http://www.huffingtonpost.com/entry/the-future-project_us_56f008cae4b03a640a6b0909?ir=Education§ion=us_education&utm_hp_ref=education
This is a video of a group of high school students in New York City talking about what their ideal high school experience would look like. They first talk about the issues they are currently experiencing in high school and what they dislike about it. One girl says, "All we are doing is learning for tests and not learning for life." She also states, "My experience is school is setting me up for failure." They mention issues such as not feeling safe, unable to express their opinions, unable to share their dreams, stress, and losing interest each day. One boy says, "They bring up all these people to create the curriculum, but not ask us what we want to learn."
I really enjoyed this video and thought the youth have creative and inspiring ideas. They think outside of the box. They want their education to be more than just reading a textbook and sitting in a classroom each day. They want options, collaboration with peers, and an environment that gets them excited to learn. Their opinions need to be heard not only because they have amazing ideas, but these youth are the ones actually experiencing the education system each day. Who better to help implement ideas than the people who are attending our schools? We want our youth to be excited to attend school and expand their knowledge rather than dreading school and feeling they are not given the tools to succeed in life. As social workers we are aware of the issues occurring within the education system, but to hear the perspectives from youth on these issues is very powerful.
Tuesday, March 22, 2016
Innovation in Pittsburg for improving educational attainment of fostered youth
This news report focuses on the educational attainment of youth in foster care. Only about 50% finish high school and only 20% of those attend college. Pittsburgh is attempting a new innovated approach with fostered youth to help them within the schools.The highest correlation for low grades was associated with youth whom experienced multiple moves within the foster care system. Pittsburgh is putting "youth support partners" (mentors) in place for fostered youth to help them work towards reaching their achievements and seeking opportunities. They have also hired educational liaisons to be linked to the foster youth to make sure they are in class, have the credits to graduate high school, and make sure they are aware of benefits they are eligible for as fostered youth. Liaisons can also help students through the admissions process and financial aid for college.
It is very important to recognize the overlap of various child and youth services such as child welfare and school. Often times when a youth is experiencing adversity in one field of child and youth services, they are often facing adversity in other aspects as well. In my own experience, I have seen how the implications of abuse/neglect and involvement in the child welfare system has negatively impacted educational attainment for youth. I have also seen youth overcome such adversities, demonstrate resilience, and beat the odds. But, I think it is important for the future of youth that we continue to work towards integrating these systems (such as child welfare and schools) to work more collaboratively for the best interest of the youth being served.
http://www.pbs.org/newshour/bb/can-an-innovative-pittsburgh-program-help-repair-the-broken-lives-of-foster-kids/
It is very important to recognize the overlap of various child and youth services such as child welfare and school. Often times when a youth is experiencing adversity in one field of child and youth services, they are often facing adversity in other aspects as well. In my own experience, I have seen how the implications of abuse/neglect and involvement in the child welfare system has negatively impacted educational attainment for youth. I have also seen youth overcome such adversities, demonstrate resilience, and beat the odds. But, I think it is important for the future of youth that we continue to work towards integrating these systems (such as child welfare and schools) to work more collaboratively for the best interest of the youth being served.
http://www.pbs.org/newshour/bb/can-an-innovative-pittsburgh-program-help-repair-the-broken-lives-of-foster-kids/
Mandated Recess?
http://www.educationnews.org/education-policy-and-politics/florida-senate-declines-to-mandate-elementary-school-recess/
On multiple occasions, parents have been trying to mandate recess for FL schools. The recess time has been removed due to failing academic tests and has been replaced with test-prep. Mind you, these are elementary school students. Recess is a time for "brain breaks", relationship building, and social skills. Personally, I disagree with what the state has done. There are better methods to failing test scores such as, better teaching during academic time or incorporating study hall time. What are your thoughts on this issue?
On multiple occasions, parents have been trying to mandate recess for FL schools. The recess time has been removed due to failing academic tests and has been replaced with test-prep. Mind you, these are elementary school students. Recess is a time for "brain breaks", relationship building, and social skills. Personally, I disagree with what the state has done. There are better methods to failing test scores such as, better teaching during academic time or incorporating study hall time. What are your thoughts on this issue?
Monday, March 21, 2016
Ohio's Current Sex Ed Laws Need Improvement
http://www.thepostathens.com/opinion/ed-talks-ohio-s-current-sex-ed-laws-need-improvement/article_84c6b8ac-ef8c-11e5-9fb5-93761d7a4f23.html
According to The Columbus Dispatch, Ohio allows its schools to determine how students learn sex
education individually, adapting the course to the distinctive needs of its own
district. This means each school and the content taught in its sex ed classes
differ, creating an inconsistency throughout the entire state’s education on
the matter.
Students For Education Reform
believes that it is important for schools to have an academic standard on
topics like sexual education, and that information that might be more relevant
in one district than another, be included across the board.
I feel that sex education in schools is extremely important. It allows students to be educated appropriately on teen pregnancy prevention and STD prevention. I am confused at what would be defined as a distinctive need of a district. I understand that some people may not feel comfortable being as open about discussing sex, but I am not sure how that would be defined as a distinctive need? I believe all kids would benefit from some sort of sex ed standard of education in school. What are your thoughts?
Prevent Violence
http://www.dispatch.com/content/stories/local/2016/03/16/columbus-school-board-seeks-help-to-prevent-violence.html
This article speaks to the emotional reactions to all of the gang violence that has been occurring recently in Columbus. With spring break approaching quickly, the Columbus Board of Education has been trying to come up with a plan for the community to keep the kids "safe and alive".
Mary Jo Hudson (board member) said,“We find out almost immediately whenever there’s an act of violence against one of our students,” she continued to say, “It’s sickening. It has to stop. We can’t just chalk it up to being an urban district.”
The plans for safe activities for the students to be involved in during the ten day spring break will be presented to the students. There is also a Community in Crisis Summit (hosted by the Columbus Education Association) that will discuss solution to violence.
“I just want to reiterate ... most of our kids will tell you that the place they feel safest is in our buildings.” Ramona Reyes (Board member) afraid the community thinks students feel unsafe in schools. I think this is a great point, which is why I love what they are doing even more with helping students find safe activities during spring break.
The article discusses how violence stems from poverty and lack of opportunity. I found this interesting because within the issue of violence we are defining another issue. If could magically fix poverty, would violence go away?
This article speaks to the emotional reactions to all of the gang violence that has been occurring recently in Columbus. With spring break approaching quickly, the Columbus Board of Education has been trying to come up with a plan for the community to keep the kids "safe and alive".
Mary Jo Hudson (board member) said,“We find out almost immediately whenever there’s an act of violence against one of our students,” she continued to say, “It’s sickening. It has to stop. We can’t just chalk it up to being an urban district.”
The plans for safe activities for the students to be involved in during the ten day spring break will be presented to the students. There is also a Community in Crisis Summit (hosted by the Columbus Education Association) that will discuss solution to violence.
“I just want to reiterate ... most of our kids will tell you that the place they feel safest is in our buildings.” Ramona Reyes (Board member) afraid the community thinks students feel unsafe in schools. I think this is a great point, which is why I love what they are doing even more with helping students find safe activities during spring break.
The article discusses how violence stems from poverty and lack of opportunity. I found this interesting because within the issue of violence we are defining another issue. If could magically fix poverty, would violence go away?
Sunday, March 20, 2016
Statistics Show the Education System is Failing...
The Broad Foundation was created with the mission that they are "working to to ensure that every student in an urban public school has the opportunity to succeed". They provide information and statistics on how our education system is failing students. It seems that right now, what we are doing wrong in our education system is all that American's are focused on. However, The Broad Foundation also works to invest in Urban public schools in hopes to better the education for the students attending. They are taking steps to help make public schools a better place to learn and succeed in.
What foundations such as the Broad Foundation are doing are helpful for our education system and are making a difference. However, why is it that the are not more of these foundations? Why do you think there is such a difference in public schools? Is it just the financial situation or is it more? What are some ways that we, as social workers can do to help better the american school system?
Also.... please enjoy this video, I just couldn't resist and I think we could all use a little more Kid President in our world:
Thursday, March 10, 2016
Every Student Succeeds Act 2015
http://www.usatoday.com/story/news/politics/2015/12/10/every-student-succeeds-act-vs-no-child-left-behind-whats-changed/77088780/
The bipartisan effort of the Every Student Succeeds Act 2015 was signed into law by President Obama on December 7, 2015. This law is intended to replace the one-size fits all approach that its predecessor the No Child Let Behind Act established in 2001. Although the laws have a similar rhetoric of accountability and proving student success the Every Student Succeeds Act 2015 creates flexibility and loosens mandates for the states handling of their own education. The act provided the pilot Flexibility for Equitable Per-Pupil Funding program that gives school leaders the autonomy to use school funding based on their student population's needs and create and oversee innovative programming that will help their students succeed. This funding program is being piloted in 50 school districts and if successful the first three years within these school districts will be expanded in the 2019-2020 school year. You can read more about the funding program at http://www.usnews.com/opinion/knowledge-bank/2015/12/10/the-every-student-succeeds-act-promotes-fairer-school-spending
The featured USA Today article presents a comparison of the No Child Left Behind Act 2001 and the Every Student Succeeds Act 2015 in the key areas of the problem being addressed, funding, accountability, and Common Core. As an aspiring School Social Worker, this new act is highly important to the future of my career as it focuses heavily on the individual needs of specific communities of students, especially the closing the achievement gap for low-income families. I feel that this creates opportunities and affords social workers the platform to create innovative evidence-based programming to present to school leaders that now have the autonomy to control 40-80 percent of their school budget to help achieve the overarching goal of student success.
The bipartisan effort of the Every Student Succeeds Act 2015 was signed into law by President Obama on December 7, 2015. This law is intended to replace the one-size fits all approach that its predecessor the No Child Let Behind Act established in 2001. Although the laws have a similar rhetoric of accountability and proving student success the Every Student Succeeds Act 2015 creates flexibility and loosens mandates for the states handling of their own education. The act provided the pilot Flexibility for Equitable Per-Pupil Funding program that gives school leaders the autonomy to use school funding based on their student population's needs and create and oversee innovative programming that will help their students succeed. This funding program is being piloted in 50 school districts and if successful the first three years within these school districts will be expanded in the 2019-2020 school year. You can read more about the funding program at http://www.usnews.com/opinion/knowledge-bank/2015/12/10/the-every-student-succeeds-act-promotes-fairer-school-spending
The featured USA Today article presents a comparison of the No Child Left Behind Act 2001 and the Every Student Succeeds Act 2015 in the key areas of the problem being addressed, funding, accountability, and Common Core. As an aspiring School Social Worker, this new act is highly important to the future of my career as it focuses heavily on the individual needs of specific communities of students, especially the closing the achievement gap for low-income families. I feel that this creates opportunities and affords social workers the platform to create innovative evidence-based programming to present to school leaders that now have the autonomy to control 40-80 percent of their school budget to help achieve the overarching goal of student success.
Subscribe to:
Posts (Atom)