or early spring, Robert can be found on the golf course, serving as the CHS golf coach.

He said the reward of serving students continues long after the end of the school year or sports season when meeting with alumni outside of the CHS and hearing a an update on their life or a reminder of a specific lesson that may have marked them or made them appreciate the story. once they’ve taken her class.

“The greatest reward as an educator is knowing that the time you invest in a student has such a lasting positive impact,” said Robert.

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Education Secretary visits York County Elementary School to encourage healthy habits https://www.plymouthmegaride.co.uk/education-secretary-visits-york-county-elementary-school-to-encourage-healthy-habits/ Thu, 07 Oct 2021 14:19:11 +0000 https://www.plymouthmegaride.co.uk/education-secretary-visits-york-county-elementary-school-to-encourage-healthy-habits/

York, Pennsylvania – Pennsylvania Department of Education Secretary Dr Noe Ortega today visited Yorkshire Elementary School in the York Suburban School District to highlight how students in the area remain healthy and safe in an unprecedented new school year, and encourages them to adopt healthy and sustainable hygiene habits.

“The York Suburban School District and Yorkshire Primary School do an outstanding job of ensuring that their students, teachers and their community stay safe and healthy, and we commend them for their efforts,” said Dry. Ortega. “By being proactive and engaged, the district has allowed its students to stay in class, with limited disruption to learning and extracurricular activities, which is exactly what we were hoping for at the start of this new school year.

During the event, Sec. Ortega read the book “A Germ’s Journey” to a first grade class. The book was written in 2011 by Thom Rooke, MD and illustrated by Tony Trimmer.

Currently, students 12 and older are eligible and encouraged to get the COVID-19 vaccine, which is one of the best ways to continue learning in person.

The state Department of Health strives to ensure that the vaccine is provided in an ethical, fair, and effective manner for all Pennsylvanians. Use Vaccine Finder to find a COVID-19 vaccine supplier near you.

Throughout the 2020-21 school year, PDE has regularly provided technical assistance and advice to Local Education Agencies (LEAs) to support teaching while navigating the pandemic, and PDE will continue to support LEAs as they continue to operate. ‘they are sailing in the 2021-22 school year. This includes the final chapter of the PDE roadmap for education leaders; Accelerated learning thanks to an integrated support system. This toolkit includes a professional learning series for principals and educators to help address student learning loss and other issues caused by the pandemic.

In addition, PDE has sent regular correspondence to schools with up-to-date processes, procedures and information as it develops. These updates are available on the What’s New page on the PDE website.

“Over the past year and a half, our students and schools have had to adjust to a new normal and implement new practices to keep themselves and others safe,” added Sec. Ortega. “These practices, such as frequent hand washing, cleaning foods before eating, and covering their mouths when coughing or sneezing, will help students develop healthy habits throughout their lives, prevent spreading disease and ensuring they can stay safely in the classroom, this is where they belong and where they want to be.

For more information on the Pennsylvania Department of Education, please visit the website or follow PDE on Facebook, Twitter, YouTube or Pinterest.

MEDIA CONTACT: Kendall Alexander – kenalexand@pa.gov

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Montgomery Co. Board Members Worried About Premature ‘Exit’ of Transgender Students | Education https://www.plymouthmegaride.co.uk/montgomery-co-board-members-worried-about-premature-exit-of-transgender-students-education/ Wed, 06 Oct 2021 23:20:00 +0000 https://www.plymouthmegaride.co.uk/montgomery-co-board-members-worried-about-premature-exit-of-transgender-students-education/

Members of the division’s administration, however, described the issue as sensitive due to the long-standing rights of parents to be informed about issues related to their children in schools.

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Deputy Superintendent Annie Whitaker told board members that a student asking a teacher to refer to them by certain pronouns usually needs to be passed on to a counselor, officially creating a counseling session that needs to be disclosed to parents.

“We are interpreting something that I don’t think is really the intention of the law,” said Sue Kass, board member. “I think we really need to clarify what this is.”

The recent discussion of adjusting MCPS policy has also raised legal questions because of what the school board lawyer said is the right of parents to contribute to their children’s education.

Superintendent Mark Miear said at one point during the lengthy discussion on Tuesday night that the district can, on a case-by-case basis, limit disclosures of certain issues if it is clear that there is a serious safety issue.

“But it’s a difficult thing,” he said. “What we say [is] we have to be really sure that they won’t be safe. I mean, we have kids who ask us not to share their grades with their parents. Well, we have an obligation to take the notes back to their parents.

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District 65 SEPAC guest speakers discuss accessibility in education https://www.plymouthmegaride.co.uk/district-65-sepac-guest-speakers-discuss-accessibility-in-education/ Wed, 06 Oct 2021 06:46:29 +0000 https://www.plymouthmegaride.co.uk/district-65-sepac-guest-speakers-discuss-accessibility-in-education/

Daily archive photo by Patrick Svitek

The Evanston / Skokie School District 65 Education Center at 1500 McDaniel Ave. At its first meeting of the 2021-22 school year, the Evanston / Skokie School District 65 Parent Advisory Council for Special Education held its first meeting of the 2021-22 school year on Tuesday. .

At its first meeting of the 2021-2022 school year, the Evanston / Skokie School District 65 Parent Advisory Council for Special Education stressed the continued importance of creating inclusive educational environments for all students.

SEPAC, which elected its first leadership in May, seeks to advocate for students with disabilities and their families in District 65. The group began forming in 2020 with the aim of raising the voice of parents and caregivers in the community. their children’s education, an effort led by Romy DeCristofaro, Assistant Superintendent of Student Services. Marquise Spoon-in-time and Kelly Baldrate are the co-chairs of the board.

“Our mission is for kids who have IEPs and 504s,” Baldrate said. “But I see the vision is broader, and this is really the greatest value of inclusion in our community.”

Guest speakers Julie Causton and Kate MacLeod defined their idea of ​​inclusive education at the opening of Tuesday’s meeting.

Both speakers have a background in research and are co-founders of Inclusive Schooling, an organization that supports administrators, educators and parents who want to create more caring and creative inclusive schools for all learners. Their team organizes live lessons, workshops, presentations and innovative support for accessible education.

In the past, special education relied on removing elementary school students from their classrooms to receive services such as speech therapy and occupational therapy. This method can be disruptive to a classroom environment and prevent students from learning from each other, the couple said.

To be more inclusive, general and special education teachers should co-teach and meet students where they are, in their own classroom, they said.

“We no longer accept that separate classes, separate schools and separate lives are in the best interests of all students,” said Causton. “Belonging is a human need, (and) our education system, our practices and our spaces must be rethought. “

Inclusive education helps all students, Causton said. She referred to a list of findings on inclusive classroom practices, which found they created benefits for all ages, ability levels and subjects.

During the meeting, Inclusive Schooling shared their video “Because of Oliver,” a story about a student with the autism spectrum. Rather than sending him to special education, his teachers create lessons that teach everyone in the class. They change the rules for sitting “crisscross applesauce” and allow students to write, speak or type their answers.

Throughout the virtual event, they asked people to send chat messages and find connections with other attendees.

“We really want an interactive (space), we want to engage with you in the chat, we want you to share with us, and we want you to participate in a way that makes you feel good,” MacLeod said. “Really think about comfort, watch when you want, engage when you want, turn your cameras on and off. “

Throughout the meeting, leaders also modeled inclusive practices. An hour into the session, Causton and MacLeod encouraged participants to turn off their cameras and do a two-minute stretch. After the break, they encouraged participants to return to the space at their own pace, as learners return at different paces and people complete tasks at different times. Causton said that as an educator she needs to be comfortable with variations over time.

Causton and MacLeod also modeled a way co-teaching can look like. Sometimes Causton would speak while MacLeod wrote in the chat to illustrate the inclusion of different teaching styles.

“Everyone benefits from meaningful participation and opportunities to learn grade level content with a variety of peers,” MacLeod said. “We have to trust that all the students come to us as amazing people who don’t need fixing.”

E-mail: [email protected]

Twitter: @oliviagalex

Related stories:

D65 Special Education Parent Advisory Council elects CEOs

D65 School Board Candidates Discuss Support for Special Education Pupils in Virtual Forum

D65 places more disabled students in general education, but racial achievement gap persists

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Discovery Education continues to support educators during the COVID-19 pandemic with hundreds of free daily activities https://www.plymouthmegaride.co.uk/discovery-education-continues-to-support-educators-during-the-covid-19-pandemic-with-hundreds-of-free-daily-activities/ Tue, 05 Oct 2021 12:05:00 +0000 https://www.plymouthmegaride.co.uk/discovery-education-continues-to-support-educators-during-the-covid-19-pandemic-with-hundreds-of-free-daily-activities/

Discovery Education continues to support educators during the COVID-19 pandemic with hundreds of free daily activities

Discovery Education presents 500 daily classroom activities to teachers nationwide at no cost throughout the school year.

Discovery Education presents 500 daily classroom activities to teachers nationwide at no cost throughout the school year.

SILVER SPRING, MD, October 05, 2021 (GLOBE NEWSWIRE) – In an effort to continue supporting educators during the COVID-19 pandemic, Discovery Education, the global leader in edtech whose cutting-edge digital platform takes supports learning wherever it takes place – announced today that it is making around 500 daily classroom activities available to teachers nationwide at no cost throughout the school year. Available until June 2022, these free activities are designed to be quickly integrated into teaching, no matter where it takes place.

Inspiring and serving as a launching pad for teacher planning, these free resources are available in grades K-2, 3-5, and 6-8 and serve teachers what they want when they need it most. All activities will be posted on a monthly basis, are organized to support weekly learning goals, and have been created based on most searched terms during each month of the school year. These cool daily activities include daily fixes, background generators, writing prompts, and more to meet specific learning needs. The monthly educator-informed activity post provides fun, engaging, standards-aligned instructional supports that connect teachers across the country in a shared learning experience. To access Discovery Education’s free digital activities and for more information, visit the Daily Activities website.

“The opening of the 2021-2022 school year had to be different. This year, parents, teachers and students were all eager to return to classrooms that looked more like those of the pre-COVID-19 era, ”said Scott Kinney, CEO of Discovery Education. “However, the rise of the Delta variant and various other factors have created a high level of uncertainty among education stakeholders. Across the country, there remain many questions about how educators will navigate these complicated times, and by making these student activities available we hope to alleviate some of the burden that educators have so heroically carried since March 2020. ”

Educators who already have access to Discovery Education’s award-winning K-12 platform will find these resources pre-populated in the service activity center. By connecting educators to a vast collection of high-quality, standards-compliant content, out-of-the-box digital lessons, intuitive quiz and activity creation tools and professional learning resources, Discovery Education provides educators a newly enhanced learning platform that makes it easier to engage, every day. teaching in any learning environment.

The Discovery Education team continues to add, contextualize and curate exciting new content and timely and relevant resources to the platform each month in response to current events and the ever-changing needs of educators. These resources, sourced from trusted partners, are aligned with national and national standards and help educators integrate the outside world into teaching and learning every day.

For more information on Discovery Education’s digital resources and professional learning services, visit www.discoveryeducation.com and stay connected with Discovery Education on social media through Twitter and LinkedIn.

###

About Discovery Education
Discovery Education is the global leader in edtech whose cutting-edge digital platform supports learning wherever it takes place. Through award-winning multimedia content, innovative instructional materials and classroom tools, Discovery Education helps educators deliver equitable learning experiences that engage all students and promote greater academic success globally. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessible in more than 140 countries and territories. Inspired by global media company Discovery, Inc., Discovery Education partners with districts, states, and trusted organizations to empower educators with cutting-edge edtech solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com.

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CONTACT: Stephen Wakefield Discovery Education 202-316-6615 swakefield@discoveryed.com
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The evolving world of continuing education and certificates fully online https://www.plymouthmegaride.co.uk/the-evolving-world-of-continuing-education-and-certificates-fully-online/ Mon, 04 Oct 2021 17:31:01 +0000 https://www.plymouthmegaride.co.uk/the-evolving-world-of-continuing-education-and-certificates-fully-online/

Today’s global professionals realize that career development means regular updating of knowledge and skills through continuing education. Increasingly, they are looking for programs that help them demonstrate their mastery of in-demand skills like project management or data analysis. Or they decide to build on their current work experience and add new knowledge, soft skills and professional networks.

The flexibility to move towards new and emerging careers is essential. To achieve their goals and stand out in any industry, professionals need an educational partner who offers world-class instruction, a rigorous curriculum, and opportunities to network with local, national and global colleagues.


When choosing an educational program, here are the key questions: Does the program offer direct interaction with instructors, sometimes referred to as “instructor-led” versus “self-paced” programs? Are there options for accessible and convenient online formats using universal design to meet the diverse learning needs of students? Do student support services offer opportunities to broaden a professional network and engage in career planning?


UCLA Extension with the launch of UCLAxOnline is a powerful example of an institution sensitive to the needs of professionals and employers.
UCLAxOnline presents the next evolution of continuing higher education online. This major initiative offers highly demanded certificates enriched around innovative learning technologies combined with an interactive and immersive experience. UCLAxOnline uses the latest research to incorporate effective instructional design models that enhance the learning experience and peer engagement.


Designed to help professionals advance in their careers, UCLAxOnline offers the convenience of studying at any time and is powered by direct interaction.

Focus on the end user
UCLAxOnline certificates are instructor led with multimedia features and are dynamic and efficient. The asynchronous format gives students the opportunity to study, complete homework, and balance existing careers and family commitments by engaging with the instructor and other students according to their schedule.



Instructors are another element of any online certificate. In the case of the UCLA extension, there are two advantages at play. First, the classes are taught by accomplished instructors who are industry experts and UCLA approved practitioners. Instructors share invaluable practical information and industry connections. Second, UCLAxOnline is structured to ensure student engagement. Of course, the goal of any online program is to give students knowledge, practice, skills, and support.


Open enrollment at UCLA Extension allows busy professionals to study part-time and enroll in one course per term. Or students can choose to speed up their studies by signing up for 2-3 courses per term. UCLAxOnline aspires to provide “universal access” to education.

Careers in demand, additional benefits

UCLA’s Extension Initiative is launching 11 enhanced certificates in professions or specialties that are currently in high demand, such as accounting, business and entertainment management, college consulting, data science, GIS and science. geospatial technology, human resource management, personal financial planning, project management and sustainability and user experience (UX). Additional certificates are added quarterly.


The resources of a leading university are leveraged for UCLAxOnline. Students who complete UCLA Extension Certificates can participate in workshops, networking events, career counseling services, job search resources, and access UCLA Alumni Association membership. .


UCLA Extension Certificates also come with the added benefit of a Bruin Promise: a bold commitment to lifelong learning, professional development, and personal enrichment for all graduates. from UCLA.


Continuing education programs established in universities have yielded consistent results for adult learners all over the world. The new UCLAxOnline launches at a time when


the nature of work changes the economic outlook for careers.
This fall, the reimagined era of effective online learning for professionals emerges.

Learn more at uclaextension.edu/uclaxonline.

Back to the index.

For reprint and license requests for this article, CLICK HERE.

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Child rights advocacy center provides education and resources for Safe Sleep Month https://www.plymouthmegaride.co.uk/child-rights-advocacy-center-provides-education-and-resources-for-safe-sleep-month/ Sun, 03 Oct 2021 16:49:16 +0000 https://www.plymouthmegaride.co.uk/child-rights-advocacy-center-provides-education-and-resources-for-safe-sleep-month/ MANISTEE COUNTY – Sleep-related infant deaths are the leading type of death in Michigan for infants aged 1 to 12 months, with suffocation being the most common cause. Statewide, 1.3 sleep-related infant deaths occur per 1,000 live births. More than two Michigan babies die each week due to sudden and unexpected infant deaths.

In addition to responding to cases of child abuse and neglect in Manistee and Mason counties, the Manistee County Child Advocacy Center works to actively prevent abuse, including providing safe sleep education and resources. to community partners.


In October, in recognition of Safe Sleep Month, the Manistee County Child Advocacy Center distributed Cribette sleeping bags and playpen kits to Transitions Women’s Wellness Center and District Health Department # 10. Funding for these materials was made possible through a grant to the Child Advocacy Center of the Children’s Trust Fund.

Due to unsafe sleeping practices for infants, Michigan babies suffocated while sleeping in adult beds; share a bed with an adult or a child; sleeping on furniture; and sleep with pillows, cushions and blankets.

According to the American Academy of Pediatrics, caregivers should follow these basic recommendations for safe sleep for infants to protect babies from suffocation or accidents during sleep and nighttime naps:

• Infants should be placed to sleep on their backs;

• Use a firm sleeping surface and a firm mattress covered only with a fitted sheet;

• Remove soft objects and loose bedding from the crib (no pillows, quilts, quilts, plush toys, protective cushions or other soft objects);

• Do not share a bed with your baby;

• Avoid letting your baby overheat;

• Practice a supervised “tummy time” while your baby is awake to strengthen the muscles of the neck and shoulders; and

• Make sure everyone who cares for your baby is aware of these guidelines, including caregivers, friends and family.

“We are grateful for our partnership with the Manistee County Child Advocacy Center and for donating sleeping bags and cribs for our clients,” said Rebecca Fink, Maternal and Child Health Program Coordinator with District Health Department # 10 , in a press release. “Providing safe sleep education and resources for new parents will help better protect children in our community. “

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US Department of Education investigates Kearney School District https://www.plymouthmegaride.co.uk/us-department-of-education-investigates-kearney-school-district/ Sat, 02 Oct 2021 19:37:22 +0000 https://www.plymouthmegaride.co.uk/us-department-of-education-investigates-kearney-school-district/

The U.S. Department of Education’s civil rights office opened an investigation into the Kearney School District after a parent filed a complaint in May.

Tiffaney Whitt’s complaint accuses the school district of discrimination and retaliation. Whitt, a mother of seven, has withdrawn her children from Kearney schools.

After his 15-year-old reported that another student at Kearney Junior High had written the N word on a class project and another student called him an insult, Whitt’s son was charged with ” inappropriately touching a female student.

Whitt filed the complaint after a review of surveillance video found no evidence of sexual harassment or assault by her child. She sat down with Assistant Superintendent Jeff Morrison to view the footage.

One of her children also received an anonymous threat referring to Emmett Till, and a message to her child on May 24 was alarming enough for Kearney Police to open an ongoing investigation.

The Civil Rights Office sent a letter to Whitt on September 16, confirming that he had opened an investigation into the school district.

The office will investigate whether the school district has engaged in discrimination or retaliation.

The letter says that opening an investigation does not mean that the Civil Rights Office has made a decision on the “merits of the complaint.”

Whitt included six incidents in his complaint:

  • On April 6, 2021, another student used a racial slur and made offensive racist comments against her children while on a school bus.
  • On April 30, 2021, another high school student called his eldest son a racial insult in a school parking lot while picking up his little brother.
  • On May 13, 2021, a high school student typed a racial insult on one of her 15-year-old son’s group plans.
  • On May 14, 2021, her 15-year-old son was called a racial insult by other students in the class.
  • On May 14, 2021, the school district retaliated against his 15-year-old son by sanctioning him for an alleged violation of a student’s conduct.
  • On May 24, 2021, her 15-year-old son received a death threat on Snapchat.

This is the latest in a series of racist incidents reported in Kansas City-area schools this year.

Earlier this week, Raytown Schools Superintendent Allan Markley said in a letter to parents and guardians that the district was aware of a Raytown High School teacher using the N word during a discussion with students in class.

Last week, Principal of Olathe South High School reassured parents and students that the school was “thoroughly investigating” a racist proposal to bring a student home, and he pledged to immediately remedy the incident “in accordance with our code of student conduct”.

Earlier this month, a racist petition calling for a return to slavery was posted online by students at Park Hill South High School.

Kansas City Star Related Stories

]]> Can a Lego League rekindle student interest in STEM education? – The Herald of Durango https://www.plymouthmegaride.co.uk/can-a-lego-league-rekindle-student-interest-in-stem-education-the-herald-of-durango/ Sat, 02 Oct 2021 00:59:38 +0000 https://www.plymouthmegaride.co.uk/can-a-lego-league-rekindle-student-interest-in-stem-education-the-herald-of-durango/

Durango School District 9-R is looking for volunteers to put the program into action

Students compete in the 2014 Four Corners FIRST Lego League Robotics Tournament at Miller Middle School. The Superintendent of Durango School District 9-R wants to restart the Durango Schools program. (Durango Herald file)

Durango School District 9-R is looking to start a program for students of all grade levels, but it needs volunteers to put the project into action.

The curriculum is the FIRST Lego League, a robotics program that aims to introduce elementary school students to STEM (science, technology, engineering, and math) subjects by challenging them with real-world problem-solving opportunities designed to develop their critical thinking, coding and design skills.

The school district is looking for parent volunteers to help coach students in the program. Interested parents don’t need engineering or programming skills, and the school district will provide resources, equipment and coaching advice, said Karen Cheser, superintendent of Durango School District 9-R.

Cheser said she had a personal fondness for the FIRST Lego League. The program aims to teach students how to effectively problem solve, but it also emphasizes teamwork, inclusion, and innovation through creativity and persistence. (FIRST stands for inspiration and recognition of science and technology.)

FIRST Lego League was formed in 1998 by FIRST founder Dean Kamen and Lego Group Kjeld Kirk Kristiansen. They set out to create a program that allows children to “play meaningfully,” according to the program’s official website.

“It’s a competition,” Cheser said. “They call it a co-op because… it’s a competition but you also know that you are building camaraderie with other teams, you are working towards that big vision and that goal.”

The program emphasizes inclusion. Cheser said one of the values ​​she sees in it is that it provides students with an activity other than sports, including students from less represented groups such as women and minorities.

“It makes it more inclusive for all schools and students in the district,” 9-R spokesperson Julie Popp said. “In high school, we had the aerospace team and they have a robotics course. But it’s great, Karen’s vision and to extend it to students of all ages and across the district, which will make a big difference.

Cheser said that FIRST Lego League founder Kamen noticed that students’ enthusiasm for STEM subjects began to wane as they got older, and the program was developed in an attempt to curb this trend.

“Even students, young children, even if they are excited about it, their enthusiasm wanes. Especially for underrepresented populations such as women, minority students, they usually did not enter or support their enthusiasm about it, ”said Cheser. “By the time the students are in fourth grade, they are no longer interested. So he created this program so that students could be as interested in robotics competitions as in sports. So it really looks like this.

Students at Bayfield Middle School compete in the 2013 Robotics Challenge, in which participants program a Lego vehicle to negotiate a course while completing certain tasks during the Lego Four Corners League regional tournament at Animas Valley Elementary School. The Superintendent of Durango School District 9-R wants to restart the program for Durango schools. (Durango Herald file)

Cheser brings her passion for the FIRST Lego League to previous school districts where she worked. She coached in the Lego League and participated in the FIRST Head Challenge programs for about 12 years while she was superintendent of schools in Fort Thomas, Kentucky’s No.1 School District at the time, she said. said, and assistant superintendent of Kentucky’s third largest school district before that.

Durango also has the potential to become Colorado’s No.1 school district, Cheser said. She believes that the FIRST Lego League program can help students learn to approach problems with creative solutions.

Competitions within the program include regional, state and even global events. In Kentucky, league teams coached by Cheser have qualified for world tournaments. The competitions are organized each year around different subjects, from natural disasters to the challenges faced by seniors.

“They develop a product or some sort of solution, and then they have to present it to experts and others, get feedback and continually improve their idea,” Cheser said.

During the competition, the teams present their projects to the judges. Cheser described the process as “the best example of authentic problem-based learning.”

Shubham Banerjee works on his Lego robotic braille printer at his home in Santa Clara, Calif. (Marcio Jose Sanchez / Associate Press Kit)

Some participating students even continued to market their ideas, demonstrating that the program also strengthens entrepreneurship and global thinkers, Cheser said.

Parents who want to get involved don’t need programming or engineering skills, and Cheser said she will be there to guide them on how to mentor students throughout the program.

“I just don’t want parents or volunteer coaches to be intimidated,” Cheser said. “You don’t need to know programming or engineering. … Generally, students are great at understanding block programming. They can do a lot more than we expected young children to do. So we’re going to support our volunteers and make sure they have everything they need. “

State funding is also available that could help the school district acquire the resources it needs, including robotics.

Parents who wish to volunteer to coach FIRST Lego League students can register through an online form. The school district can have as many teams as needed to accommodate all students interested in participating.

Once the school district receives enough volunteer requests, which Cheser said he hopes to accomplish this week, it will begin accepting students into the program. The league runs from October to December.

cburney@durangoherald.com

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