School District of Lancaster’s Post

WTF?! In 2022, the attrition rate for DEI roles hit 33%, and Governors in Florida and Texas have signed bills to ban the use of tax dollars to fund DEI initiatives and DEI offices at public colleges and universities. On top of that, the Supreme Court just struck down affirmative action programs seeking racial equity in college admissions. It’s time for us to stand together and fight for real DEI progress in our country. #RiseUpTogether #DEIroles #FloridaGovernor #TexasGovernor #RacialEquity https://ow.ly/y3Qj50PF30o

WTF?! In 2022, the attrition rate for DEI roles hit 33%, and Governors in Florida and Texas have signed bills to ban the use of tax dollars to fund DEI initiatives and DEI offices at public colleges and universities. On top of that, the Supreme Court just struck down affirmative action programs seeking racial equity in college admissions. It’s time for us to stand together and fight for real DEI progress in our country. #RiseUpTogether #DEIroles #FloridaGovernor #TexasGovernor #RacialEquity https://ow.ly/lMti50PF30n

The growing chronic absenteeism crisis has profound implications for student academic achievement, engagement, and future success. That’s why Digital Promise has launched Chronic Absenteeism: Insights and Innovations, a six-month program engaging 16 school districts nationwide in tackling the complex issue of chronic absenteeism through a blend of rigorous research, district-community collaboration, and multi-tiered approaches. The potential impact of this initiative is far reaching, with the cohort representing more than 210,000 students across the country. The following districts will work alongside their students and communities to investigate the underlying causes of chronic absenteeism and develop adaptive strategies to meet the unique needs of their students and their families:  • Adams 12 Five Star Schools (Colorado) • Allentown School District (Pennsylvania) • East Irondequoit Central School District (New York) • El Segundo Unified School District (California) • Elizabeth Forward School District (Pennsylvania) • Hudson City School District (New York) • Lynwood Unified School District (California) • Mount Vernon School District (New York) • Mountain View Whisman Schools (California) • NOLA Public Schools (Louisiana) • Richland School District Two (South Carolina) • Roselle Public Schools (New Jersey) • Spokane Public Schools (Washington) • Springfield City Public Schools (Ohio) • Suffern Central School District (New York) • Wilmington Learning Collaborative (Delaware) With the goal of making school a place students want to be, with clear connections between school and students’ employment and career prospects, the program—led by the team at Center for Inclusive Innovation, including Kimberly Smith, Baron R. Davis, Ph.D., Sherenna Bates, Akilah Allen, Dr. Lynette Parker, Latia White, Ed.D., and Angela Hardy—will culminate with each district developing a blueprint and tailored action plan that are deeply informed by context and community. Learn more: https://lnkd.in/eEBGw7nn

1. Point blank, they need to pay teachers fairly. I have seen many district level positions at APS that pay far above what teachers make. These aren't high level positions, but mainly tech and certification review positions, but teachers on the front lines get paid less. Why can't all the positions be paid fairly? 2. This seems impossible here in GA but we need to unionize. This state is very anti-union, but we know why. 3.GA PSC has ridiculous rules about what degree and what school counts toward certification. There are a very small list of schools that they will accept higher degrees from. I could be getting paid $10K more but because my degree isn't on their tiny list of schools, I cannot. 4. APS is so focused on testing without really investing and focusing on programs and strategies that work. The students barely ear breakfast, buses arrive late, 15 minutes for recess, yet you expect them to test several times a year, for hours on end? 5. Systemic change must happen. Gardening class, meditation, woodworking, community organization class, food chemistry, barbering & braiding/beauty classes. The curriculum is boring and outdated and one dimensional. I know there are a few schools like this, but not nearly enough.

What lessons can we learn from RECs? Regional Enrichment Center (RECs) were started as an emergency effort to serve the children of NYC’s essential workers during COVID school closures. New VUE article examines the benefits of this education lifeline. The latest issue of NYU Metro Center’s VUE features a commentary titled, “The RECS–A Successful Pandemic Learning Experiment” written by Norm Fruchter, explores the benefits of and takeaways from the daily online and direct instructional support provided to the children of New York City’s essential workers. Voices In Urban Education (VUE), Chasing Equity: Fighting for Justice in NYC Schools, is a powerful tribute to the life and work of education advocate, the late Norm Fruchter. Among numerous career achievements, Norm was pivotal in organizing in support of the Campaign for Fiscal Equity, championing parents in their lawsuit against New York State to ensure a quality education for their children. To read Norm’s VUE commentary, “The RECS–A Successful Pandemic Learning Experiment”, here: bit.ly/49hvbOF #NYUMetroCenter #NYUSteinhardt #VUE #VoicesInUrbanEducation #NormFruchter #ChasingEquity #FightingforJustice #Justice #Equity #pandemic #PandemicLearning #NewYorkCity #Schools #covid19 #covid19pandemic #commentary #learning #learninganddevelopment #schoolchange #education #students #care #work #workforce #support

As the return to in-person learning draws near, schools in the Chicago area are grappling with a significant #staffingshortage. This nationwide predicament has struck close to home, affecting the #education landscape in #Chicago and its suburbs. In the evolving landscape of education, the challenge of #recruiting and #retaining qualified teachers has intensified. Chicago's school districts are not immune to this struggle, as the #shortage of educators has become a prominent concern. Becky Vevea, Bureau Chief of Chalkbeat Chicago, highlighted the shifting dynamics that have led to a spike in teacher vacancies. The aftermath of the COVID-19 pandemic has exacerbated an ongoing problem, driven by factors such as teacher burnout, safety concerns, and stagnant salaries. Subjects demanding specialized knowledge, including science, math, special education, and bilingual instruction, are particularly hard-hit by the shortage. Dr. Mark Klaisner, Executive Director of West 40 Intermediate Service Center, stressed the need for innovative solutions to address the shortfall without compromising on #education quality. Amid these challenges, strategies to bolster the field are being explored. Encouraging middle school students to consider #teaching as a career and reimagining classroom setups are among the proposed solutions. Chicago Public Schools is taking a proactive stance by implementing a teacher residency program, embedding adults in classrooms to acquire the necessary qualifications while gaining hands-on experience. Chicago's educators and administrators are navigating this #shortage with determination, hoping that innovative approaches will not only address the immediate staffing gaps but also lay the foundation for a resilient and well-prepared teaching force in the years ahead.

Chicago Residents… should Local School Councils be charged with the decision to keep or remove Police Officers in their school(s) or should this solely be the responsibility of the school board members? The Chicago Public School Board is on the brink of a historic decision that could reshape the educational landscape in our city. Today, they will likely vote on the removal of officers from schools and the implementation of Restorative Practices. Restorative justice isn't just a concept; it's a philosophy that prioritizes healing, understanding, and community. It's about bringing together everyone affected by wrongdoing to address needs and responsibilities, ultimately fostering stronger relationships and safer environments. But for this to truly work, we need more than just a policy change. We need unwavering belief in our students, especially those of color who are disproportionately affected by punitive measures. We need a commitment to restorative practices and understanding that change takes time—it must be school-wide and experienced by all, adults included. Modeling is key. Moreover, this isn't a one-time fix. We must continuously improve and refine our approach, ensuring that safety remains our top priority while fostering a culture of comfort and community. Restorative justice isn't about ignoring harm; it's about addressing it head-on in a way that promotes growth and understanding. And imagine the possibilities: a future where today's students become tomorrow's adults equipped with the emotional intelligence to navigate life's challenges peacefully. Let's support this pivotal moment in education and pave the way for a brighter, more just future for all our students. Together, we can make a difference. And, of course I used a photo from Lane Tech! Proud alumnus! Go! Lane! Go! #RestorativeJustice #Education #ChicagoPublicSchools #CommunityBuilding #Engagement

❗ ATTENTION SCHOOL LEADERS ❗ We wanted to share a little about our innovative programming at Pitt-Greensburg. Our mission of Community Outreach is to expand economic opportunity for all students. The OCO aims to help students become successful citizens by providing a central hub for acquiring 21st-century skills and building equitable pathways for all students to reach their full potential. The Office of Community Outreach works with community partners to offer relevant educational opportunities, especially for underserved students. We are rooted in creating equitable pathways to connect the classroom and workforce. One of our first initiatives was creating an online (asynchronous) dual enrollment program. This program was created to help support school districts address two problems: teacher shortage and language written into a recent bill passed by PA legislation in calculating ADM for College in the High School - Dual Enrollment. Furthermore, to address the declining enrollment in higher education institutions. Pennsylvania Department of Education / U.S. Department of Education #h2p #h2pg #pittgreensburg #equitymatters #onlinelearning #21centuryskill #thisisavid

Driving policy changes in education is not exclusive to policymakers; students too can be formidable catalysts. Active engagement, awareness campaigns, and collaboration with faculty and administrators amplify student voices. Utilize student unions and clubs as platforms for discussions and proposals. Social media and online platforms offer avenues for broader reach. Collective student advocacy can influence institutional policies, ensuring that educational institutions reflect the evolving needs and aspirations of the students they serve. #education #students #policy

As we delve into the complexities of our education system, a critical, yet often overlooked issue comes to light - the educational disparities faced by Black and Brown boys, and opportunity youth in Connecticut. It’s time to bring this conversation to the forefront. Recent studies and data reveal a concerning trend in CT schools: Black and Brown boys, alongside opportunity youth, are disproportionately impacted by systemic challenges. These include lower graduation rates, limited access to advanced coursework, and a higher likelihood of disciplinary actions compared to their peers. This gap is not just a statistic; it’s a reflection of lost potential and hindered futures. As educators, policymakers, and community leaders, we must ask ourselves - what are the root causes? How can we implement inclusive and effective strategies to bridge this divide? In Connecticut, innovative programs and community initiatives are already making strides. From mentorship programs to tailored educational approaches, these efforts are crucial. However, there’s more to be done. We need systemic changes - equitable funding, culturally responsive teaching, and community engagement. It’s about creating an environment where every student, regardless of their background, has the opportunity to thrive. I invite you to join this critical conversation. Share your thoughts, experiences, and ideas. How can we collectively ensure that every child in Connecticut, especially our Black and Brown boys and opportunity youth, receives the education they deserve? #EducationEquity #OpportunityYouth #ConnecticutSchools #InclusiveEducation