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Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers November 2, 2015

School Security: Just Smoke and Mirrors?

In theory, parents and educators would do anything to keep students safe, whether those students are pre-Kindergartners or wrapping up a college career. Nothing is too outlandish or over-the-top when it comes to protecting our kids and young adults. Metal detectors, security cameras, more police presence in school hallways, gated campuses – they all work toward the end goal of sheltering students and their educators and protecting the most vulnerable of our citizens. Emotions aside though – how much does school security really increase actual safety? And do school security efforts actually hinder the learning experience? It sounds good to taut the virtues of tighter policies on school campuses but is it all just empty rhetoric?

Recently the University of Kentucky came under fire from the American Civil Liberties Union for plans to install 2,000 security cameras on campus. Representatives at UK say the move is a response to the increasing randomness of school violence at all levels of the learning process and a way to better ensure student safety. The ACLU says it is a blatant violation of privacy.

I say it is money wasted because all the security cameras in the world would not have prevented the largest school tragedies of recent history, from Sandy Hook Elementary to the Virginia Tech massacre. Security cameras and other monitoring devices give us a false feeling of security and an actionable course when there are no answers to pointless questions.

While extreme, UK’s camera monitoring plans are in sync with what is happening in K-12 schools across the nation. In the 2009 – 2010 school year, 84 percent of high schools had security cameras for safety monitoring. Over half of all middle and elementary schools had them too, with 73 and 51 percent respectively. Despite this, the National Center for Education Statistics reports that the percentage of high schools with controlled access to school buildings during normal hours is lower than that of middle and elementary students. Though not expressly stated in these findings, it would seem that in the case of high schools, cameras are more of a way to catch rule-breakers after the fact than a way to prevent violence and other criminal activities.

Students are not the only ones who are the subjects of safeguards like surveillance cameras. Teachers, administrators and other staff are also vital when it comes to putting school safety into place – and in the case of teachers, they are on the front lines of what is going on with students. Limited access to K-12 campuses is meant to protect outsiders from harming the many people who are supposed to be there. But what about student-versus-student violence, or student-versus-teacher physical altercations? In 2011, 12 percent of high schoolers reported being in a physical fight at school that year. Nearly 6 percent reported carrying a weapon, like a gun or knife, onto school property in the month preceding the survey. By the time a security camera picks up on the fact that a student has a knife or gun, is there really any timely way to prevent the inevitable.

Given the fact that state spending per student is lower than at the start of the recession, how much should schools shell out in the way of security costs? Perhaps the best investment we can make to safeguard our students and educators is in personal vigilance. Perhaps less reliance on so-called safety measures would lead to higher alertness.

What role should school security play on K-12 campuses, and should it be a financial priority?

Matthew Lynch published in Policy & Reform November 1, 2015

The School’s Role in Sex Education and Preventing Teenage Pregnancy

By Matthew Lynch

For how progressive Americans claim to be, conflicting messages about sex abound. Young people hear messages about abstinence until marriage alongside the messages about the importance of using protection during sexual intercourse. Ashamed to ask legitimate questions, youth often turn to their peers for information about sex instead of to their parents and other trusted adults. At the same time, they are bombarded with sexual images from the media. With all these conflicting aspects of sex, is it any wonder the youth of today are confused?

As of today, the federal government will only fund programs that teach abstinence until marriage and one third of all American schools teach this type of sex education program. Many schools do teach comprehensive sex education, which promotes abstinence until marriage, but also address issues of protection against pregnancy and sexually transmitted diseases (STDs). Recently, President Obama proposed ending funding for abstinence-only programs and instead funding comprehensive sex education programs, but he has not made much progress in that regard, as social conservatives seem to continue to reign when it comes to the topic.

It’s not difficult to see why the programs need to be changed, though. The rates of teen pregnancy and STDs are higher in the United States than in any other developed country and it is only getting worse. Sexual activity among teens occurs at high rates, which suggests abstinence-only programs are not working. In fact, these programs are woefully out of date, inaccurate and severely biased. Sexual activity, pregnancy rates, and rates of STDs either stay the same or increase after teens have taken these abstinence-only programs.

The number of babies born to teens has decreased in recent years, but the actual rate of teenage sexual activity has increased. Teens are demanding information beyond that offered through abstinence-only programs. Many states are willing to forego federal funding, in order to offer comprehensive sex education programs that include up-to-date and non-judgmental information.

One of the newest approaches, and one that is expected to be more successful, is the Baby Think it Over program. In this program, students are given the responsibility of caring for a “baby” for an extended period of time. This is a newborn infant and the computer program that goes with it makes it “cry” at regular intervals. The computer will alert the instructor if the baby has been mistreated or neglected. This is a good program to teach students what it is like to have the responsibilities of a parent.

Other approaches include building a support system for pregnant teens and bringing the family onboard. In this way, the negative reactions to teen pregnancy are replaced with the kind of attention that ensures the teen mother and the baby are well cared for, and that pre-natal and post-natal education and care are available. During both the pregnancy and the birth of the child, teen mothers are able to live stress-free environments with the love and support of their family. This level of support increases the possibility that the teen mother will finish high school and find the means to support herself and her baby.

By taking a “see no evil” approach to sex education, we are providing a severe disservice to our youth. More informed teens will make more informed decisions, and they deserve the chance for that.

How do you think sexual education in the U.S. can be modified to better fit today’s society?

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers November 1, 2015

Ask An Expert: Teachers Are Mandatory Reporters of Child Abuse

Question: I am a third-grade teacher who works in a suburb outside of Philadelphia, PA. Based on several signs and a gut feeling, I suspect that one of my outgoing students is experiencing child abuse. I plan to report my suspicions through the proper channels, but my question is: can I be sued by the child’s parents if I am wrong? Helen S.

Answer: Helen, don’t be so hard on yourself. Parents who abuse their children go to great lengths to cover up their crime and convince everyone else that all is well. Child abuse and child neglect are issues that we would rather avoid. Unfortunately, they are all too real and are so prevalent that, as teachers, we must rise to the challenge.

It is very important to remember that it is not always obvious in which family abuse might occur, and abuse and neglect do not necessarily have to be ongoing. Parents may end up becoming abusive for various reasons, including financial or psychological stress, or unrealistic expectations of their children. It can be as simple as losing one’s temper under stress and calling a child “stupid,” or smacking them in the face.

As a teacher, you are a mandatory reporter of child abuse and neglect. In simple terms, you are legally obligated by your state to report signs of child abuse and neglect to the proper authorities, especially in situations where you see physical and emotional signs of possible abuse. You should report your suspicions at the first sign of trouble while also following district and state guidelines.

Many teachers clam up in this type of situation, mostly due to their fear of falsely accusing someone of such a heinous crime. Thankfully, social service agencies do a good job of investigating reports of child abuse, so if a child is being abused, more often than not social services makes the right call. Also, many teachers are afraid of being sued by the child’s parents, and possibly incurring their wrath.

The good news is that, in the United States, teachers are protected from litigation in situations where they report suspicions of child abuse, as long as they follow the requirements specific to their district and state. So breathe a sigh of relief, as chances are your worst fear will never come true. In the end we have to realize that the safety of the students placed in our care is our number one priority, and if we are proven wrong … well, we want to be proven wrong, don’t we?

Child abuse is a very serious problem that must not be taken lightly. Any sign of abuse must be reported, and teachers must be ready to offer support and encouragement to these students. You can never be 100% sure that your suspicions are right, but don’t let your doubt stop you from following your intuition.

As you gear up to report your suspicions through the proper channels, take solace in the fact that you are doing the right thing and will not face litigation as a result. Not only are you performing your legal duty, but you can sleep comfortably at night knowing that you took the bold action required to protect the students under your care.

Matthew Lynch published in EdTech & Innovation, Teachers November 1, 2015

Peering Past the ‘Pixie Dust’ of Technology

How schools can ensure that technology is used effectively to transform teaching and learning

By Jill Hobson

When it comes to technology use in schools, a persisting tendency exists to believe that infusing classrooms with new technology will miraculously change teaching and learning. Unfortunately, education technology isn’t like Tinker Bell’s pixie dust. Sprinkling it in classrooms won’t magically transform instruction.

The novelty of new technology simply doesn’t change instruction by itself. Teachers must have guidance and direction, as well as a model for effective edtech use, in order to truly transform teaching and learning.

Today, many administrators expect technology to be used in daily instruction. The sentiment is admirable, but without setting clear expectations for how technology should transform instruction, what districts will see is “mood use.” If teachers are in the mood to use technology, they will. Otherwise, the district’s significant investment in new learning technologies may sit idly by, gathering dust.

For technology to be an integral part of a school district’s strategic improvement plan, technology directors must outline and communicate specific goals to all stakeholders. Then, they must measure progress toward that goal, continually coaching and improving as necessary.

Developing common language

The first step is to develop a common language. The education community works diligently to ensure its members have a common understanding around most aspects of instruction. For instance, if asked, “What does it mean to teach fractions effectively?” a school’s math department probably has a standard definition by which to measure learning outcomes against a stated objective. But if asked, “What does it mean to use technology effectively to teach fractions?” that’s another question altogether, and one where responses likely diverge.

Just as a school or district develops a common understanding of what effectively teaching a concept looks like, developing a similar definition for effectively teaching with technology is a must. Once established, schools can design professional development and classroom behaviors around this standard.

In developing a common understanding, school and district leaders should focus on teaching and learning, and not on the technology itself. Begin by asking questions such as: “How should instruction look?” and “What kind of learning do we want to see?” Next, leaders should outline attributes they would like to see realized in the classroom, such as students developing higher-order thinking skills; project-based and authentic learning; collaborative, personalized, and rigorous learning. Once a common language is established, district and school leaders can begin building a vision that will be clearly defined – and understood.

Various models

Models that describe the effective use of ed-tech already exist, and they can help decision makers as they bring their vision for technology use to life.

For example, the LoTi (for Levels of Teaching Innovation) model defines technology use from Level 0 (non-use) through Level 6 (Refinement). Another model, Grappling’s Technology and Learning Spectrum, defines ed-tech use as a three-step progression: from technology literacy, to adapting, to transforming.

The Technology Integration Matrix, developed by the Florida Center for Instructional Technology at the University of South Florida College of Education, outlines five levels of performance: Entry, Adoption, Adaptation, Infusion, and Transformation. Five learning characteristics are described at each of these levels, including: Active, Collaborative, Constructive, Authentic, and Goal-Directed.

Using a model is highly effective for any entity in the education space. Promethean’s model, which guides the development of all its educational technology products, believes that ed-tech must enhance four critical capabilities for teachers, students and schools: increase student engagement, provide learning feedback, personalize instruction, and foster collaboration. Within each capability, products must allow for the three teaching and learning modalities of developing, applying, and creating.

Whether using an existing model or creating a model, districts must establish a vision for effectively teaching and learning with technology. Then, they can start to measuring progress toward their vision by collecting data.

Classroom walkthroughs

While districts should spotlight stories that demonstrate successful use of technology, it’s important to remember that anecdotal evidence doesn’t paint a complete picture of what’s going on in classrooms. It represents one sample. Peering past the ‘pixie dust’ of technology features and functions will uncover patterns of use or non-use and allow us to see what’s really happening

Collecting data is critical to this effort. One of the best ways to collect data is walking through your building, looking in classrooms, and observing how technology is being used. The point is not to use this information in a punitive way, but as a snapshot of where you are – and what actions you need to take in order to improve.

As the director of instructional technology for Georgia’s Forsyth County Schools, I conducted numerous classroom walkthroughs and developed professional learning plans based on this information. After doing more than 2,100 walkthroughs in Forsyth County, I firmly believe they should not be done alone. By conducting walkthroughs as a group, more in-depth and reliable data is collected, and the team of stakeholders can collaborate after the fact about what they observed.

The selected technology use model will determine what data to collect during walkthroughs. It will indicate the characteristics to observe and offer guidance on how to tally the observations. Many models encourage observers to create a summary of the lesson activities observed. In my experience, it’s also advisable to create a short coaching statement for the teachers observed in a given walkthrough that guide a teacher on next steps for technology integration in their classroom.

To delve even deeper into your schools’ technology use, focus observations and efforts on key areas for students and teachers:

Look at the work product students are producing.
- Are all of the products exactly the same?
- Does the student work simply report back facts or does it go beyond existing information?
Look at teachers’ lesson plans.
- Is there evidence of project-based learning?
- Do the plans suggest that students have ownership of their own learning?
- Is there evidence that formative assessment information is being used to adjust the instruction?
Talk with your teachers, students, and parents.
- Ask about the best examples they have seen of technology use in the school.
- Where do those examples fall within the technology integration model for your school or district?
- Are the examples similar across stakeholder groups or is there some difference?

Use all of this information to assess the district’s current standing with technology use. Now ask, do practices match the goals set as a district?

Look for patterns, such as an over-emphasis on teacher-led instruction, a lack of instruction guided by formative assessment data, or student projects that don’t involve collaboration, which can lead to better insights into where to focus professional development efforts. Also make sure to coach for better performance. The old saying, “There is no finish line,” rings true. Even when effective technology use is realized, encouraging continuous improvement of performance ensures students always receive the highest level of instruction.

Next steps

Four more strategies that can help make change happen in schools and districts includes:

Practice rating ed-tech use as a group. Look at several examples together, whether from one’s own district, from YouTube, or an online teaching and learning community. Free online communities, such as Promethean Planet, that contain pedagogically sound video resources can help start conversations about technology in the classroom: what works, what needs to be improved, and so on.

Have teachers observe each other. Peer-to-peer learning is a profound form of professional development. Giving teachers opportunities to see examples from their colleagues’ instruction can help visibly move the needle. In order to make observation a reality, be a resource that supports your teachers. Assist with scheduling, make connections between teachers who can learn from each other, and provide information to help guide their discussions.

Build a library of exemplary lessons. Ask teachers to share their most effective lesson plans utilizing technology to transform learning. If possible, record short videos of these lessons. Collect lessons and videos in a single repository that educators can easily access to see examples of success.

Celebrate every success. Moving from point A to point Z takes time. Changing and improving technology usage during instruction is a continuum. It’s important to acknowledge each small step taken toward the end goal.

Everyone in your school or district can be working toward the same goal of ensuring that educational technology investments effectively transform teaching and learning. The first step is aligning to a common vision for effective ed-tech use followed with a means of measuring progress and a system for continual improvement. After all, to reach the same place, we must start with the same goal in mind. Unless your goal is the power of flight – then I recommend pixie dust.

Read all of our posts about EdTech and Innovation by clicking here.

________________

The former Director of Instructional Technology for the Forsyth County Schools in Georgia, Jill Hobson is now Senior Education Strategist for Promethean. She can be reached for questions at [email protected]

Matthew Lynch published in Higher Education November 1, 2015

Pioneering a ‘transnational’ university

*The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest column by David P. Dauwalder, Ph.D.

Welcome to the San Diego-Baja California Binational Mega-Region.

While that’s a mouthful, the term is now in wide use by U.S. and Mexican leaders and organizations to define the transnational area consisting of San Diego and Imperial counties and the State of Baja California. The region has an estimated population of 6.78 million, with 3.44 million in the U.S. and 3.34 million in Mexico, unified by a dense and complex set of transactions and relationships across the international boundary. It represents the largest concentration of population along the U.S.-Mexican border.

By any measure, it’s a remarkable place. The San Diego-Tijuana urban region is the largest binational metropolitan area in the U.S. and the largest in the world. At its center is the globe’s busiest land-border crossing, with more than 100,000 people coming northward every day to shop, work, and study and for tourism and recreation. Each month, more than one million U.S. citizens cross the border into Tijuana and back. Despite the security enhancements on the U.S. side of the border, the two halves of the region are intimately connected demographically, culturally, politically, economically, and in so many other ways.

The vitality of the binational region is incontrovertible. San Diego County is the state’s second-most populous, with a balanced, forward-looking economy based on universities and research, clean tech, the military, tourism, life sciences, aerospace, healthcare, maritime, and information and communications technologies. Tijuana is now the second-largest city on the West Coast of North America, with steep population growth in recent decades. It is a major center for manufacturing, especially in electronics, medical devices, aerospace, and automotive, integrated with the global economy. Much of the manufacturing includes shipping goods at various stages of production

back and forth locally across the border.

Leaders in the U.S. and Mexico, from the head-of-state level down to grassroots communities, have put in motion historic, multi-faceted efforts to enhance international integration with a strong emphasis on education, especially teacher and student mobility. These efforts are particularly vigorous in the binational region.

As it happens, the Mega-Region offers a set of special opportunities to enrich and transform colleges and universities. These opportunities are enhanced by exceptional developments in relations between Mexico, on the one hand, and a variety of key individuals and organizations in the U.S., the State of California, and San Diego County.

Preliminary at-border survey data suggest there are currently as many as 1,250 Mexico- originating university students in San Diego County, and that number could swell to 3,600 by 2025. Additionally, Mexico’s demand for higher education is growing: nearly 55 percent of the population is under 30 years of age. In addition, Mexico is the third-largest recipient of H1-B visas to the U.S. – visas aimed at well-trained non-immigrants, working for a short period. In broad strokes, Mexican students are drawn to academic programs with practicums (co-op experiences and internships), short-term and research programs, and language acquisition.

San Diego hosts the largest naval fleet in the world and has the only major submarine and shipbuilding yards on the West Coast. So, not surprisingly, San Diego County is also home to the largest population of active-duty military and retired military in the U.S. These individuals and their families enjoy substantial educational benefits.

Leaders in all sectors on both sides of the border have demonstrated a remarkable unity of purpose to foster closer relations and to profit from the advantages of the binational character of the Mega-Region. Significant disciplined and coordinated bi-national initiatives to build shared infrastructure, to lobby jointly both Washington and Mexico City on regional issues, to promote educational exchange, and to raise awareness of the Mega-Region appear to be gaining support in both countries. Regional leaders regard San Diego and Baja California as complementary assets.

These regional attitudes and initiatives coincide with an exceptional push at this time toward further integration of the three NAFTA countries, the U.S., Canada, and Mexico. This push toward further integration responds to intensifying global competition from other multinational regions, particularly the European Union and eastern Asia and India. This theme of North American integration was stressed repeatedly during the recent California-Mexico Trade Initiative X, the 10th annual delegation to Mexico City by the San Diego Regional Chamber.

For colleges and universities in Southern California and throughout the Southwest, the prospect of transnational education seems both natural and inevitable. There simply is no better time for educational institutions to focus on transnational issues and on the aim of producing innovative thinkers and problem-solvers with the expertise to confront the challenges of transnational development from both a regional and a global perspective. Drilling down, the question is how can universities – acting individually or collectively — amplify these institutional U.S. and Mexican regional relationships, using them to develop alliances and partnerships contributing to program development, student recruitment, facilities expansion, and financial support?

Thanks to today’s climate of interdependence, we’re all about to find out.

__________________

David P. Dauwalder, Ph.D., is Executive Vice President and Provost of Woodbury University in Los Angeles and San Diego.

Matthew Lynch published in Higher Education October 31, 2015

4 tips for balancing an education and a full-time job

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest column by Brooke Chaplan

According to a 2011 survey, 71% of college undergraduates retained a job while they focused on their degree. Of these, 2 out of 5 worked at least 20 hours a week, and 1 in 5 managed at least 35 hours.

Of course, these statistics don’t accurately portray the difficulty for maintaining both a career and education. Between the two, you have to spend time hitting the books and the showers, reading the latest essays and taking in your boss’ memos and emails.

At times, you may feel as though you never have time to eat or sleep, let alone socialize with friends and family. So what can you do meet all of your obligations, despite your busy schedule?

Save Time through Online Courses

While pursuing a degree often requires you spend at least a few hours in the classroom, many degrees allow you to take online courses at your convenience. With an online course, you can still acquire your necessary credits to graduate, but can do so in the early morning before your shift, or in the few minutes you have on your lunch break. There are also full-time options available like the New England College masters of public policy online, and criminal justice degrees from other institutions.

Apply for Financial Aid

You likely spend a lot of your time simply earning enough money for food and groceries. Any extra funds you have then go toward textbooks and tuition. But what if you could cut some of your tuition costs? Plenty of financial aid programs will cover the cost of your schooling, so you can spend more time reading textbooks than working to buy textbooks. If you need help paying for college, fill out a FAFSA application or talk to your school’s financial aid counselor for additional resources.

Cook Your Meals All at Once

When you have to get up early to drive to campus, and then drive across town to make it to your afternoon shift, you might not have a lot of time to cook your own meals. But don’t spend your hard-earned money on fast food! If you prepare all your meals at once, you can save money on meals and still enjoy healthy fruits and vegetables.

To start, wash and cut fruits and vegetables as soon as you come home from the grocery store. Separate your key ingredients into easy-to-grab bags that you can pop in the oven, or dump in the slow cooker after school or work. Make each meal large enough that you can use the leftovers for your lunch the following day or freeze them for quick heat ups during the week.

Don’t Procrastinate Your Assignments

When you find a gap in your schedule, you may want to use those few extra minutes to take a nap or play some video games, but don’t get too comfortable just yet! Any extra time you have should go toward finishing assignments early. Have an essay due in a month? Start gathering research. Don’t have to write that report until next week? Jot down a rough draft anyway. By working on your assignments long in advance, you give yourself an extra cushion of time should your work schedule shift and you have to take extra hours.

With these four tips and tricks, you’ll have an easier time juggling your education and your job without the hassle or added fuss.

____

Brooke Chaplan is a freelance writer and blogger. She lives and works out of her home in Los Lunas, New Mexico. She loves the outdoors and spends most her time hiking, biking and gardening.

Matthew Lynch published in list, Matthew Lynch, Policy & Reform October 30, 2015

3 Reasons K-12 Education Still Needs Federal Oversight

Educating American children has always been a responsibility that has fallen heavily on the states. As the public k-12 education matured in the 20th century, however, it became increasingly apparent that states left to their own educational devices meant dangerous consequences for many children—especially students with disabilities and those living in poverty, for example. Historically, the federal government has always been the one to pick up the slack in k-12 education when states have fallen short.

In his piece for The Daily Beast, Jonah Edelman of Stand for Children warns that members of the newly-seated Congress have already voiced intentions to reduce accountability and transparency over states’ educational systems, while providing additional flexibility with federal funding.

I have my reservations about this. Contrary to what some states-rights activists claim, states do not always act in the best interests of their residents, especially when it comes to education. Left to their own devices, states tend to enact discriminatory practices. Allow me to share a few reasons I think education still needs the support of the federal government:

Some states will run wild once given control.

My home state of Mississippi is an example of state control gone awry. If its schools were wholly reliant on the state to outline learning benchmarks and divvy up funding (based on a state population with 24 percent in poverty and over 70 percent of its students eligible for free-and-reduced-price lunch), the inequalities would compound exponentially.

And those inequalities are already startling. For example, while 83 percent of high schools in New Hampshire offer calculus, only 41 percent of those in Mississippi do.

Mississippi has never quite been able to recover from its rampant poverty that began after the Civil War. Even when freedom was granted to slaves in the state and nearby, the African-American population was not able to elevate its quality of life due to the barriers erected by segregation and Jim Crow laws. Less-overt inequalities still exist that keep each new generation of African-American students in the state from breaking the cycle of poverty at home and underachievement in the classroom.

Federal intervention can give students rights when states refuse to.

Edelman mentions issues like desegregation as wins for the federal government when states refused to do the right thing for all students. Without federal intervention, for instance, we wouldn’t have programs like the DREAM Act, which encourages continued education for students who might otherwise have been eligible for deportation. Instead, because of this federal program, they can contribute positively to their communities and to our country.

The federal government can help raise the standard of education so that all states have something to aspire to.

Federal guidance is needed to measure how much students are learning from one state to the next. Establishing a common high bar for academic performance that includes rigorous college-prep expectations can only be brought forth through federal involvement in schools.

It will be interesting to see what twists and turns the NCLB rewrites take and certainly no group will ever be completely satisfied. But the basic principle that guaranteeing every student in every state equal access to education is one worth fighting for.

Matthew Lynch published in OpEducation, Policy & Reform October 29, 2015

Can Schools Succeed without Enough Money?

Free, public education in this country comes at a price. When the country hits turbulent financial times, like the recent recession years, it takes its toll on the quality of education available in our K-12 schools, and it can even take decades for the true deficiencies to show.

When town and city administrators are forced to curtail the hiring of new teachers, or force the retirement of older teachers, class sizes then increase. The teacher-to-student ratio expands accordingly meaning less face time per student, reducing the overall effectiveness of educational institutions.

An economic crisis does not just affect the schools in terms of budgets. Financial difficulties within students’ families also play a huge role in the educational problems of the United States. With more parents scrambling to make ends meet, there is less parental involvement with their children. As a result, students may become unmotivated and slack off on assignments. They may become problematic at school, meaning more time and effort from school administrators, leaving less time to improve their various systems.

Most American homes are dual-income, with both parents working one or more jobs to try to meet their financial obligations. There are also many single parent families, where the time for work and domestic tasks takes away from one-on-one educational work with children. In nearly every family situation, the time parents have to give their children any type of grounding in basic knowledge is severely limited. The result is children starting school without much of the very basic knowledge children had in generations past. Without that early foundation on which to build, children find themselves forever running at a deficit.

Furthermore, testing regimens for our children are anything but uniform. Some children are over-tested to an extreme; States like Massachusetts may be venerated for their stringent policies and standardized testing, but that level of stringency does not necessarily carry over to other states. In fact, many other states are not nearly as rigorous in their own testing procedures, preferring to do only what is required to ensure that they receive federal education funds, and nothing more.

This level of inconsistency then becomes yet another problem for students. Given the economic climate of the nation, many students may find themselves moving from state-to-state as their parents pursue employment or better jobs. Inconsistency among state’ standardized testing procedures may result in students who have relocated suddenly finding themselves under a lot of pressure to do better than what was required in their previous school.

The Difference between Then and Now

In generations past, children starting school came into the system with far more knowledge already in hand. They knew their letters, they knew how to count, and some of them already knew the fundamentals of reading. This, of course, stems from the fact that most families had a parent who stayed home during the day and was therefore able to spend more time with the child. There were also less electronic distractions from the basics of reading.

Teacher retention is also difficult, stemming from economic factors. A number of the accelerated teacher certification programs, such as weekend and online programs, have good intentions but are turning out teachers that are unprepared to the meet the challenges that they soon will face in troubled classrooms.

Although these teachers are inexpensive since they are brand new and have not worked their way up to better pay scales and benefits, they are more likely to jump ship and leave the school system instead of staying to nurture their profession. Of course, the next group of teachers to replace them is new and inexperienced, too, but provides fresh bodies in the classrooms at an inexpensive level – so the cycle repeats itself. This is good for the budget, but not so good for long-term performance, morale, and achievement.

Certainly, the economic situation affects the task of balancing budgets, by the school system, government entities, and parents. Conversely, more money does not necessarily mean more improvement – but not enough causes a host of its own problems too.

America spends more per student than any other nation in the world, and yet we see meager results. With this kind of money being pumped into the system, why are our school systems in the state that they are? There’s no arguing that our schools need to be well funded in order for our children to succeed, but clearly our schools need to do a better job utilizing the funds that they already receive too.

How can public schools continue to thrive, even in difficult economic times?

photo credit: horizontal.integration via photopin cc

Matthew Lynch published in list, Matthew Lynch, Policy & Reform October 28, 2015

3 Real Facts About Behind the Senate’s Refusal to Consider Climate Change Education

The latest version of “No Child Left Behind” had a section that would have created climate change curriculum for K-12 students.

However, the Senate said “no” to this portion of the bill.

Why did this happen? Let’s look at the facts behind this decision.

According to theHill.com, the measure failed 44-53.

“The measure, from Sen. Ed Markey (D-Mass.), would have created a grant program for school districts to “develop or improve climate science curriculum and supplementary education materials,” according to the amendment text. It failed on a 44-53 vote.”

Chair of the Senate H.E.L.P. Committee (Health, Education, Labor, and Pensions) Lamar Alexander said that he wasn’t fond of the measure because it further inserts the federal government into public education. But that wasn’t all…
Alexander believes in climate change but is afraid that allowing the amendment to pass would, in essence, create a slippery slope due to political partisanship.

Interesting that politics is the reason why a measure like this failed. Climate change is real and has been proven by simple science. While the development of the curriculum hopefully wouldn’t grow around partisan ideas, giving baseline information on climate change and its impact on the earth seems fairly logical.

Explaining why temperatures in the ocean continue to rise, why the polar ice caps are melting, and why tornadoes have gotten more powerful is information all students should know. This attack on climate change as “made up” is not helpful to anyone — least of all the next generation of adults who will deal with this on an even larger scale.

Hopefully the Senate tries again with rewritten language and passes the measure. Our students need to learn about climate change and at an early age.

Matthew Lynch published in Parental Involvement, Policy & Reform, Teachers October 27, 2015

Student and Teacher Records: What are the Privacy Rules?

By Matthew Lynch

Personal histories and records exist for every student who attends, and every teacher who teaches, at a school. This history, in the form of school records, test scores and the opinion of teachers and mentors, can have a huge impact on a student’s future. In some cases, it is on the basis of these assessments about an individual’s potential and overall disposition that life-changing decisions are made about them.

These histories could determine what colleges they attend, the privileges that they are allowed, or even the jobs that may eventually be able to attain. It’s important, then, for these records to be maintained properly and justly and be void of impartial or biased content.

School records and who should have access to them was first realized in the 1970s when instances of parents and students being denied access to them came into the spotlight. The passing of the Family Educational Rights and Privacy Act (or the Buckley Amendment, as it is popularly known) by the U.S. Congress in 1974 was the first federal piece of legislation that expressly addressed what students could and could not access.

The Act makes clear who may have access to a student’s records and who may not. The move was largely beneficial for parents who were previously denied access to records that were very likely to affect their children’s lives. The Act made it mandatory for schools to share all information about students with their parents, when requested. It also required schools to explain or interpret the recorded observations to parents, with the failure to do so resulting in federal funds being denied to the school. At the same time, the Act serves in the best interests of teachers. It clearly denies parents the right to inspect a teacher’s or an administrator’s unofficial records.

The Buckley amendment applies to all schools that receive federal money. The act has been a promising step in ensuring transparency in dealing with and handling student’s records. Aspects of the Act, such as the confidentiality granted to both parties, and fundamental fairness, make it stand out as a reformative measure in ensuring the right to privacy for individuals wanting to be educated.

Here is how the FERPA Act empowers parents and guardians and puts them in a better position than they were previously:

Parents and guardians can inspect their child’s school records.
The Act ensures that information about students under 18 years of age cannot be passed on without parental consent.
Parents have the right to challenge the accuracy of information at any point in time and to request a hearing to contest such information.
A legal route to get corrections made in children’s school records and to place a statement of disagreement in student regards too is now open to parents.
Parents can single-handedly decide who can access the information about their child.
In cases where parents find any discrepancies, they can always file a complaint with the U.S. Department of Education to seek relief in the civil courts.

It is important for schools, parents and students to realize the importance of what is contained in teacher and student records, while still having reasonable access to both.

Matthew Lynch published in Bullying October 27, 2015

When coaches are bullies: What should students do?

A guest post by Jennifer Fraser

High-level coaches like John O’Sullivan are concerned about the stark fact that seven out of ten kids quit sports at the age of thirteen. O’Sullivan has written best-selling books on how we must “change the game” so that kids don’t quit sports, but instead become athletes for life. In 2012, he became the founder and CEO of Changing the Game Project such is his passionate belief that we can learn a different and better way to treat young athletes. O’Sullivan focuses mainly on parents, whereas I want to focus on coaches.

Our son, along with five others, quit playing basketball in his final year of high school. He had been dedicated to the game since grade four and had planned to try out for college teams. He quit because he was given the tragic choice for a seventeen year old: play for bullying coaches or quit the game you love. The bullying was the same you might find on a playground or in a locker-lined hallway: homophobic slurs, swearing, insults, ignoring, yelling, grabbing, detaining. It’s just that it wasn’t kids doing it: the bullying was being done by teachers while supposedly “coaching” basketball.

Boys ranging from grade ten to first year university reported their treatment to the Headmaster, but the conduct was brushed under the rug as “old style coaching”; the boys who reported were singled out as problematic because they had “unhappy experiences” and a vague promise was given that the coaches would “tone it down.” Funnily enough, that’s not what the police said. Their assessment was that there was a “definite pattern in the complaints, all pointing to verbal and emotional abuse.” However, the police could not intervene because emotional abuse is not in the criminal code. So, the boys were given the choice by the Headmaster: submit to the abuse or quit the team.

After witnessing what really happens when kids speak up, I started wondering how many other kids are treated this way? We know students find it extremely difficult to report on peer bullying let alone teacher bullying. We know seventy percent of athletes are quitting their sport at thirteen. We keep going on and on about how vital coaches are in kids’ lives; they’re more important than almost anyone. Coaches, we are told, are key role models and ‘sports teaches character.’ But does it in its present form? Seventy percent of kids are losing these crucial lessons and the thirty percent that remain might be learning lessons in bullying and narcissism on some teams. According to the Workplace Bullying Institute and many others, our workplaces are overrun with bullies. Is it possible they learn the advantages to bullying while on the court or the field?

Coaches who bully appear to have the ability to cover up what they do. We want to think of abusers as monsters, instantly identifiable, but that’s naïve. Abusers are far more often the most charming, sociable, and influential. They exude goodness publicly which appears to effectively cover up what they do behind the scenes. They seem to have a dual character presentation that I have discussed previously as a Jekyll and Hyde persona (1). Notably, this dual personality type or charismatic bully appears to be especially attracted to competitive sports because of the win-lose dynamic. Dr. Burgo explains,

It helps to view the bully as a kind of competitor on the social playing field, one who strives not only to win but to triumph over the social losers and destroy their sense of self. As in competitive sport, where winners and losers exist in a binary relation to one another, the bully is yoked in identity to his victims. To a significant degree, his self-image depends upon having those losers to persecute: “I am a winner because you are a loser.”

Dr. Burgo describes this competitive technique used by bullies and often by those who support them:

All bullies are narcissists, with an inflated sense of self-importance and a marked lack of empathy for their victims’ suffering, while many narcissists turn out to be powerful bullies. In defending his winner-status against detractors, for example, Lance Armstrong made extensive use of the legal system and his access to media in order to bully and intimidate anyone who challenged him. In particular, he tried to destroy their reputations. (2)

What’s so interesting is that this sport dynamic translates so readily into the work world and the cost is staggering. In a 2008 article on workplace bullying, Thomas Hoffman, quotes from Jean Ritala’s book, Narcissism in the Workplace where she compiles a list of behaviors exhibited by bullies at work.

There were at least fourteen students who came forward at my son’s school to say that they were being bullied by their teachers under the auspices of “coaching” and they wanted it to stop. Notably, the teacher-coaches involved exhibited most, if not all the behaviors used to describe bullies in the workplace. According to Jean Ritala, bullies or narcissists often display the following traits at work:

Arrogant and self-centered, they expect special treatment and privileges.
They can be charismatic, articulate and funny.
They are likely to disrespect boundaries and the privacy of others.
They can be patronizing and critical of others but unwilling or unable to accept criticism or disagreement.
Likely to be anxiety-stricken or paranoid, they may exhibit violent, rage-like reactions when they can’t control a situation or their behaviors have been exposed.
They are apt to set others up for failure or pit co-workers against one another.
They can be cruel and abusive to some co-workers, often targeting one person at a time until he quits.
They may need an ongoing “narcissist supply” of people who they can easily manipulate and who will do whatever they suggest – including targeting a co-worker – without question.
They are often charming and innocent in front of managers. (3)

This description fits so closely with what teenagers articulated about how their coaches conducted themselves at my son’s school. They found it hard to explain how charming the coaches could be which made no sense when put beside their out of control rages. They struggled to understand why they were penalized while other players were celebrated for identical conduct. They knew there was a history of kids quitting, but didn’t know how to understand it. They knew they were in pain, but lacked sophisticated reporting skills or insight to express it.

If adults in the workplace struggle to identify and shutdown bullying, imagine how remarkably difficult it is for teens. They have been taught all their school years that the teacher knows best and the teacher is a trusted figure to whom they can turn when bullying happens. Then suddenly they are in a situation where the teacher seems to be the bully, but that doesn’t make sense so they can’t even think of how to explain it.

Teachers and coaches have a sacred trust. They have enormous influence over young people. They need to get educated on just how serious the damage of emotional abuse is to the adolescent brain and psyche and they need to ensure it doesn’t happen ever on their watch. If they can’t control themselves, they need to seek help. Considering they too have probably been trained in a bullying dynamic, they need healing. Passing on the hurt is not the way to train young people to move from the court to the workforce.

References

https://jenmfraser.wordpress.com/2015/08/06/recognizing-the-abusive-coach-as-jekyll-and-hyde/
Joseph Burgo, “All Bullies are Narcissists: Stories of Bullying and Hazing in the News Break Down to Narcissism and Insecurity,” The Atlantic, November 2013: http://www.theatlantic.com/health/archive/2013/11/all-bullies-are-narcissists/281407/
Thomas Hoffman, “Narcissists at work: How to deal with arrogant, controlling, manipulative bullies,” Computer World, June 2008: http://www.computerworld.com/article/2535227/it-management/narcissists-at-work–how-to-deal-with-arrogant–controlling–manipulative-bullies.html

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Jennifer Fraser has a PhD in Comparative Literature from the University of Toronto and is a published writer. She is presently teaching creative writing and International Bacclaureate literature classes at an independent school in British Columbia.

Matthew Lynch published in EdTech & Innovation, Matthew Lynch October 26, 2015

Mainstream Technology Gives Lift to Assistive Learning

The concept of assistive technology to help special education students achieve more in K-12 classrooms is nothing new, but the portability of many of the devices is a relatively new trend that is making a big impact on the ways students with special needs learn. Assistive technology devices used to be big, clunky pieces of equipment that drew attention to learning and physical disabilities. Today, assistive devices are often the save types of technology K-12 students are using in traditional classrooms and there is a “coolness” factor in both instances.

The way that assistive technology looks is just one aspect of the effectiveness of the educational equipment, though. The use of assistive technology is also changing to provide students with more customized learning experiences. Studies show that dropout rates for special education students are on the decline – at least partially because the technology exists to keep these kids comfortable and in class longer than in the past.

Strides in Arizona

In December, the Arizona Department of Education announced a $260,000 federal grant among traditional public and charter schools in 12 districts to aid specifically with assistive education efforts. Through the grant, students with special needs can get personalized technology for iPads, notebook-size word processors and electronic pens that can scan words and display definitions. All of these efforts are intended to keep special education students in the K-12 system through graduation by having the technology to keep up in class.

This is not the first effort by the state to give an advantage to students with special learning needs. To help with the small technology budgets, the Education Department has an assistive-technology loan library on the Northern Arizona University campus. Last year, schools checked out over 2,000 items – ranging from pencil grips to iPads – to allow teachers and students to give the devices a trial run before the district made the purchase.
The assistive technology initiatives in Arizona district place traditional classroom inclusion on a pedestal with a heavy emphasis on technology. What administrators are finding is that non-verbal kids with devices prove they know a lot more than ever they themselves realize. Students with autism, cerebral palsy and other disorders that impair speech are reaping the benefits of these devices and feeling successful. Best of all: the students are developing better relationships with one another.

Autism and iPads

Depending who you ask, the iPad has varying effects on children with autism – but most parents and teachers would say that the device has made in-roads in their students’ attitude about learning. Experts at Apple say that iPads “cure” sensory overload and give autism children control, along with a way they can communicate effectively. Using less extreme language, researchers at Vanderbilt University say that speech-generating devices, like iPads, can encourage late-speaking children with autism spectrum disorders to speak, even from the ages of 5 to 8. In other words, the basic technology that is readily available in classrooms and many households is also effective in learning initiatives for children with a specific disorder that impacts traditional learning.

The iPad is just one example. E-readers with screen variance in size of font, brightness and even speaking command options make in-classroom learning possible for children with sight obstacles. Students who need extra help learning to read can spend that extra time with e-readers or computer programs that customize the experience. Students with physical disabilities can sit at a regular computer in a traditional classroom and use specific equipment or simply their voices to achieve the same academic results as their peers.

As assistive technology continues to integrate with typical technology, the students are the beneficiaries. The technology is not enough to keep them in their seats if they are not comfortable using it.

How has the assistive technology of the past few years had a positive impact in your classrooms?

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School Security: Just Smoke and Mirrors?