http://www.latimes.com/local/la-me-boyle-lincoln-20140317,0,6894934.story#axzz2wSsIWznq
The above article discusses the issue of neighborhood schools being moved around and the issue of heavy gang activity in the L.A. area. The two schools being forced to combine are located 2 miles apart but students explain the two schools as completely different worlds. The move will put two bitter rival communities in one campus. Roosevelt Academy's enrollment has been declining and they are asking to recruit kids from other neighboring schools as an alternative to combing the two neighborhood schools. Many experts say children not from the area will have no knowledge of what streets to avoid due to gang activity or what areas to avoid. The article discusses the issue of the school officials making these types of decisions without input from the children attending the schools or the parents. East L.A. is very territorial and this decision to merge the schools rather quietly could leave children in real danger. Often times school bureaucrats make decisions for school systems without the input of those truly involved in the school and who have a better understanding of the issues and concerns in the education system.
Thursday, March 20, 2014
Charter School Nightmare
http://www.dispatch.com/content/stories/local/2014/01/12/charter-failure.html
This article may be dated, but I found it a couple months ago and it still really shocks me. One thing that jarred me when I stumbled upon this news was the fact that I had sat in countless meetings last year at the community center I interned at listening to representatives pushing academy's and charter schools such as this. And at the time I was sold. I thought they had great ideas and seemed like they really cared about their potential students. Some of these meetings were with the group of Mom's we worked with through the Family to Family program and it struck me that they could have really bought into this idea of charter schools as a viable option for their kids. And these families were already struggling, so it kind of gave me the feeling of taking advantage of a population of people who are looking for some sort of "answer" which could be a big selling point. These families saw violence and bullying in their schools, are having financial hardships and really just want their kids to have a better future than what they are able to give them. Really what parent doesn't? But in this area, with these families that are struggling someone coming in and offering a solution wrapped up in a bow during desperate times really feels like preying on a weakness to me. It may not be as drastic or malicious in intent but it could definitely be viewed that way. So what does everybody think, in terms of charter schools? With the public school system facing struggles are charter schools and academies the miracle cure? I think that some of these school really had good intentions and had the kids best interest at heart, but is our kids education and future worth the risk? and who takes responsibility for these failures?
This article may be dated, but I found it a couple months ago and it still really shocks me. One thing that jarred me when I stumbled upon this news was the fact that I had sat in countless meetings last year at the community center I interned at listening to representatives pushing academy's and charter schools such as this. And at the time I was sold. I thought they had great ideas and seemed like they really cared about their potential students. Some of these meetings were with the group of Mom's we worked with through the Family to Family program and it struck me that they could have really bought into this idea of charter schools as a viable option for their kids. And these families were already struggling, so it kind of gave me the feeling of taking advantage of a population of people who are looking for some sort of "answer" which could be a big selling point. These families saw violence and bullying in their schools, are having financial hardships and really just want their kids to have a better future than what they are able to give them. Really what parent doesn't? But in this area, with these families that are struggling someone coming in and offering a solution wrapped up in a bow during desperate times really feels like preying on a weakness to me. It may not be as drastic or malicious in intent but it could definitely be viewed that way. So what does everybody think, in terms of charter schools? With the public school system facing struggles are charter schools and academies the miracle cure? I think that some of these school really had good intentions and had the kids best interest at heart, but is our kids education and future worth the risk? and who takes responsibility for these failures?
Wednesday, March 19, 2014
Reading, Writing and Renewal (the Urban Kind)
http://www.nytimes.com/2014/03/18/arts/design/reading-writing-and-renewal-the-urban-kind.html?ref=education&_r=0
Henderson-Hopkins School in East Baltimore
Matt Roth for The New York Times
BALTIMORE — In many ways, public schools are gated communities, dead zones. They’re shuttered after dark and during the summer, open to parents and students while in session but not to the larger community.
A new public school in one of the poorest neighborhoods in East Baltimore wants to challenge the blueprint. Designed by Rob Rogers, of Rogers Partners in New York, Henderson-Hopkins, as it’s called, aspires to be a campus for the whole area — with a community center, library, auditorium and gym — as well as a hub for economic renewal.
This is the neighborhood where parts of “The Wire” were filmed. In 2000, when the city’s mayor convened local business leaders, the vacancy rate was 70 percent. Poverty was twice the city average. Crime, infant mortality and unemployment were all through the roof.
The idea that emerged — of making the school the centerpiece of a major redevelopment project — is a grand urban experiment. Operated by Johns Hopkins University in collaboration with Morgan State University, the school, which opened in January, belongs to a $1.8 billion plan that also includes new science and technology buildings, a park, retail development and mixed-income housing. While gentrification might threaten to displace the poor, the school is to be the glue that helps bind the district together.
Like any kindergartner, the concept is full of promise. Can it work?
Built for 720 children, the school occupies several linked, low-rise buildings with lofty communal spaces arranged around nesting courtyards and interior streets that mimic the fabric of the neighborhood. There’s an early-childhood center for infants and toddlers and a grade school that runs through eighth grade.
“Baltimore demolished many great old school buildings in the 1950s and ’60s and replaced them with incredibly depressing places,” recalled Christopher Shea, president of East Baltimore Development Inc., the nonprofit organization overseeing the plan. “We wanted to go in the opposite direction. We wanted Henderson-Hopkins to be an inspiration and magnet for the neighborhood.”
Recess vs Increased Instruction Time
http://www.npr.org/2013/11/07/243713419/trim-recess-some-schools-hold-on-to-childs-play
The article, "Trim Recess? Some Schools Hold On To Child's Play" by Eric Westervelt discusses the trend in schools to decrease or completely remove recess time. The article focuses on Ruby Bridges Elementary School in Alemeda, California. This school utilizes the non-profit program, Playworks, that works with low-income area schools. Playworks promotes a healthy lifestyle and focus on academics. The article states that Playworks "creates a physically and emotionally safe environment for kids to just be kids. That means trying new things. If they fail, it's OK. It's a setting where they're not going to be made fun of for trying new things, and there will be a lot of praise when they do succeed." This program costs about $30,000 per year.
Most schools can't afford to pay for this program let alone public, low-income area schools. It seems to be the trend to cut out extra curricular activities, physical activities, and the arts. The playground is where kids can put the knowledge they learn in the classroom into practice. The playground is where kids learn social skills that are need for everyday interactions. With the First Lady focusing on the "Let's Move" Campaign I believe that this sheds light on this deficit in our school systems and it's a step in the right direction. Since most schools can't afford a program like this maybe schools can just start out by having and sustaining recess time and then work towards more structured time like the program offers.
Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?
http://www.npr.org/2014/03/17/290089998/does-teaching-kids-to-get-gritty-help-them-get-ahead?utm_campaign=storyshare&utm_source=share&utm_medium=twitter
This article talks about "girt" which is perseverance and determination. Schools that teach grit change their way of thinking and teaching so that they are teaching their students to make mistakes and take chances even if they might be wrong. It teaches them to get back up and keep trying even when they fail. It challenges their thinking and keeps them trying instead of just giving up when things get hard. They are still working on getting data to show the effectiveness of this mindset being taught in the school, but it has already shown an improvement in test scores.
I think this is a really interesting way to teach students. In the article they talk about how they never use the words "smart," "gifted," or "brilliant." Instead the way teachers praise is by telling them that "they must have worked hard" or "To have performed this well, you must have put out a lot of effort." So it changes the positive reinforcement and praise to focus on the work they did and the effort they gave rather than the actual grade on the assignment. In fact, some schools even grade them on effort, not just the assignments. How do you think this would change kids? Would it take away the "entitlement" people talk about kids having these days? How would this affect school social workers' roles?
This article talks about "girt" which is perseverance and determination. Schools that teach grit change their way of thinking and teaching so that they are teaching their students to make mistakes and take chances even if they might be wrong. It teaches them to get back up and keep trying even when they fail. It challenges their thinking and keeps them trying instead of just giving up when things get hard. They are still working on getting data to show the effectiveness of this mindset being taught in the school, but it has already shown an improvement in test scores.
I think this is a really interesting way to teach students. In the article they talk about how they never use the words "smart," "gifted," or "brilliant." Instead the way teachers praise is by telling them that "they must have worked hard" or "To have performed this well, you must have put out a lot of effort." So it changes the positive reinforcement and praise to focus on the work they did and the effort they gave rather than the actual grade on the assignment. In fact, some schools even grade them on effort, not just the assignments. How do you think this would change kids? Would it take away the "entitlement" people talk about kids having these days? How would this affect school social workers' roles?
Closing the achievement gap for disadvantage students
http://futureofchildren.org/futureofchildren/publications/docs/22_02_PolicyBrief.pdf
This article highlights the literacy gap in children who are disadvantage. Our economy is now requiring that literacy skills go beyond the third grade. This has been a major problem in the American school system. Years ago children could get away with graduating by simply recognizing words. Many worked at jobs requiring limited to no skills or post degree education and received decent pay. Today, however, a bachelor's degree is almost equivalent to a high school diploma. So literacy is required.
Additionally, the pattern for the high-poverty schools is qualified teacher transfer out for "better" opportunities leaving the schools with a high number of new and inexperience teachers. The NCLB Act provides standards that are mandated by each State. The goal of the standardize is to improve a child's learning and simply pass them along.
Do you believe the NCLB helps or hurts that students? Do you think the standards are unrealistic?
This article highlights the literacy gap in children who are disadvantage. Our economy is now requiring that literacy skills go beyond the third grade. This has been a major problem in the American school system. Years ago children could get away with graduating by simply recognizing words. Many worked at jobs requiring limited to no skills or post degree education and received decent pay. Today, however, a bachelor's degree is almost equivalent to a high school diploma. So literacy is required.
Additionally, the pattern for the high-poverty schools is qualified teacher transfer out for "better" opportunities leaving the schools with a high number of new and inexperience teachers. The NCLB Act provides standards that are mandated by each State. The goal of the standardize is to improve a child's learning and simply pass them along.
Do you believe the NCLB helps or hurts that students? Do you think the standards are unrealistic?
"Why school isn’t for children anymore"
Some of you may have already seen
this article that was published earlier this month in the Washington Post. The article discusses a letter written by a
teacher named Dawn Neely-Randall from Elyria, OH, advocating for change of the
way we test our students. This article
hits close to home, as Elyria is my hometown, and I also have a passion for
school social work. Dawn Neely-Randall
makes some excellent points about how these tests are labeling students for how
they perform on a test one day out of year, and parents are only given a score
of how well or poorly their child performed.
Parents and students never have the opportunity to review the test after
it has been scored. Students are not the
only ones who are labeled, however.
Teachers are labeled as well, based on how their students perform on
OAA tests. It is admirable to see
teachers advocating for their students. I think as social workers it is our job
to empower, and help encourage more teachers to do the same, as well as working
to empower and teach students to advocate for their educational rights.
Tuesday, March 18, 2014
Positive Parenting Impacts Children's Learning
http://developingchild.harvard.edu/index.php/resources/multimedia/lectures_and_presentations/fisher_education_nation/
In my current social work field placement as a Family Advocate in an early childhood center, I am searching for resources that will help parents engage and interact with their children more effectively. In this video, "Parenting for Brain Development and Prosperity", Dr. Paul Fisher, Professor of Psychology at the University of Oregon, emphasizes ways in which caregivers and their children can experience "positive, reciprocal interactions" in their homes. The child's early development, 0-3 yrs. is foundational to what follows in the school settings. Parents are open to professionals who come along side of them to offer support.
As a social worker, what effective referrals and resources have you offered to parents, families who have infants, preschoolers? As Social Workers, how can we improve the level of support to these parents?
In my current social work field placement as a Family Advocate in an early childhood center, I am searching for resources that will help parents engage and interact with their children more effectively. In this video, "Parenting for Brain Development and Prosperity", Dr. Paul Fisher, Professor of Psychology at the University of Oregon, emphasizes ways in which caregivers and their children can experience "positive, reciprocal interactions" in their homes. The child's early development, 0-3 yrs. is foundational to what follows in the school settings. Parents are open to professionals who come along side of them to offer support.
As a social worker, what effective referrals and resources have you offered to parents, families who have infants, preschoolers? As Social Workers, how can we improve the level of support to these parents?
Michigan’s Special Education Proposals Alarm Teachers, Parents
http://www.educationnews.org/education-policy-and-politics/michigans-special-education-proposals-alarm-teachers-parents/
This article is about a 19 page proposal about changing policies concerning children in special education classes in Michigan. The basic purpose of the proposal to change ways that children with special needs are identified and taught in the classroom. Some of the changes from this proposal include: evaluations in order to determine who is eligible for special education programs, an outline of the eligibility professionals qualified to perform the evaluations and determine eligibility, and the fact that a student designated as special needs retains that designation until graduation. One of the biggest issues with this is the fact that some parents say they didn't know the hearing was happening; others weren't given time to read and understand the proposal. Lori Lofton-Doniver, secretary and treasurer for the American Federation of Teachers said the changes would affect the power parents have in speaking for their children. She also stated that special education teachers would not need a Master's degree and would be categorized as a teaching consultant (TC), thus not requiring the 3 years of classroom experience currently needed.
Michigan's Department of Education responded by saying many parents and teachers are making judgments based on erroneous interpretations and mistaken information. They also stated that this is Michigan's effort to conform with special education rulings on a federal level. A lot of contention surrounds the language of one of the proposed changes. This change requires the administrators to review caseloads at the end of the year. Some fear that this will allow the classrooms to exceed the standard teacher-student ratio in struggling districts. The Michigan Department of Education claims that the language is the way it is to help determine necessary staff for the following year.
Mark McWilliams of the Michigan Protection and Advocacy Service stated "Any time you make a change of this scale in the rules-and these are fairly major changes-you're going to have confusion"
I think there are several important points from this article. First, if you were the parent of one of these students, how would you feel knowing that these changes are going to impact the daily life of your child? How about as a teacher for these students? Finally, what are the good/bad parts of these changes that you can see?
This article is about a 19 page proposal about changing policies concerning children in special education classes in Michigan. The basic purpose of the proposal to change ways that children with special needs are identified and taught in the classroom. Some of the changes from this proposal include: evaluations in order to determine who is eligible for special education programs, an outline of the eligibility professionals qualified to perform the evaluations and determine eligibility, and the fact that a student designated as special needs retains that designation until graduation. One of the biggest issues with this is the fact that some parents say they didn't know the hearing was happening; others weren't given time to read and understand the proposal. Lori Lofton-Doniver, secretary and treasurer for the American Federation of Teachers said the changes would affect the power parents have in speaking for their children. She also stated that special education teachers would not need a Master's degree and would be categorized as a teaching consultant (TC), thus not requiring the 3 years of classroom experience currently needed.
Michigan's Department of Education responded by saying many parents and teachers are making judgments based on erroneous interpretations and mistaken information. They also stated that this is Michigan's effort to conform with special education rulings on a federal level. A lot of contention surrounds the language of one of the proposed changes. This change requires the administrators to review caseloads at the end of the year. Some fear that this will allow the classrooms to exceed the standard teacher-student ratio in struggling districts. The Michigan Department of Education claims that the language is the way it is to help determine necessary staff for the following year.
Mark McWilliams of the Michigan Protection and Advocacy Service stated "Any time you make a change of this scale in the rules-and these are fairly major changes-you're going to have confusion"
I think there are several important points from this article. First, if you were the parent of one of these students, how would you feel knowing that these changes are going to impact the daily life of your child? How about as a teacher for these students? Finally, what are the good/bad parts of these changes that you can see?
Monday, March 17, 2014
9 yr old boy bullied over "my little pony" lunchbox
This story discussed how a 9 year old boy was being bullied for taking a “my little pony” lunchbox to school. His mom reports that he loves the show and she doesn’t see the harm in him having the backpack because the show promotes friendship, even though the show is geared more towards girls. The problem that this article identifies is the schools response to the situation. The school stated that they take bullying very seriously and they will continue to take steps to resolve the issue. They did ask that the boy leave the lunchbox at home since it seems to be a “trigger” for bullying. Mom’s response back was “ saying a lunchbox is a trigger for bullying is like saying a short skirt is a trigger for rape”.
I find this to be an interesting debate that brings up a lot of questions. Did the school have the right to request that he leave the lunchbox at home? Do you think the boy should leave the lunchbox at home? Would leaving the lunchbox at home really stop the bullying for this boy?
As a mother of a two year old son I struggled with what would I do if my son wanted to take a “girl” item to school. I love and accept my son no matter what but I also know that not everyone will see it the same way. Do I try to protect my son from the cruelty the world can offer or do I stand up against it with him to try to change it? What role does or should the school play? I strongly feel that schools need to step up and aide this change by allowing more evidence based programs in to help teach social skills to kids in schools. But change is a slow process and is not going to happen over night and it is painful to see kids get bullied and even in some cases lead to suicide because of the rejection society can offer. So should we teach victims how to not be “victims” or is that just giving more power to bullies?
Saturday, March 15, 2014
Technology in Schools
There were several articles pertaining to current events in education that I considered positing about, and most of which addressed the integration of technology in the classroom. One discussed how a physical education teacher was incorporating iPads and the Nintendo Wii into his gym class, while another discussed how one school took a decidedly different approach and has their students gardening and embracing nature in hopes of teaching teamwork, respect for the community and education, and humanitarianism. I recently had a discussion with a family member who was outraged that his son had to do a report without using the internet. Aside from making me feel old, this encouraged me to think about the future of education.
This article that I stumbled across is about a local school district that just announced that they will be providing tablets for students and staff in grades K-12. This major integration of technology has presented differences of opinion within the community. One advantage to a technological approach to education is the fact that we live in a world of technological advancements, so learning how to utilize these devices is almost a necessity. Another advantage is that this will centralize assignments and allow students to access more current information. Also, this opens the door for a different type of interactive learning.
There are also some disadvantages to a completely technological education. While the internet does contain some useful information, how will educators ensure that students learn to differentiate between reliable and unreliable sources? Will this decrease face-to-face communication between teachers, students, and their families? Will social skills and public speaking no longer be a major focus of schools? Will this put students who attend schools that cannot afford these devices at a disadvantage?
http://www.dispatch.com/content/stories/local/2014/03/11/hilliard-schools-to-provide-tablets-for-all.html
This article that I stumbled across is about a local school district that just announced that they will be providing tablets for students and staff in grades K-12. This major integration of technology has presented differences of opinion within the community. One advantage to a technological approach to education is the fact that we live in a world of technological advancements, so learning how to utilize these devices is almost a necessity. Another advantage is that this will centralize assignments and allow students to access more current information. Also, this opens the door for a different type of interactive learning.
There are also some disadvantages to a completely technological education. While the internet does contain some useful information, how will educators ensure that students learn to differentiate between reliable and unreliable sources? Will this decrease face-to-face communication between teachers, students, and their families? Will social skills and public speaking no longer be a major focus of schools? Will this put students who attend schools that cannot afford these devices at a disadvantage?
http://www.dispatch.com/content/stories/local/2014/03/11/hilliard-schools-to-provide-tablets-for-all.html
Teaching Students to Advocate for Themselves
http://well.blogs.nytimes.com/2014/03/13/to-keep-teenagers-alert-schools-let-them-sleep-in/
This article discusses an adolescent student in Columbia, Missouri who successfully advocated to have her high school's start time pushed back to 8:30 am instead of moved forward to 7:25 am. The student first got the idea to take action from her AP History class, and she was able to collect research and advocate to the school board for this change. Later start times for high school students have been studied extensively, and this article highlights some of the benefits (fewer athletic injuries and traffic accidents, fewer tardies and absences). Though the research has been substantiated time and time again, few school districts have actually changed their start times. More often than not, high schools start first and elementary and middle schools start one-two hours later. As a school social worker advocating for the best interest of all students, it is important to examine the physical and emotional health benefits of allowing teenagers to get the recommended 8-9 hours of sleep while also connecting increased sleep to better academic outcomes. It is also important that we empower our students to advocate for themselves, not only at the micro level (for themselves), but also at the mezzo and macro levels (to create community and systemic change). How can social workers who work with children and teens teach our young clients to advocate for themselves at these levels?
This article discusses an adolescent student in Columbia, Missouri who successfully advocated to have her high school's start time pushed back to 8:30 am instead of moved forward to 7:25 am. The student first got the idea to take action from her AP History class, and she was able to collect research and advocate to the school board for this change. Later start times for high school students have been studied extensively, and this article highlights some of the benefits (fewer athletic injuries and traffic accidents, fewer tardies and absences). Though the research has been substantiated time and time again, few school districts have actually changed their start times. More often than not, high schools start first and elementary and middle schools start one-two hours later. As a school social worker advocating for the best interest of all students, it is important to examine the physical and emotional health benefits of allowing teenagers to get the recommended 8-9 hours of sleep while also connecting increased sleep to better academic outcomes. It is also important that we empower our students to advocate for themselves, not only at the micro level (for themselves), but also at the mezzo and macro levels (to create community and systemic change). How can social workers who work with children and teens teach our young clients to advocate for themselves at these levels?
Unions on edge as Arizona lawmakers weigh major expansion of education overhaul
Unions on edge as Arizona lawmakers weigh major expansion of
education overhaul
Lawmakers in Arizona could decide this week if they are
going to increase the state’s Empowerment Scholarship Account program to 28,000
students in the next five years, with the goal of eventually having 1 million
students being able to make the decision about how and where they receive their
education. The Empowerment Scholarship Account is different than the
traditional school voucher. The Empowerment Scholarship Account program
transfers money the state would normally pay for a child to attend public
school to a bank account. The students that qualify for this program are given
a debit card and have the choice to use the money on educational expenses from
books to home-schooling. Arizona is the first state in the country to implement
a program like this. Arizona has implemented this program for 761 special needs
students. Currently six other states are trying to implement the same type of
program. Several bills in the Arizona legislation would provide this program to
low-income children, which would take a considerable amount of money from the state’s
education fund. This amount would be potentially $374 million a year. Students
that are participating in this program receive at least $2,900 a year and
depending on their need this amount can rise to $31,000. Students are given a
certain amount of money to use for their high school education and if these
students have money left over they are able to use it for higher education. If
they don’t pursue higher education the money will be sent back to the state.
Clint Bolick, vice president for litigation at the Goldwater
Institute stated that “The idea was to create a school-choice system for the 21st
century” and that “Our public schools are based on a 19th century
model.” Bolick believes that this type of education promotes the different
types of school systems to compete for students. Arizona’s Democratic Senate
Minority Leader Anna Tovar stated that this set up an unfair competition
between schools that were poor and private institutions. She also stated that
she thinks the Empowerment Scholarship Account will be discriminating public
education.
The Empowerment Scholarship Account plan was first approved
in 2011. Several states are waiting to see how this works for Arizona, with the
intent of implementing the program in their state if Arizona is successful.
I think this program is interesting because it will allow
students to make the choice about their education. I believe that students that
are truly determined to have an education would be able to make good decisions
about the type of education they would pursue. I believe that students that
aren't in control of their education would not be able to use the money wisely
to get the appropriate education. Students at high school age most of the time
aren't prepared to make the type of decisions about their education that these
students would have to make with the money that they would be given. I am
interested to see how this program works for Arizona.
Thursday, March 13, 2014
student threatens over facebook
http://www.lancastereaglegazette.com/article/20140226/NEWS01/302260010/Student-accused-sending-racial-threats-classmate
The above link is to an article from Lancaster Eagle Gazette from a situation that occurred in Lancaster Ohio in late February.
There are two Junior High Schools in Lancaster City Schools. One of them is Thomas Ewing Junior High.
A Thomas Ewing Junior High School student was suspended and could be expelled and charged with a crime after police were told he made racially charged threats on Facebook.
The Student, who is black, along with their family is upset and disturbed by the posting. The posting was from a white student and included pictures of lynchings and swastikas. (The white student is accused of sending them to the black student.)
The mother of the accused has also been very active in the situation saying this is not the first time postings have been racially motivated. The article reported, "She also told school authorities that her son “is out of control and she is unable to control his behavior at this point,” according to the report."
Please feel free to read peoples comments at the bottom of the article.
I have posted this article to start up a discussion on whether items posted on social media should have school punishments, such as being expelled, or if they should be handled by the authorities.
In addition, how should social workers in the schools handle the racially motivated comments made from one student to the other? Do you think race is still an issue today that doesn't receive enough attention?
The above link is to an article from Lancaster Eagle Gazette from a situation that occurred in Lancaster Ohio in late February.
There are two Junior High Schools in Lancaster City Schools. One of them is Thomas Ewing Junior High.
A Thomas Ewing Junior High School student was suspended and could be expelled and charged with a crime after police were told he made racially charged threats on Facebook.
The Student, who is black, along with their family is upset and disturbed by the posting. The posting was from a white student and included pictures of lynchings and swastikas. (The white student is accused of sending them to the black student.)
The mother of the accused has also been very active in the situation saying this is not the first time postings have been racially motivated. The article reported, "She also told school authorities that her son “is out of control and she is unable to control his behavior at this point,” according to the report."
Please feel free to read peoples comments at the bottom of the article.
I have posted this article to start up a discussion on whether items posted on social media should have school punishments, such as being expelled, or if they should be handled by the authorities.
In addition, how should social workers in the schools handle the racially motivated comments made from one student to the other? Do you think race is still an issue today that doesn't receive enough attention?
Social Workers placed in Norfolk schools
http://www.edp24.co.uk/news/politics/social_workers_to_be_placed_in_norfolk_s_schools_to_help_identify_needy_children_1_3415112
Social workers to be placed in Norfolk’s schools to help identify needy children.
This article talks about placing social worker's in the Norfolk school systems to help cut down the number of children who are taken away from their families by placing someone in their life at an early stage. This helps the parents and the children have a early stepping stone available to help with issues they may not have been able to handle without a school social worker. It also mentions the training that teachers would be given from a social workers perspective to help in the classroom as well.
I think this is a great idea and that school social workers should be a permanent job and required within all schools, everywhere! They have other training that teachers may lack in and could help build better relationships in between the schools, families and the community. How do you feel about school social workers? And do you think this would be a wise investment overall to help or decrease negative outcomes for families in the long run?
Social workers to be placed in Norfolk’s schools to help identify needy children.
This article talks about placing social worker's in the Norfolk school systems to help cut down the number of children who are taken away from their families by placing someone in their life at an early stage. This helps the parents and the children have a early stepping stone available to help with issues they may not have been able to handle without a school social worker. It also mentions the training that teachers would be given from a social workers perspective to help in the classroom as well.
I think this is a great idea and that school social workers should be a permanent job and required within all schools, everywhere! They have other training that teachers may lack in and could help build better relationships in between the schools, families and the community. How do you feel about school social workers? And do you think this would be a wise investment overall to help or decrease negative outcomes for families in the long run?
Friday, March 7, 2014
SEX ED
I can not believe we are still having this conversation...kids need to be taught sexual education. Research has time and time again shown the benefits of teaching children about sex, safety practices and healthy relationship early and often throughout their childhood.
Apparently Alaska didn't get the memo. They do not teach sex ed as part of the public school system.
And does it surprise any of you that Alaska has the highest rate of rate and sexual violence in the country?
3 times the national average!
This article only gets worse as residents of Alaska talk about the normalization of sexual violence in the home, with almost no heads turning at the mention that the woman next door gets beat up my her husband on a daily basis!
THIS NEEDS TO CHANGE! And it starts with sex ed. and a change in attitude towards sexual violence.
http://www.cnn.com/2014/03/05/opinion/sutter-alaska-sex-ed/index.html?iref=allsearch
Apparently Alaska didn't get the memo. They do not teach sex ed as part of the public school system.
And does it surprise any of you that Alaska has the highest rate of rate and sexual violence in the country?
3 times the national average!
This article only gets worse as residents of Alaska talk about the normalization of sexual violence in the home, with almost no heads turning at the mention that the woman next door gets beat up my her husband on a daily basis!
THIS NEEDS TO CHANGE! And it starts with sex ed. and a change in attitude towards sexual violence.
http://www.cnn.com/2014/03/05/opinion/sutter-alaska-sex-ed/index.html?iref=allsearch
Thursday, March 6, 2014
First, I apologize for posting such a heartbreaking story. The necessity of bully education is very important. Because of this terrible crime, the child's father has now become devoted to preventing bullying for special needs students.
I would like to learn from you, what are the schools doing to prevent bullying?
Thanks
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