Cloverleaf Local School District’s Post

🎥 Teaser Alert! Join Dr. Robert Peters as he delves into what Future-Focused initiatives look like for special education students, debunking common misconceptions along the way. Hear from Neely McKay, Director of Special Programs at Hermiston School District #8R#8R#8R, on the innovative approaches they're taking in Oregon. The full video drops tomorrow. #SpecialEducation #FutureFocusedSchools #EducationReform

Lynwood Superintendent Gudiel Crosthwaite calls on our state leadership to fundamentally change how school facilities are funded so that all students have access to the facilities they need and deserve to focus on their education. Learn more: 👇 California students urgently need school facility funding from the state to modernize outdated and unsafe facilities. We must pass an education bond this year because there are billions of dollars in unmet needs. In moving forward with a much-needed education bond, however, it is crucial that our state legislature and the Newsom administration first fix the inequitable and unconstitutional system of school facility financing in California. Currently, low-wealth districts receive substantially less state facility funding per student compared to their higher wealth counterparts—even though they have greater modernization needs from compounded disinvestment from the state, and less ability to raise local funds. Through this system, wealthy school districts can build theaters and STEM labs and pools. But low-wealth neighborhoods, who have been historically ignored and underinvested in—who need more funds to meet the needs of their students—are stuck using what funds they have to repair HVAC systems and maintain the conditions of their existing buildings. The result is an unequal and unconstitutional system in which students in low-wealth districts receive an education inferior to that of their peers in higher-wealth districts. Join Public Advocates and impacted students, families, educators, and grassroots community organizations across the state who are urging for an equitable education bond by signing onto our petition: https://lnkd.in/gHnezfTr

Say it loud! 📣The arts are essential and a human right! To limit students access to arts education is to deny critical opportunities for social emotional development as well as other critical aptitudes: Confidence, creative problem-solving, cultural awareness, communication, conflict resolution, collaborative empathy and self-awareness. Decreasing support for arts education limits the ability for low-income communities to envision the many possible pathways that exist in both arts and non-arts professions. The proposed cuts disproportionately impact students in those communities.

At Great Hearts Texas, our faculty cultivates a unique balance in our classrooms of Order and Joy. This "Ordered Joy" creates a harmonious environment and the perfect structure for learning and growing together in a community. Discover the Great Hearts difference by applying today #GreatHeartsTexas #ClassicalEducation #CharterSchools #Education #JoyfulLearning"

Hollywood's New Private School Arms Race The rules of the game are changing for Independent Schools; heads of schools are scrutinized, and schools are being pushed to greater extremes to compete. See the full article here: https://loom.ly/St4Y3GM #IndependentSchools #DiversityinEducation #DiversityinIndependentSchools

I've been warning about this for years. As of 2024, the fertility rate in the United States is 1.64. The fertility rate is a somewhat difficult number to measure, but can roughly be thought of as the number of children an average woman will give birth to over the course of their lifetime. For a population to remain stable, you need 2.1 children per woman. The population of the US is still increasing, primarily on the basis of the Millennials, which followed a pattern similar to but more muted than the Baby Boomers. The growth rate is the first derivative of the population and is still (barely positive), but the growth acceleration rate, the second derivative, shifted negative about fifteen years ago. Not counting immigration, the US population will peak in about 2040, about 15 years ahead of what was predicted at the turn of the century. Immigration is likely to continue for some time after that, but by 2050 or thereabouts, the same phenomenon will be hitting immigration rates, and it is likely that we'll see signs of that by as soon as 2037 or so. What's worth noting, however, is that immigration for the most part is concentrated in a few key areas - around the southern border with Mexico and northwards to about Colorado, along Florida and the Gulf Coast, and various population groups that are facing wars or similar actions (the number of Ukranians emigrating to the US, mostly the elderly and children) has spiked, not surprisingly). In general, recent immigrants don't immediately impact schools, though the next generation generally is schooled. In many parts of the country, where immigration is usually not an immediate factor, the birth rate differential of -0.46 births is already being felt, with it predicted to exceed -0.5 births within the next decade. This rate of decline would be faster except that woman are having children later in life as in vitro fertilization becomes more widely used, but because this is such a slowly changing number, there is still an open question about how significant the latter effect is. Regardless, the upshot of all of this is that we are looking at a demographic shift that is due to several factors all pointing to a long term (multigenerational) stabilization (and ultimately decline) in population that is already affecting our schools, our workplaces and ultimately our senior years. As with other crises, the effects have occurred slowly at first, but are now becoming noticeable. We probably can't change anything in any meaningful way as far as stopping this (nor, to be honest, would this decline necessarily be a bad thing for humanity) but it does mean that we need to start adapting our institutions to recognize that the status is going to be increasingly non-quo, and that if we expect things to remain the same, we will be guaranteed nothing but disappointment.

Maybe America has too many of the "wrong" types of schools. Instead of indoctrinating students, maybe more schools should go back to focusing on delivering tangible vocational skills that can lead to a certificate in a trade and immediately gain employment afterwards. The shift from vocational education to a college based one was short-sighted and a huge mistake. Yes, manufacturing went overseas in the 80s; however, there was still a need for many vocations. Instead, the shift to promoting a 4 year degree for everyone resulted in administrative bloat at colleges. Administrator employment greatly outpaced faculty growth and student enrollment. As always, it was all about the money. The good news is that more young people are seeing through the charade and are choosing to save money and learn a trade. This new shift should have a ripple effect and bring back the vocational education platform that is sorely needed. This, in turn, will help urban youth gain skills, meaningful employment, and solid compensation. #education #trades #vocationalschool #schools

In this video that Scope & Sequence created with Beacon Center of Tennessee, we tackle the questions: What are charter schools and who are they for? Turns out there are a lot of misconceptions. I learned a bunch from working on this video. I think if we were to remake this video today, I might swap the term "Public School" with "Government School" Per what I've gleaned from Corey DeAngelis. #charterschools #schoolchoice #spn #publicschools #educationpolicy #doe #educationreform #explainervideo #mythbusters

Spoke in antisemitism no coincidence. Immediately after Hamas’s horrific Oct. 7 massacre, a series of antisemitic disturbances on college campuses began. This was no coincidence. The pro-Hamas mobs were too well-organized and financed—with a panoply of flags, posters and strident and provocative slogans, orchestrated by well-trained operators—to occur by chance. The “protests” were viciously racist and often resulted in violence, intimidation, vandalism and hideous hate speech directed at Jews. Appallingly, the response from the administrations at many colleges and universities was usually tepid or non-existent. Worse still, some professors and staff either participated in or encouraged the rampage of antisemitism. Even when some colleges took action, members of their faculties defended the racist mobs and, in effect, opposed protecting Jewish students. See: The campus cauldron of Jew-hatred. jns.org/the-campus-cau… via @JNS_org

This is one of the best discussions of the impact of declining enrollment on schools I've seen lately, and it does a good job of balancing the pros for student experience when schools are smaller with the fiscal realities of an enrollment-based funding system. But one factor often goes ignored in these discussions: as enrollment declines, we have more English learners and students with disabilities. Weighted student formulas should offset this, but does the math really math when you need a certain number of set positions to have a functioning school? Particularly when you need social workers, hard-to-staff teachers, and occupational therapists?