Justice Department Moves With Nationwide Soccer Instruction Company To Address Discrimination Based On Citizenship Status | Takeover bid

The Department of Justice today announced that it has signed a settlement agreement with Challenger Sports Corporation (Challenger), a Lenexa, Kansas-based soccer education company that manages soccer programs nationwide.

The settlement resolves the department’s claim that Challenger did not consider U.S. applicants for full-time football instructor positions in Pennsylvania, Maryland and Northern Virginia because the company preferred to hire workers with temporary visas.

Based on its independent investigation, the department concluded that in the spring of 2019, Challenger’s Baltimore (1) office had not considered applications from American workers for full-time football instructor positions. , because staff assumed that American workers, based on their citizenship status, would not be interested. in posts; and (2) should fill positions with workers holding seasonal employment visas known as H-2B visas. Under the Immigration and Nationality Act (INA), employers generally cannot discriminate on the basis of citizenship, immigration status, or national origin at any stage of the hiring process. Additionally, the Department of Labor requires that employers applying for permission to hire H-2B workers first hire all qualified and available U.S. workers who apply within the allotted time frame.

“A company cannot decide to ignore applications from American workers because of stereotypes about their willingness to do certain types of work, or a desire to reserve work opportunities for temporary visa holders,” said Deputy Attorney General Kristen Clarke of the Civil Rights Division of the Department of Justice. . “Excluding American workers from consideration for jobs because of their citizenship or immigration status is unfair and illegal. “

Under the settlement agreement, Challenger will pay $ 6,000 in civil penalties and make $ 36,820 in wage arrears available to eligible victims of discrimination. Challenger will also change its policies and procedures to comply with the INA’s anti-discrimination provision, train its employees on the requirements of this law before applying for H-2B visas in the future, and be subject to two years of department monitoring requirements, including providing regular reports to the department.

The Division’s Immigrant and Employee Rights Section (IER) is responsible for enforcing the INA’s anti-discrimination provision. The law prohibits, inter alia, discrimination based on citizenship status and national origin in hiring, firing, recruiting or counseling for pay; unfair documentary practices; retaliation and intimidation. Learn more about prohibitions against discrimination based on citizenship status.

Learn more about the work of IER and how to get help with this short video. Applicants or employees who believe they have been discriminated against because of their citizenship, immigration status or national origin during hiring, firing, recruiting or during the process of verifying eligibility for the employment (Form I-9 and E-Verify), or subject to retaliation, may file a complaint. The public can also contact the IER worker hotline at 1-800-255-7688; call the IER employer hotline at 1-800-255-8155 (1-800-237-2515, TTY for the hearing impaired); email [email protected]; sign up for a free webinar; or visit the IER English and Spanish websites. Subscribe to GovDelivery to receive updates from IER. See the Spanish translation of this press release here.


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St. Louis Park Public Schools to Offer Online Education through Eden Prairie Schools | Saint-Louis Park

Districts pursued partnership because of state rules

Online schooling will be an option for St. Louis Park students this school year, but teachers will instead be from the Eden Prairie School District.

Last year, the St. Louis Park School District offered online education with its own teachers – some who took on the challenge of teaching students in front of them and virtually at the same time.

The Association of Metropolitan School Districts has sought to convince lawmakers to allow all districts to continue offering the same distance learning programs as last year, but lawmakers failed to come to an agreement to allow to these programs to stay.

A Minnesota Department of Education document dated August 6 states that districts that wish to provide online education to students for more than half of the student’s weekly schedule must seek interim state approval in as an e-learning provider.

Some districts, like Eden Prairie Schools, have hired additional staff to become a state-approved online education provider.

“Smaller districts like St. Louis Park need to find other creative ways to continue to ensure that students and families who want to learn online have access to it,” said the St. Louis Park School District Superintendent, Astein Osei, at a school board meeting in August. . ten.

Although he said state rules would have allowed the district to offer students a mix of in-person and online learning using its own staff, the superintendent said families in St. Louis Park who were looking for an option online were concerned about the pandemic and did not want their children to have to attend school in person every week.

After exploring relationships with a variety of potential online school providers, Osei said St. Louis Park administrators felt better about Eden Prairie Schools’ EP Online system.

The two districts are seeking a deal that would ensure schools in Eden Prairie receive funding for the services they have provided, while public schools in St. Louis Park continue to offer special education and counseling services. The St. Louis Park District is considering creating a homeroom experience or advisory role to connect its students online with St. Louis Park staff “so that throughout this process the student know that there are always staff here who look after them, support them and keep them connected to our school district, ”Osei said.

Recognizing the risk that online students may leave the St. Louis Park School District in the future, Osei added, “We really want to be intentional throughout this process, making sure that by making this deal of timeshare, we continue to maintain a positive attitude. relationships and supports for our students who choose this option online.

The District of St. Louis Park is looking to “build an exit ramp” with schools in Eden Prairie so that families in St. Louis Park using EP Online can send their children to school in person if COVID conditions -19 are improving, according to Osei.

He noted that both districts have a Spanish immersion school. EP Online will offer instruction in Spanish for Kindergarten and Grade 1 this school year, but currently there are not enough students enrolled to offer instruction in Spanish for grades 2 to 6. Osei said the district will determine how to meet the needs of Park Spanish Immersion Elementary School students in classes who want an online experience once authorities determine the number of families involved.

St. Louis Park School Board President Mary Tomback noted that last year the state required districts to offer online education.

Given the state’s rules for this school year, Tomback said, “What you’re doing now through this plan, in this program with Eden Prairie, is to try to provide our families who really think it’s is the best option for their students with some option to continue to get involved in St. Louis Park schools, but to keep their children in the distance learning environment if they think that’s what. there is better.

“There are several families who are very concerned about what is going on and are not comfortable sending their children in person to school at this time,” Osei said.

Board member Anne Casey noted that Intermediate District 287, a consortium of western metropolitan districts that includes St. Louis Park and Eden Prairie, offers an online program called Northern Star Online. However, all classes are considered asynchronous, which means that students are not learning live from a teacher at the same time as other students. As a result, Casey said the system is better for students taking one or two courses rather than taking full-time.

Osei said park officials in St. Louis had multiple conversations with staff at Middle District 287 about the Northern Star Online system, but agreed that it was not suitable for students taking online classes on time. full.

In contrast, he said that EP Online offers both live and asynchronous experiences, with younger students receiving the most live instruction.

“EP Online for K-5 grades offers live, online interaction with teachers every day,” according to the St. Louis Park School District website, slpschools.org. “Students in Grades 6 to 12 will experience a mixed model of live instruction and independent work that provides greater flexibility for students. “

The district planned to notify families of the EP Online option by August 20.

Eden Prairie Schools is offering a program webinar with Principal Raymond Diaz at 2:30 p.m. on August 26. One description lists Eden Prairie Schools as “the premier school district in Minnesota” and notes that the district hires, trains, and retains teachers for PE Online.

The description reads: “EP Online offers a one-of-a-kind online experience where students can learn with a teacher live almost every school day. Say goodbye to the isolation of online learning and experience the EP Online advantage.

Copyright © 2021 at Sun Newspapers / APG Media of East Central Minnesota. Digital distribution of this content without prior written consent is a violation of federal law and may be subject to legal action.


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St. Louis Park Public Schools to Offer Online Education Through Eden Prairie Schools | Saint-Louis Park

Districts pursued partnership because of state rules

Online schooling will be an option for St. Louis Park students this school year, but teachers will instead be from the Eden Prairie School District.

Last year, the St. Louis Park School District offered online education with its own teachers – some who took on the challenge of teaching students in front of them and virtually at the same time.

The Association of Metropolitan School Districts has sought to convince lawmakers to allow all districts to continue offering the same distance learning programs as last year, but lawmakers failed to come to an agreement to allow to these programs to stay.

A Minnesota Department of Education document dated August 6 states that districts that wish to provide online education to students for more than half of the student’s weekly schedule must seek interim state approval in as an e-learning provider.

Some districts, like Eden Prairie Schools, have hired additional staff to become a state-approved online education provider.

“Smaller districts like St. Louis Park need to find other creative ways to continue to ensure that students and families who want to learn online have access to it,” said the St. Louis Park School District Superintendent, Astein Osei, at a school board meeting in August. . ten.

Although he said state rules would have allowed the district to offer students a mix of in-person and online learning using its own staff, the superintendent said families in St. Louis Park who were looking for an option online were concerned about the pandemic and did not want their children to have to attend school in person every week.

After exploring relationships with a variety of potential online school providers, Osei said St. Louis Park administrators felt better about Eden Prairie Schools’ EP Online system.

The two districts are seeking a deal that would ensure schools in Eden Prairie receive funding for the services they have provided, while public schools in St. Louis Park continue to offer special education and counseling services. The St. Louis Park District is considering creating a classroom experience or advisory role to connect its students online with St. Louis Park staff “so that throughout this process that student knows. that there are always staff here who look after them, support them and keep them. them connected to our school district, ”Osei said.

Recognizing the risk that online students may leave the St. Louis Park School District in the future, Osei added: Connections and supports for our students who choose this option online.

The District of St. Louis Park is seeking to “build an exit ramp” with schools in Eden Prairie so that families in St. Louis Park using EP Online can send their children to school in person if COVID-conditions occur. 19 are improving, according to Osei.

He noted that both districts have a Spanish immersion school. EP Online will offer instruction in Spanish for Kindergarten and Grade 1 this school year, but currently there are not enough students enrolled to offer instruction in Spanish for grades 2 to 6. Osei said the district will determine how to meet the needs of Park Spanish Immersion Elementary School students in classes who want an online experience once authorities determine the number of families involved.

St. Louis Park School Board President Mary Tomback noted that last year the state required districts to offer online education.

Given the state’s rules for this school year, Tomback said, “What you’re doing now through this plan, in this program with Eden Prairie, is to try to provide our families who really think it’s is the best option for their students with some option to continue to get involved in St. Louis Park schools, but to keep their children in the distance learning environment if they think that’s what. there is better.

“There are several families who are very concerned about what is going on and are not comfortable sending their children in person to school at this time,” Osei said.

Board member Anne Casey noted that Intermediate District 287, a consortium of western metro districts that includes St. Louis Park and Eden Prairie, offers an online program called Northern Star Online. However, all classes are considered asynchronous, which means that students are not learning live from a teacher at the same time as other students. As a result, Casey said the system is better for students taking one or two courses rather than taking full-time.

Osei said St. Louis park officials had several conversations with staff at Middle District 287 about the Northern Star Online system, but agreed that it was not suitable for students taking full-time online courses. .

In contrast, he said that EP Online offers both live and asynchronous experiences, with younger students receiving the most live instruction.

“EP Online for K-5 grades offers live, online interaction with teachers every day,” according to the St. Louis Park School District website, slpschools.org. “Students in Grades 6 to 12 will experience a mixed model of live instruction and independent work that provides greater flexibility for students. “

The district planned to notify families of the EP Online option by August 20.

Eden Prairie Schools is offering a webinar on the program with Principal Raymond Diaz at 2:30 p.m. on August 26. One description lists Eden Prairie Schools as “the premier school district in Minnesota” and notes that the district hires, trains, and retains teachers for PE Online.

The description reads: “EP Online offers a one-of-a-kind online experience where students can learn with a teacher live almost every school day. Say goodbye to the isolation of online learning and experience the EP Online advantage.

Copyright © 2021 at Sun Newspapers / APG Media of East Central Minnesota. Digital distribution of this content without prior written consent is a violation of federal law and may be subject to legal action.


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Pamela Murphy wins the Fred Kirschner Award for teaching excellence

ROCHESTER, New York State – Continental Service Group, Inc., dba ConServe is proud to announce that Pam Murphy, Vice President of Compliance and Privacy, has been recognized and received the Fred Kirschner Instruction Achievement Award for hosting 75 seminars at the convention ACA International Annual 2021 in Las Vegas. , NV July 30, 2021.

The Fred Kirschner Instructor Achievement Award is presented to ACA certified instructors who have reached milestones in their volunteer teaching career with ACA. Named after Fred Kirschner, former ACA Certified Instructor and Past President, these awards are given to instructors who have taught 25, 50, 75, 100, 125, 150 and more ACA seminars.

Pam had already received this recognition in 2016 for completing 50 seminars, and now again in 2021 for completing 75 seminars. ConServe President Richard Klein commented, “Pam is an inspiration and a wonderful role model, mentor and visionary to our employees and the collection industry.” Pam Murphy said: “I am delighted to be part of a corporate culture that values ​​and contributes to industry and community education efforts. As a certified instructor, I am able to provide impactful training and advice to our employees and industry experts that enable them to be successful. This accountability results in the achievement of an excellent compliance and operational performance
for our valued customers and the industry as a whole.

[article_ad]

Join ConServe on Tuesday September 21, 2021 where Pam Murphy will be the presenter for ConServe’s next industry webinar regarding Update on the Consumer Financial Protection Bureau (CFPB) and the impact on collection agencies and the effect that will occur on commercial lenders, credit unions and higher education institutions. To learn more and register for ConServe webinars,
Click here.

About ConServe

ConServe is a leading accounts receivable management service provider specializing in custom collection solutions for its clients. Grounded in ethics and compliance, and unwavering in their pursuit of excellence, they are a consumer-centric organization that functions as an extension of the brands loved by their customers. For over 35 years, they have partnered with their clients to provide unparalleled customer service while helping them achieve their accounts receivable management goals. Visit us Store at: www.conserve-arm.com


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Pamela Murphy wins the Fred Kirschner Award for teaching excellence

ROCHESTER, New York State – Continental Service Group, Inc., dba ConServe is proud to announce that Pam Murphy, Vice President of Compliance and Privacy, has been recognized and received the Fred Kirschner Instruction Achievement Award for hosting 75 seminars at the convention ACA International Annual 2021 in Las Vegas. , NV July 30, 2021.

The Fred Kirschner Instructor Achievement Award is presented to ACA certified instructors who have reached milestones in their volunteer teaching career with ACA. Named after Fred Kirschner, former ACA Certified Instructor and Past President, these awards are given to instructors who have taught 25, 50, 75, 100, 125, 150 and more ACA seminars.

Pam had already received this recognition in 2016 for completing 50 seminars, and now again in 2021 for completing 75 seminars. ConServe President Richard Klein commented, “Pam is an inspiration and a wonderful role model, mentor and visionary to our employees and the collection industry.” Pam Murphy said: “I am delighted to be part of a corporate culture that values ​​and contributes to industry and community education efforts. As a certified instructor, I am able to provide impactful training and advice to our employees and industry experts that enable them to be successful. This accountability results in the achievement of an excellent compliance and operational performance
for our valued customers and the industry as a whole.

[article_ad]

Join ConServe on Tuesday September 21, 2021 where Pam Murphy will be the presenter for ConServe’s next industry webinar regarding Update on the Consumer Financial Protection Bureau (CFPB) and the impact on collection agencies and the effect that will occur on commercial lenders, credit unions and higher education institutions. To learn more and register for ConServe webinars,
Click here.

About ConServe

ConServe is a leading accounts receivable management service provider specializing in custom collection solutions for its clients. Grounded in ethics and compliance, and unwavering in their pursuit of excellence, they are a consumer-centric organization that functions as an extension of the brands loved by their customers. For over 35 years, they have partnered with their clients to provide unparalleled customer service while helping them achieve their accounts receivable management goals. Visit us Store at: www.conserve-arm.com


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Distance education has lowered public school enrollment, study finds

About 300,000 American students did not attend public school last year because their schools did not offer in-person learning, estimated a team of researchers from Stanford University.

That explains about a quarter of the overall decline in enrollment in public schools across the country during the pandemic, when enrollment fell by around 1.1 million students.

“It’s a pretty stark indicator that parents, especially parents of young children, have found the offer of distance education only quite objectionable, and many have chosen to leave,” said Thomas Dee, professor at the Stanford Graduate School of Education who co-authored the working paper released on Saturday. “Anyway that breaks, it’s going to have educational implications.”

Not having an in-person learning option reduced kindergarten enrollment by about 3% to 4%, the researchers found, and those numbers tended to increase in states that don’t require Kindergarten. Fully virtual plans may also have contributed to more absences among younger students.

The effect was smaller for older students, with all-virtual learning reducing elementary school enrollment by 1% and having no noticeable effect on middle and high school enrollment.

New analysis confirms previous Chalkbeat and Associated Press reports that found white student enrollment fell more in states where students had fewer options to learn in person. While schools nationwide are promising in-person learning for the coming school year, the numbers also illustrate the scale of the task ahead for districts seeking to re-enroll students who started their school careers elsewhere.

The researchers analyzed enrollment data from 875 school districts, examining the 2020-2021 counts and five years of historical data to account for changing demographics. (The districts they looked at tended to be more urban and suburban and enroll more students of color than the country as a whole, although their enrollment trends before the pandemic followed the country as a whole. The researchers linked this to data from Burbio, which tracked the type of school district instruction offered during the pandemic.

In these districts, researchers found that offering a mix of in-person and virtual instruction did not have a noticeable effect on student enrollment. But offering only distance education has reduced enrollment by a 1.1 percentage point.

Providing distance-only education further impedes enrollment in public schools in school districts that serve rural communities, higher concentrations of Hispanic students, and lower concentrations of black students. This matches polls which have shown black parents to be more wary of face-to-face instructions and more supportive of virtual plans throughout the pandemic.

The long-term effects of these patterns will depend on where the students ended up instead of the public school, Dee said. Some students may have attended private kindergarten, while others may have skipped kindergarten altogether.

“They’re going to bring very different readiness to learn challenges to the classroom,” Dee said. However, if many parents held up their young one-year-olds, it could create unusually large kindergarten classes this fall with more students of varying ages and abilities.

Many school districts have taken extra steps this spring and summer to reconnect with families and encourage them to enroll their children in school. Some communities covered road signs, while others organized virtual tours to show families the health and safety precautions they were taking.

In Spokane, Wash., Where students started last school year fully online, enrollment has fallen nearly 7%. Officials there used text messages and mail to reach families and highlighted their plans to reduce class size as a selling point.

“We want to create as much predictability and try to alleviate the feeling of the unknown and the fear as much as possible,” Superintendent Adam Swinyard said in June.

In Little Rock, Arkansas, Literacy Coach Pamela Criss hopes the students her school district couldn’t count last year will return. Her district offered both all-virtual and all-in-person instruction last fall, and saw enrollment drops of just over 3%, mostly in kindergarten and other elementary grades. The district had lost registrations before the pandemic, but the drop was more pronounced last year.

“We had so many students who didn’t show up on the list, they weren’t in school, they weren’t on Zoom,” Criss said. “We wonder where are these students? Are they at home or have they gone elsewhere?

Today, Criss, who trains teachers and helps students across the district improve their reading skills, wants to make sure educators take a close look at the academic performance of these students and help them out if needed. .

“I wanted to look at their data to see if it was the students who were already late,” she said. “We have to be very intentional and determined in our planning, in our teaching and in our learning. Because we just can’t leave it to chance.


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Robot-assisted instruction: what is it? How it works? Will a robot replace me? – Colombia School of Medicine


Registration

Participants must register to receive the webinar link.


About the program

Research has shown that robots can be an effective tool for teachers and special education therapists.

Students with special needs, especially students on the autism spectrum, pay more attention to robot-assisted instruction than other “traditional” types of instruction.

So how does it all work? Are you telling me that I have to learn how to program a robot?

Learn more about robot-assisted instruction, how it works, and how it can help students achieve more and help the teacher or therapist show results.


About the presenter

Ted Klopp, Westminster Technologies

Ted Klopp has worked with teachers and therapists in the field of special education for the past decade. As the right hand of his wife’s business, Ted is tasked with doing a bit of everything. His experience includes, but is not limited to, sales, marketing, training and demonstrations. Specifically, Ted ensures that customers are successful with the products and services they choose. When Ted is not at work, he specializes in telling bad jokes, boring his wife and trying to raise their three boys (twins aged 7 and 9).


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Q&A Collections: Differentiating Teaching (Reviews)

During the summer, I share thematic articles gathering answers on similar topics from the last 10 years. You can see all of these collections from the first nine years here.

Here are the ones I’ve posted so far:

The 11 Most Popular Classroom Q&A Posts of the Year

Race and racism in schools

School closures and the coronavirus crisis

Classroom management tips

Best ways to start the school year

The best ways to end the school year

Student motivation and socio-emotional learning

Implement the common core

Challenging normative gender culture in education

Social science education

Cooperative and collaborative learning

Using technology with students

Student voices

Parent engagement in schools

Teaching English Language Learners

Reading instruction

Teaching writing

Educational policy issues

Evaluation

Today’s theme is pedagogical differentiation. You can see the list of messages following this snippet of one of them:

* Five ways to differentiate teaching in an online environment

Examples of two educators include giving students time to take physical breaks as well as suspending academic presentations to give students time to think.

* Seven Ways to Support ELLs in Online Content Courses

I offer seven suggestions on how to help English language learners during distance education, including providing graphic organizers and templates.

* “Just means providing what they need”

This four-part series on “fair” versus “equal” is being “ended” today with answers from Rick Wormeli, Pedro A. Noguera, Ph.D., Elizabeth Stringer Keefe, Ph.D. , and Sheila Wilson.

* “Fair practices uplift everyone”

Debbie Silver, Gloria Brown Brooks, Tasha Moyer, Barbara Blackburn and LaChawn Smith discuss whether “fair” means “equal” in education.

* The differences between students are not deficits

Today’s comments on the difference between treating students ‘equally’ and ‘fairly’ come from Kelly Capatosto, Gina Laura Gullo, Cheryl Staats, PJ Caposey, Ashley McCall, Orion Nolan, Jen Schwanke, Marisa Nathan, Carol Bruzzano , Keisha Rembert and Tatiana Esteban.

* ‘Fair is not equal’

Julia Stearns Cloat, Rocio del Castillo, Holly Spinelli, Sabrina Hope King, Joe Feldman and Felicia Darling discuss the difference between treating students “fairly” and “fairly”.

* Everything you wanted to know about differentiation but were afraid to ask

New videos, as well as many other resources, on differentiated teaching!

* “The best place to start” when teaching ELL “is to get to know your students”

Judie Haynes, Debbie Zacarian, Eugenia Mora-Flores, Melissa Jackson, Joyce Nutta and Carine Strebel bring their ideas on differentiated instruction for English language learners.

* Differentiate ELLs by “establishing a welcoming and safe classroom”

Sandra C. Figueroa, Becky Corr, Sydney Snyder, Adria Klein, Michael D. Toth and Barbara Gottschalk share their suggestions on differentiating teaching for ELLs.

* Ways to differentiate teaching for ELLs

Valentina Gonzalez, Jenny Vo, Tonya Ward Singer, Carol Ann Tomlinson and Nélida Rubio discuss ways to differentiate teaching for English language learners.

* “Embracing Technology” as a differentiation tool

Elizabeth Stringer Keefe, Becky Shiring, Katie Robinson, Sonny Magana and Monica Burns provide their suggestions on using technology to differentiate teaching.

* Ways to use technology to differentiate teaching

Anne Jenks, Ge-Anne Bolhuis, Nancy Sylla, Sarah Shartzer, Daniel L. Schwartz, Jessia M. Tsang and Kristen P. Blair share their suggestions on using technology to differentiate teaching.

* Differentiate the teaching of algebra

Wendy Jennings, Yvelyne Germain-McCarthy, Billy Bender, Derek Cabrera and Ed Thomas provide their thoughts on the teaching of differentiated algebra.

* Differentiation allows us to reach our students “where they are”

These contributions come from Katherine S. McKnight, Jessica Hockett, Christie Amburn, Elise Yerkey and Barbara Blackburn.

* Differentiation is important “because we teach students and not standards”

Three well-known educators / authors provide guest answers in this article: Regie Routman, Carol Ann Tomlinson, and Laura Robb.

* “Differentiation is more than a set of strategies”

This article features a response from Kimberly Kappler Hewitt and a number of reader suggestions.

* Differentiate lessons by “content, process or product”

Carol Tomlinson, Donalyn Miller and Jeff Charbonneau contribute answers.

* Use — not abuse — skill groups in the classroom

This is a special guest article by author / educator Rick Wormeli.

* Capacity consolidation in schools – Part 2

In this article, Carol Burris, 2013 New York High School Principal of the Year, and Tammy Heflebower, Vice President of the Marzano Research Lab, provide their thoughts, along with reader feedback.

* Several ways to differentiate teaching

I was lucky to have both Carol Tomlinson and Rick Wormeli to contribute their ideas here!

* More Ways to Differentiate Teaching – Part Two

This article features contributions from Megan Allen, Florida State Professor of the Year 2010, and Kimberly Kappler Hewitt and Daniel K. Weckstein, co-authors of Differentiation is an expectation: A leader’s guide to building a culture of differentiation.

And here are several videos we made with Ed Week on this topic:


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Q&A Collections: Teaching Writing (Reviews)

During the summer, I share thematic articles gathering answers on similar topics from the last 10 years. You can see all of these collections from the first nine years here.

Here are the ones I’ve posted so far:

The 11 Most Popular Classroom Q&A Posts of the Year

Race and racism in schools

School closures and the coronavirus crisis

Classroom management tips

Best ways to start the school year

The best ways to end the school year

Student motivation and socio-emotional learning

Implement the common core

Challenging normative gender culture in education

Social science education

Cooperative and collaborative learning

Using technology with students

Student voices

Parent engagement in schools

Teaching English Language Learners

Reading instruction

Today’s theme is teaching writing. You can see the list of messages following this snippet of one of them:

* Teaching writing requires leaving students with an “I can do this!” ” Spirit

Three educators share suggestions for teaching writing, including a visual thinking strategy.

* Four strategies for effective writing instruction

Three educators share their best ideas on teaching K-12 writing, including writing frames and graphic organizers.

* Seven strategies for teaching grammar

Five educators share instructional strategies for engaging and effective grammar instruction.

* 17 approaches to encourage students to revise their writing

Five educators offer instructional strategies to use in teaching handwriting review, including the power of an authentic audience.

* Ways to help ignite students’ intrinsic desire for writing review

Five educators make suggestions that might help students want to revise their writing, including using “editing stations”.

* ‘I’m no longer giving grades on student writing assignments, and that’s the best thing ever!’

Five educators talk about how they helped motivate students to review their writing.

* Make writing revision a “collaborative process”

Six educators discuss strategies they used to encourage students to review their writing, such as demonstrating their own practice.

* 12 strategies to encourage students to want to revise their writing

Four educators share suggestions for creating the classroom conditions in which students want to revise their writing.

* Spreading the “love of poetry” in the classroom

Nine educators share instructional strategies they use to teach poetry, including reading aloud and studying and writing odes.

* Teach poetry in a “fun” way

Four educators share multiple ways of teaching poetry, including modeling and imitating writing, so that students can appreciate and appreciate the literary form.

* Six ways to teach poetry

Five teachers share strategies for teaching poetry, including using a “Poem of the Week” to promote social justice and using photos to engage students.

* Students feel more motivated when writing for an “authentic audience”

Shanna Peeples, Mary K. Tedrow, Amy Sandvold, and Laverne Bowers “wrap up” this five-part series on students writing for “genuine audiences”.

* ‘Invite students to write real arguments’

Rita Platt, Alexis Wiggins, Jenny Grant Rankin, Kristen Koppers, and Mara Lee Grayson share their ideas on how and why students can write for audiences other than the teacher.

* ‘Design writing tasks that bridge the gap between the classroom and the outside world’

Martha Sevetson Rush, Donna L. Shrum, Heather Wolpert-Gawron, Michael Fisher, Tamara Letter, and Keisha Rembert share their thoughts on authentic audiences for student writers.

* Ways students can write for “authentic audiences”

Jayne Marlink, Cheryl Mizerny, Erin Starkey, Nicole Brown, Dawn Mitchell and John Larmer share their suggestions on how to encourage students to write for an “authentic audience”.

* “When students send their work to the world, it changes everything”

Katherine Schulten, Kelly Love, Tatiana Esteban, Kimiko Shibata, Alycia Owen, and Jennifer Orr offer suggestions on how students can write for an “authentic audience”.

* Teaching Reading and Writing in the Age of Coronavirus

Keeping it simple, staying flexible, and keeping the routine familiar are among the suggestions three educators give for assigning work to students while learning at a distance.

* Connecting reading and writing “is a highly leveraged movement”

Five educators recommend strategies for using reading instruction as a tool to improve students’ writing skills, including the use of informal writing and sections of reading texts that students can use as role models. their writing.

* Ways in which reading can support the teaching of writing

Five educators share ideas on how teaching reading can help students become more effective writers, including through the use of mentoring texts and through a guided step-by-step process.

* “Writing helps develop readers”

Asking students to write about what they read and asking them to compose in a variety of formats is part of the advice seven educators offer as they discuss the role of writing in teaching reading.

* “Writing directly benefits students’ reading skills”

Five senior educators discuss how teaching writing can support the development of reading skills for K-12 students and provide tips for doing this important work.

* “We should embrace writing in the social sciences”

Martha Sevetson Rush, Andrew Miller, Melissa Miles, Donna L. Shrum, and Richard Byrne share their thoughts on writing in social studies class.

* Ways to Incorporate Writing into Social Studies Classes

Stan Pesick, Ben Alvord, Dawn Mitchell, Rachel Johnson, and Rebecca Testa-Ryan share their suggestions on incorporating writing into social studies classes.

* “All comments are not equal”

The final article in this series on student writing comments includes responses from Stacey Shubitz, Carol Pelletier Radford, Melanie Ward, Tasha Thomas, Dawn Mitchell, Jen Schwanke, and Donna L. Shrum. I also share readers’ comments.

* “Sometimes the best feedback from students is encouragement to continue”

Regie Routman, Paul Solarz, David Hochheiser, Kathy T. Glass, Catherine Beck, and Keith McCarroll offer their wisdom to provide advice to student writers.

* Ways to give effective feedback on student writing

Susan M. Brookhart, Ph.D., Cheryl Mizerny, Amy Benjamin, Kate Wolfe Maxlow, Karen Sanzo, Andrew Miller, David Campos and Kathleen Fad share their comments on how best to provide feedback on student writing.

* Provide writing comments that “help students tell their story”

Anabel Gonzalez, Sarah Woodard, Kim Jaxon, Ralph Fletcher, Mary Beth Nicklaus and Leah Wilson begin a four-part series on student writing feedback.

* “Writing frames help students organize their thinking”

Matthew Perini, David Campos, Kathleen Fad, Jocelyn A. Chadwick and Diane Mora complete a three-part series on writing frames.

* “Writing frames are the recipes of writing”

Patty McGee, Jules Csillag, Sara Holbrook, Michael Salinger and Kathy Glass share their ideas on pedagogical strategies for teaching writing.

* Strategies for using writing “frames” and “structures”

Beth Rimer, Linda Denstaedt, Gretchen Bernabei, Nancy Boyles, Mary Shea, Nancy Roberts, and Eileen Depka contribute ideas on how to use writing frames and writing structures in the classroom.

* How to “weave writing throughout science lessons”

Anne Vilen, Sheila Wagoner, ReLeah Cossett Lent, Jason Wirtz, Amy Benjamin, Jennifer L. Altieri and Fred Ende provide their suggestions on incorporating writing into science lessons.

* Ways to integrate writing into science lessons

Mary K. Tedrow, Amy Roediger, Maria Grant, Diane Lapp, Ed.D., Mandi White, Tara Dale, and Becky Bone share their suggestions on how to incorporate writing into science class.

* Mistakes made in writing instructions and what to do instead

Lisa Eickholdt, Kathleen Neagle Sokolowski, Mary Ann Zehr, Nancy Frey, and Valentina Gonzalez share their thoughts on teaching writing.

* Avoid “missed opportunities” in teaching writing

Eugenia Mora-Flores, Julia G. Thompson, Karen Sher, Bret Gosselin, Vicky Giouroukakis and Emily Geltz provide their suggestions on teaching writing.

* ‘Don’t write down every piece of writing a student creates’

Tan Huynh, Lynell Powell, Rebecca Alber, Cheryl Mizerny, Mitchell Nobis, and Kai Marks write about mistakes made in teaching writing.

* We need to “slow down” when teaching writing

We end this series on teaching writing with answers from Alan Sitomer, Sean Ruday, Jen Schwanke, Heather Wolpert-Gawron, Kathy Glass, Meghan Everette and Brian Kissel.

* “Writing in math class is a win-win solution for students and teachers”

Linda Dacey, Sandy Atkins, Andrea Clark, Mike Flynn, ReLeah Cossett Lent and Shannon Jones share their ideas on how to integrate writing into math education.

* Teaching of writing and common core – Third part

This article contains comments from Amy Benjamin, Alice Mercer, and many readers.

* Preparing students to write is “about our own collaboration”

Heather Wolpert-Gawron, Kathy Glass and Carol Jago share their ideas.

* Develop student writers by letting them speak …

This article shares comments from educators Mary Tedrow, Ray Salazar, and Tanya Baker.

* Many Ways English Teachers Can Improve Their Art

Authors / educators Penny Kittle and Carol Jago provide their answers.

* “Ten Elements of Effective Teaching”

This article includes plays by Jim Burke and David B. Cohen, as well as reader commentary.

* Many ways to help students develop academic vocabulary

Several educators / authors — Marilee Sprenger, Jane Hill and Kirsten Miller, and Maria Gonzalez — provide guest responses.

* Celebrate the good writing of our students

This article shares guest responses from three educators: Mary Tedrow, Doug Fisher, and Nancy Frey.

* Helping Our Students Become Better Writers, Part 2

Three educators, Aimee Buckner, Carolyn Coman and Tanya Baker bring their ideas here.

* Helping boys become stronger writers

Educator and author Ralph Fletcher shares his insights on how we can specifically help boys become stronger writers.

* A “towel curriculum for writing”

Author and teacher Barry Lane provides his perspective in this article.

* Teach writing while respecting students’ ideas

Professors Renee Moore and Ray Salazar share their contributions, and I add my suggestions.


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Proposed reopening plan for Chico Unified schools includes full-time education and safety measures

CHICO, Calif .– On Wednesday night, residents of Chico could find out what the fall semester will look like for your child’s school if they are in the Chico Unified School District.

The district plans to open most of its schools full time. This means schools are abandoning the am-pm model that the district used for most of the pandemic.

This reopening plan is also accompanied by COVID-19 security measures.

Some of these measures include covering students inside a building and making sure students are three feet apart if they are eating or drinking. The same protocols are in effect during recess.

Students ‘and teachers’ desks will also be spaced out as much as possible.

“I think it’s a good idea for schools to follow state recommendations,” said a man who lives near Neal Dow Elementary School. “I think it’s important that the community stays safe. I hope we are done with this as soon as possible.”

The state still requires masks for K-12 schools, but students do not have to wear them outdoors.

A district teacher said she was also in favor of students continuing to wear masks this coming semester.

“I think until all children have a chance to get the vaccine, wearing masks indoors is a very easy way to protect everyone,” said Nora Hunter. . I don’t want to wear a mask all the time, but I feel like it’s an easy thing to do. “

If the board approves this plan, it will also include the first semester of Chico High School in the block schedule.

This means that students will have four 90-minute lessons each day – in rotation each day.

The Chico Unified School Board will also consider sending a letter to the state for what it calls local control over mask warrants.

In the letter, the district emphasizes “in these seven months we have been able to operate without increasing contagion rates on campus, approximately 80% of our staff have been fully vaccinated.”

The Orland Unified School District also sent a similar letter to the state late last month.

The Chico Unified School Board meeting will meet at 5 p.m. on Wednesday to vote on the reopening plan.

To see the full plan for the reopening of Chico Unified School Board, CLICK HERE.


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