redstate--2019-05-08--California Parents Take a Page From the Union Handbook Organize Strike Against Sex-Ed Overreach

California Parents Take a Page From the Union Handbook, Organize ‘Strike’ Against Sex-Ed Overreach

California teachers in the Sacramento City Unified School district are planning their second single-day strike of the year to demand – what else – an increase in education spending and salaries to stave off cuts. The Golden State is no stranger to teacher strikes. The Los Angeles Unified School District also began the 2018-2019 school year with a teacher strike. The complaints are always the same – not enough money, not enough benefits, not enough classrooms. Regardless, the strikes have always been successful. LAUSD teachers managed to extort yet another pay and benefits raise despite the district’s credible claims that they simply couldn’t afford any spending increases at all. Los Angeles is now set to vote on additional property taxes in order to cover the new agreement.  Now California parents are taking their cues from the union’s strategy and organizing their own “strike” in protest of the explicit and controversial new sex ed curriculum currently being implemented across the state as a part of the deceptively titled California Healthy Youth Act.  On May 17th, Informed Parents of California (IPOC) will lead a student sit-out aimed at the coffers of the state. A significant portion of state and federal education funds are dispersed on a “butts-in-seats”, meaning schools and districts only get paid for “excused absences” or for children physically being in school. California parents across the state are being encouraged to keep their children home for the day without calling in the absence.  At issue is the graphic nature of the new curriculum framework and the political ramifications. An IPOC “bullet points” list of particularly concerning elements of framework includes the promotion of sexual pleasure, the promotion of masturbation, normalization of anal and oral sex, and the promotion of transgender/gender identity ideology beginning as early as kindergarten. IPOC founder and president Stephanie Yates says the curriculum goes too far in sexualizing children and cutting out parent involvement and notification. She contends that such discussions are inappropriate for a classroom setting in which parents are not present. Yates believes it is a purposeful division.  The grassroots group has already organized two protests in front of the state capitol building in Sacramento. On March 28th close to 500 parents met on the steps to hear special guest speakers and concerned parents vocalize their objections to a curriculum that has been described as explicit, pornographic and deeply inappropriate for minors to be discussing with adults while parents are not present.  The protesters then walked to the Department of Education to register public comments with the Instructional Quality Commission before they voted to advance the curriculum framework to the final stage of approval.  The second protest took place once again at the capitol, this time in advance of the final vote to approve the curriculum framework. Parents again marched over to the Department of Education to register their comments prior to the vote, which will mark the last opportunity parents will have for input.  The vote is expected to pass. Pastor and IPOC representative Gheorghe Rosca says the entire process has been corrupted from the beginning, frustrating parent efforts to slow down and evaluate the legislation. Assemblywoman Shirley Weber (D-San Diego) sponsored the original legislation (AB 329) and she also just happens to sit on the Instructional Quality Commission – the very committee that approves or rejects all curriculum framework. Rosca says not enough has been done to properly inform families about the questionable process of framework adoption or even what is in it.  The public needs to know the level of corruption and collusion that is going on in our Capitol!  The success of an organized parent/student “strike” is hard to predict. In a state in which the government has nearly total control over the dissemination of policy information it is difficult to gage how many parents are even aware of the new curriculum changes and how it will affect which grade levels and when. However, IPOC has has seen a shocking swell in membership on their Facebook page which leaped from under 13,000 followers to over 20,000 followers in weeks following the March protest.  As districts slow to adopt the new standards are now being harassed by the ACLU and other activist groups, parents are beginning to become more and more aware of the crisis at their doorstep. Unfortunately when the law was passed almost three years ago few people were informed about what it really meant for public schooling and children. Now that parents are being forced to confront what the new standards include, there is a new sense of urgency to pump the brakes on any implementation and at least start the process over with more teacher and parental input and less meddling from partisan, activist groups.  Parents and interested parties can find out more about the sex ed curriculum, action steps and the May 17 sit out by going to informedparents.org.  “The California Healthy Youth Act is making a lot of parents–and students—sick”, says parent Ailen Blachowski.  “Cough, cough!  It’s likely to be contagious”.


rt--2019-10-29--‘They barely know their biology!’ Parents protest as Texas school approves polarizing sex-ed curricu

‘They barely know their biology!’ Parents protest as Texas school approves polarizing sex-ed curriculum teaching ‘gender identity’

A new sex-education curriculum will teach children in Austin, Texas about sexual orientation, as well as how to use prophylactics. Parents say the initiative encourages kids to engage in unhealthy and dangerous sexual activity.  Austin Independent School District’s board unanimously approved the new course material on Tuesday. The curriculum, which spans grades three through eight, will touch upon gender identity – a first for the district. Seventh graders (12-year-olds) will also learn about how to correctly use a condom. Proponents of the new guidelines said that it’s important to foster “healthy communication” about sex and relationships, as well as to reaffirm the district’s support for the LGBTQ community.  Plenty of parents were less than thrilled about the new changes, however.  “[The curriculum] encourages minor children to engage in vaginal, oral, and anal sexual activity through the comprehensive sex ed they’re voting on,” Carol Ayala, the director of Concerned Parents of Texas, told local media.  Others expressed fears that focusing on gender identity at such a young age would be detrimental to children who barely understand their own biology.  Demonstrations both for and against the curriculum were held outside the board meeting. A group of parents opposed to the course material were countered by a trans woman who shouted “trans lives matter” as she was hauled off by police.  The district says that parents will have the chance to opt out of the sex-ed curriculum lessons for their children. The new curriculum could be in place as early as May 2020.  Like this story? Share it with a friend!


skynewspolitics--2019-05-30--Parents against LGBT lessons in school being pushed into corner

Parents against LGBT lessons in school 'being pushed into corner'  Parents against LGBT lessons in school 'being pushed into corner'  A man accused of inflaming tensions over relationships classes at a primary school in Birmingham has told Sky News his "people are being pushed into a corner".  Shakeel Afsar is one of a number of people who do not want children to be taught about same-sex partnerships at Anderton Park Primary School.  It is estimated the 300-strong protest at the school gates will grow to 500 when term recommences next week.  Mr Afsar told his supporters on social media that he would challenge Sky News to walk the streets with him to test public views. I accepted his offer on condition I chose who we spoke to.  He says he has been asked by members of the local Muslim community to represent them. He does not have a child at the school but his sister has two there.  Former chief prosecutor Nazir Afzal, who has been brought in as a mediator, says misinformation is being spread by people with no children at the school, who he describes as "other agents".  He also blames them for talks breaking down, and says there is "nothing in the curriculum that is LGBT-specific. There is nothing about gay sex".  He added that staff at Anderton Park Primary School are at risk and breaking down in tears.  But Mr Afsar said Mr Afzal had "lost touch with Asian communities".  He added: "I have been accused of being an outside agent. Well then, unfortunately Mr Nazir Afzal has lost touch with Asian communities, because our nieces and nephews are regarded as good as our children."  Asked whether he was inflaming tensions and thwarting mediation, he said it was "nonsense, absolute nonsense", adding: "I stood up because my people are being pushed into a corner."  There is clearly a lot of community support for Mr Afsar's campaign - something we witnessed as people stopped their cars to greet him.  One man said the subject of gay relationships should not be raised in the classroom until children reach puberty.  But as we continued our walkabout in the Moseley area of Birmingham, we were approached by a gay mother who had seen an earlier report on Sky News.  Katy Bennett told us she lives around the corner from the school, is "gay from a two-mum family", and has a five-year-old son.  She said: "The thing I have trouble with is people saying it is not appropriate for four/five year olds to know gay people exist.  "My son is fully aware that many different types of people exist. And the issue I have is that no human right, no protected characteristic, should be promoted over another."  Mr Afsar replied: "I know my community. We do not discriminate against anyone. However you choose to bring up your children is your choice and the parents should be allowed that choice.  "We respect you for who you are and we believe you should be given as much rights as everyone else."  He invited Ms Bennett to join him at the school gates to understand his and his fellow protesters' positions.  But she declined, saying she felt "a bit frightened going near the school to be honest".  Earlier this month, schools minister Nick Gibb MP defended plans to teach compulsory relationships education to primary school pupils from next year, following protests by some parents worried about their children being told about same-sex relationships.  Writing on the Sky News website, he said: "We want all children to leave school prepared to take their place in a welcoming, successful and diverse country, to understand the world they are growing up in, to be able to form healthy relationships and to respect difference.  "We have consulted widely on this new policy, refusing to shy away from strong opinions on all sides - engaging in constructive dialogue to find a way forward.  "We support headteachers to make the right decisions for their pupils.  "That is why we have given headteachers discretion over their curriculum, including how and when to teach what's expected about LGBT relationships."  He added: "Teachers and headteachers should not be intimidated or threatened for doing their jobs.  "There is no reason why teaching children about the society that we live in and the different types of loving, healthy relationships that exist cannot be done in a way that respects everyone's views."


slate--2019-07-31--That Parents Are Giving Up Custody of Their Kids to Get Financial Aid Means the System Not Just the

That Parents Are Giving Up Custody of Their Kids to Get Financial Aid Means the System, Not Just the Parents, Is Broken

According to a report published by ProPublica this week, parents in Illinois have been giving up legal custody of their children as they near college age in order to make the kids look less wealthy and maximize the amount of need-based financial aid they receive for school. The news organization found more than 40 such cases around Chicago filed during the past 18 months. The parents involved tend to be well-paid professionals. They include “lawyers, a doctor and an assistant schools superintendent, as well as insurance and real estate agents,” the sorts of people you’re likely to hear complain that they earn too much for their kids to qualify for financial aid but not enough to pay for college out of pocket without pain. Their kids attended big public universities as well as smaller private schools.  One obvious way to read this story is that affluent and entitled households are using their resources to game a system meant to help lower income kids. That seems to be the angle ProPublica is going with. “It’s a scam,” said Andy Borst, director of undergraduate admissions at the University of Illinois at Urbana-Champaign (his school found 14 applicants who tried this hustle). “Wealthy families are manipulating the financial aid process to be eligible for financial aid they would not be otherwise eligible for. They are taking away opportunities from families that really need it.”  Borst isn’t wrong. In our current world of scarce higher educational resources, posing as a poor kid in order to skim aid dollars from a limited pot is, objectively, a pretty crappy thing to do. But it’s also a sign of a deeper crisis of legitimacy in higher ed.  We’ve reached a point where even fairly comfortable families feel like they’re being asked to pay more for college tuition than they can afford, regardless of what a university’s financial aid formula says. (Just Google the phrase “too rich for financial aid, too poor for college” and see what pops up.) Some of this is just the unfortunate product of the insane status anxiety that surrounds college in the United States, which leads many parents to believe that they need to send their child to the “best” and most expensive school, even if there are perfectly good and more affordable alternatives. It’s also a bit ironic, since, over the decades, colleges have shifted a greater share of their financial aid to upper-income students by awarding more of it based on “merit” rather than “need.” As a result, according to the College Board, the average student from a family earning six figures today actually receives enough grant money to exceed their officially calculated financial need. But again, the concept of “need” is highly subjective, and regardless of why or whether it’s justified, a lot of ostensibly well-off Americans come out feeling like victims in our current system of college finance. And when people feel victimized by the rules, they inevitably try to get around them.  It probably doesn’t help matters that the actual process of applying for financial aid can seem like an absurd challenge that’s meant to be gamed. After all, once you’re reading tips on CNBC about how to properly shelter your family’s assets in order to keep them from counting against your kid’s aid award, it might not feel like that huge a jump to just file some paperwork at court so your kid can declare herself “financially independent.”  This is where part of the logic of scrapping our current approach to student aid and making college tuition free comes into play. Critics of that idea often complain that free college would waste money on rich kids who don’t need it. But as I’ve argued before, in many ways that’s a feature rather than a bug. By promising everybody a college education at the low, low price of $0, you create a reasonably straightforward, transparent system where nobody feels like they need to cheat to get ahead. It’s a way of making government seem like, and be, something that works for all, not just those deemed worthy of help, or who are willing to cheat for it.  Preserving our current system of doling out financial aid based on complicated formulas to determine need or vague definitions of merit might make more sense if it were doing a fantastic job helping the students that it’s supposed to. But it’s not. Every year, for instance, millions of students fail to fill out the paperwork necessary to apply for help, many of whom would be eligible for assistance if they only sent in the forms. Meanwhile, plenty of poor and lower-middle-class students are ending up stuck under loads of crushing student debt. Even if you don’t care about the concerns of the upper middle class, there are plenty of reasons to move to a more straightforward system of cheap or tuition-free college for all.  The fact that parents have resorted to schemes where they sign away legal guardianship of their kids in order to save money on college is a sign, however, that something is deeply wrong, and not just with those parents. We have an insane system of financial aid that’s inspiring insane behavior. By comparison, making college free looks imminently logical.


slate--2019-10-04--The Long History of Parents Complaining About Their Kids Homework

The Long History of Parents Complaining About Their Kids’ Homework

If you find yourself stressed, annoyed, and furious about your child’s homework this fall, it might help to know that you are participating in a great American tradition. In January 1900, Edward Bok wrote a scathing editorial in Ladies’ Home Journal about homework in America, with the headline “A National Crime at the Feet of American Parents.” “The child is made to study far, far beyond his physical strength, and consequently his mental good,” Bok pronounced. The elementary and junior high school student, Bok wrote, shouldn’t even need to tote books home from school, because he should be outside with his friends between dismissal and dinner—and after that, he should be asleep. “To rob a child of the playtime which belongs to him is a rank injustice,” Bok argued. “No child under fifteen years of age should be given any home study whatever by his teachers.”  In October of 1900, Bok followed up on his polemic, writing that since it had published, the magazine had received “hundreds of letters from teachers and parents” that “conclusively showed that the facts were even much worse than had been stated,” along with letters from “physicians, almost without number” who “urged the elimination of this evil and injury from the lives of our children.” Bok suggested that parents could act. They should send notes to teachers “stating that under no circumstances whatever will the father and mother permit any home study by the child.” And according to the editor, thousands did just that.  We often think of the American past as a time when students labored for hours in candlelit rooms to meet rigorous educational standards. But as the education researcher Brian Gill and the historian Steven Schlossman have reported in a series of articles, ever since the early 20th century, when American law began to require that all children go to school, many American parents have found homework infuriating. They’ve even complained about helping their kids with math, just like you.  The 19 century consensus was that if a student couldn’t handle the homework, he was free to drop out.  In the 19th century, school instruction revolved around memorization and recitation. Students rehearsed at home and performed at school, “saying their lessons” for the teacher; instructors might shame or physically punish children for a lack of preparedness. But only a small percentage of students got past the fourth grade, and homework contributed to the high dropout rate. Families often couldn’t afford to lose their children’s help in the afternoon and evening hours; having a child go to high school might mean having to hire an extra farmhand or clerk, and for many, this was prohibitive.  As far as historians can tell, the small group of well-to-do parents who could keep their children in school through junior high and high school in the 19th century expected their kids to spend the evening studying and didn’t find the prospect too upsetting. There were some exceptions, to be sure. Gen. Francis A. Walker, a Civil War veteran and economist who was the president of the school board in Boston in the 1880s, described his own experience helping his kids with their math homework: “Over and over again, I have had to send my own children, in spite of their tears and remonstrances, to bed, long after the assigned tasks had ceased to have any educational value and had become the means of nervous exhaustion and agitation.” Walker got the school board to restrict the city’s schoolteachers from assigning math homework except in “exceptional cases.” But mostly, the 19th century consensus was that if a student couldn’t handle the homework, he was free to drop out.  After laws passed in the late 19th and early 20th century mandated compulsory school attendance for children and teenagers, anti-homework sentiment grew. More and more parents were experiencing what it was like to have a school make demands on their children’s time, and everyone was trying to figure out what family life would look like in this new world. Parents’ resistance to homework, as articulated in articles like Bok’s, aligned with a lot of other things people believed about childhood starting in the early 20th century: that children should be outdoors; that they shouldn’t participate in rigorous intellectual activity when they were young; and that their developing bodies were at risk of permanent damage if they were stressed by “overwork.” Anti-homework activists often cited the contemporaneous campaign to restrict child labor, wondering why it made sense for schoolchildren to work more hours in a week than they might have if they had been paid for their labor.  By 1901, the year after Bok’s articles ran in the Journal, “two-thirds of American urban school districts had restricted homework,” Peter Stearns writes in his history of parental anxiety. In testimony he gave before Congress in 1900, William Torrey Harris, the U.S. commissioner of education, said that homework was “a prolific source of abuse” that “ought to be rigidly limited so that the child does not study more than two hours per day out of school after he is 12 years old, and not any out of school before that time.” These anti-homework efforts were most effective in California, where the state legislature mandated in 1901 that no child under 15 should have any homework at all.  In 1937, Parents’ Magazine asked readers to write in with their homework-related opinions—an article that, because of the probable overlap between middle-class readers of Ladies’ Home Journal and Parents’, serves as a good way to check in on the evolution of parents’ attitudes toward home study since the turn of the century. “A majority of the writers of letters received disapproved of home study for school children,” the magazine reported. Isabel Howell Kerr, of Maryland, had moved with her family from a low-homework school to one with a bigger homework burden and reported that in their new school, the children were miserable, “went to bed with it on their minds at night,” and “did not make as good progress as before.” Ominously, Kerr wrote, her children’s new friends, who had been going to the school for longer, “seemed to have very few resources within themselves and used the movies as their regular form of recreation.”  How could we expect to keep up with the Russians if our young men spent the hours between school and bed drinking sodas with girls?  Consensus on homework’s worth shifted during the Cold War, when many Americans, looking at the educational practices of other countries, began to opine that American children were snowflakes who needed a good dose of 19th-century-style drill. Life magazine ran a comparative article about the lives of an American and a Russian teenager in 1958, and the difference between the two students’ activities during after-school hours was particularly stark. Photographers caught the Russian boy doing science experiments in a quiet parlor, while the American, out with his friends, danced, socialized, and smiled. Unacceptable, many who wrote in response to this piece thought; how could we expect to keep up with the Russians if our young men spent the hours between school and bed drinking sodas with girls?  More than one author writing about the history of homework notes that since the ’40s, we’ve swung back and forth on the topic in 15-year cycles: 15 years of homework rejection, 15 years of homework celebration. The late ’60s and early ’70s, a time of youth liberation, brought another anti-homework backlash. Cathy Vatterott, a professor of education and present-day homework reformer, cites a 1968 statement on homework limitation by the American Educational Research Association: “Whenever homework crowds out social experience, outdoor recreation, and creative activities, and whenever it usurps time that should be devoted to sleep, it is not meeting the basic needs of children and adolescents.”  Just in time, the 1980s ushered in a new commitment to homework. The government’s report “A Nation at Risk,” published in 1983, contained the line “History is not kind to idlers.” Not surprisingly, the report held that high schoolers should have far more homework than they did, to prepare them to compete with the Japanese, South Koreans, and Germans. But by the late 1990s the pendulum swung again, and we were back to the idea of homework abolition, with cover stories in Newsweek and Time lamenting homework’s effects on what early-20th-century writers would have called “home life.” If the 15-year theory of American homework sentiment holds, we’re in a pro-homework period right now, when homework is assigned to younger and younger kids; some parents of kindergarteners are now reporting sitting with tired 5-year-olds at the end of the day to get a packet of worksheets done.  As present-day researchers on the topic have found, the answer to the question “Does homework help children learn?” is “It depends”—on the amount assigned, the age of the students, and the content of the homework. The “it depends” position has some precedent in the past. Gill and Schlossman identified a group of progressive educators who, from the 1920s through the 1950s, advocated homework reform rather than abolition. The idea was to connect home with school by crafting assignments that applied things learned in class to the rest of the world. The superintendent of New York City’s schools, William J. O’Shea, wrote in 1929 that homework could consist of reading, drawing, or visiting museums; others thought field trips to “woods, factories, museums, libraries, art galleries” could be “assigned” as homework. Other teachers thought students might write thank-you notes for their English homework or look at the family budget for their math homework. (Would I rather help my child with a multiplication worksheet or expose her to the horror that is our family budget? Tough call.)  Why can’t we seem to find a happy middle ground on homework? Brian Gill and Steven Schlossman observe that “homework has been one of the most emotionally charged topics in American education. … One side has idealized homework: The more the better. The other side has demonized homework.” The history of homework protest shows how the debate over homework has always been about a much bigger question: What is childhood for? There’s little wonder we can’t agree.


sottnet--2019-11-06--Parents sue school board for teaching their daughter 'girls are not real'

Discrimination 'on the basis of sex and gender'  then surely they can accommodate the inclusion of children who experience no discord between their biology and their sense of self  There is very little empirical evidence to see how these types of educational lessons affect children  A Canadian couple have filed a human rights complaint against an Ontario school board for telling their six-year-old daughter during a lesson on gender identity that "there's no such thing as boys and girls."Pamela and Jason Buffone have filed the complaint on behalf of their daughter against the Ottawa-Carleton District School Board, the child's former teacher and the principal of her schoolin contravention of the Human Rights Code. An amended application filed last week by the Justice Centre for Constitutional Freedoms, which is representing the young girl and her parents, also notes that the child's rights to security of the person and equality under sections 7 and 15(1) of the Canadian Charter of Rights and Freedoms have also been infringed, said Lisa Bildy, a staff lawyer with the centre.Pamela Buffone told Radio Canada International she knew something was wrong when her six-year-old daughter (who's being referred to as "NB" to protect her identity) demanded to know why her teacher was telling the class that "girls are not real and boys are not real.", Buffone said."She was very passionate about all kinds of social justice topics, most of which our daughter really enjoyed learning about," Buffone said.One day, Blouin showed the class a YouTube video entitled, "He, She, and They?!? - Gender: Queer Kid Stuff #2".The video, produced by Queer Kid Stuff, an LGBTQ+ and social justice webseries for children, discussed the concept of gender identity, and asserted that "some people aren't boys or girls" and that those who do not feel like a "she" or a "he" might not have a gender.During another lesson, Blouin drew a gender spectrum on the board and asked each student to identify where they fit on the spectrum.the human rights complaint alleges.This was extremely upsetting and unsettling for their daughter, Buffone said."At the age of six she was just figuring out that animals are divided into boys and girls; when she met a new dog on the street, for example, she would ask 'is it a boy or a girl?'," Buffone said. "So she was very confused by what her teacher was saying and was struggling to understand what it meant for her as a girl."Buffone said she asked for a meeting with Blouin to understand what she was teaching and why, and to raise her concern with her about the appropriateness of the lessons given her daughter's questions and reaction.The teacher suggested they take it up with the school principal, which they did, Buffone said.Buffone said. "When we tried to raise our concerns that the lessons weren't factual or age-appropriate, they just pointed to their policies, the specialist they have on staff, the training that they had had.", Buffone said."I was astonished that this was such a one-way conversation and they did everything they could to dismiss our concerns and get us to fall in line with this kind of instruction," Buffone said. "It's extremely concerning to me that people in positions of authority who are supposed to be looking out for the welfare of all children have zero interest in understanding the impact of their lessons on very young children."Ultimately the family decided to move their daughter to another school, but even after moving to the new school the young girl was upset and unsettled by her experience, Buffone said."I was surprised at how much it affected her because she kept raising it to us in different ways even after she started at a new school," Buffone said. "She was very confused about why her teacher would be saying things like that, but she seems to be doing much better now that she's out of that environment."In March of 2019, the family filed a formal application to the Human Rights Tribunal of Ontario (HRTO).Last week, Bildy filed an amended application claiming that Blouin discriminated against the little girl "on the basis of sex and gender identity by using the authoritative platform of a teacher to publicly deny the existence of the female gender and biological sex, and to undermine the value of being biologically female and identifying as a female."Buffone said. "We want the school to understand how this was discriminatory, and to take steps to refrain from treating other gender-conforming children this way in the future. I also want them to stop teaching the idea that boys and girls don't exist."If the school board can accommodate the inclusion of trans and other gender identities into the classroom setting,, Bildy said.Among other things, the family is asking the tribunal to force the school board to stop "teaching gender theory in any manner which suggests that sex categories of male and female do not exist, or are fluid, or exist on a spectrum," she added."To teach otherwise cannot be anything but discrimination on the basis of sex, which is a protected ground," said Bildy.Kenneth Zucker, a professor of developmental psychology who specializes in gender dysphoria, said the school board's foray into gender education amounts to "a pedagogical social experiment" where teachers and other educators are providing information to children of various ages about very complex topics."What it brings to mind for me are a few issues," Zucker told Radio Canada International. "Number one, what is the actual qualification of teacher like 'JB' to be exposing children to this type of information?"Zucker, who has more than forty years of experience as a clinical psychologist and university professor, said the teacher is alleged to have made some bizarre statements to children.Zucker said.Another question that's being raised by this case is how one vets these kinds of lessons in schools, Zucker said."One parameter that I think is very important to keep in mind is that children are not all the same," Zucker said. "And some children might feel much more vulnerable and confused by what they are hearing."While one of the underlying goals of gender education is to make children who are gender non-conforming or who have clinically significant gender dysphoria be acknowledged and supported by teachers, it's not clear that the current system is the way to go, Zucker said."As a scientist, one of the things I would want to know is how the school boards evaluate the effectiveness of what they are teaching kids," Zucker said., Zucker said.The Ottawa-Carleton District School Board (OCDSB) said in a written statement that they will be responding through the tribunal's process, but in light of the current legal proceedings, they are not able to comment on the particulars of this case."The OCDSB is committed to providing inclusive, safe and caring programs for all students," the statement said. "Our equity and inclusive education policy is grounded in honouring the human rights and dignity of all persons and commits to reducing barriers that impact equity of access and opportunity for all students."In addition, the OCDSB has a guide to support administrators and educators on gender identity and gender expression, the statement added.No date has been set yet for a hearing.


sputnik--2019-04-10--WATCH the Disturbing US School Bathroom Fight Shocking Parents Teachers

WATCH the ‘Disturbing’ US School Bathroom Fight Shocking Parents, Teachers

On Tuesday, WNDU shared footage of the incident, which occurred at Discovery Middle School in Granger, Indiana. In the 10-second clip, one 14-year-old boy can be seen grabbing another 14-year-old boy's shirt and repeatedly punching him. Neither of the involved students' identities have been revealed.  According to reports, St. Joseph County police were called to the school Monday afternoon, after a teacher entered the restroom, concerned about the loud sounds emanating from it.  School principal Sheryll Harper sent a letter to parents Tuesday confirming that the school is aware of the "cell phone video of this altercation" and that she wants to "clear up some rumors and misunderstandings."  "This incident happened during a passing period. This incident involved three general education students, despite what has been discussed and questioned on social media," Harper wrote.  Following the circulation of the video on social media, rumors surfaced that the victim of the attack is on the autism spectrum. However, that appears to have been a rumor, according to Harper.  "Teachers on hall duty heard the disruption in the bathroom, and while it is not seen on the video, the teachers did intervene quickly. All the boys involved were stopped as they exited the bathroom, and our investigation into the incident began immediately, including contacting the parents of those involved," Harper explained, saying "appropriate disciplinary" action in accordance with the student handbook disciplinary guidelines had been taken.  According to multiple news sources quoting police reports, two students, the one who threw the punches as well as the boy taking the video, were suspended. The altercation may have been prompted by one student spitting on the other right before spring break the previous week, although these details have not been confirmed by St. Joseph County police. Police did not immediately respond to Sputnik's request for comment.  "Please respect and understand that under FERPA (the Family Educational Rights and Privacy Act) we can not disclose or discuss the details of these students' disciplinary measures with those not involved in the incident," Harper noted.  The letter to parents also stated that the altercation is "disturbing in nature on so many levels" and should be used as a reminder for students to report unsafe behavior to an adult immediately.  "I was in sheer shock," Sarah Lamonds of Mishawaka told NewsCenter 16, describing her reaction after seeing the video on social media. Her children attend a different school in another district.  "I just couldn't believe that was happening, for one, and for two, that all the other students were standing around doing nothing while this little boy was being attacked," she said, adding that her son has been bullied before.  "It starts at home. We have to teach our children better," she said. "We have to show them right from wrong. We have to hold them accountable for their actions, because if we don't hold them accountable now, who will?"  "Don't watch it more than once… I hope they [the parents] have a nice long talk with their sons," Dewey recently told ABC57.


theconservativetreehouse--2019-12-29--Parents Beware – California Public Schools Will Implement Already Proven Failed Program to Stop Scho

Parents Beware – California Public Schools Will Implement Already Proven Failed Program to Stop Schools from Suspending Students With Bad Behavior….

California public schools are on the cusp of initiating a new state-wide law that will ban schools from suspending students for antisocial, disruptive behavior.  The absolutely worst part of this initiative is that California doesn’t need to wait to find out the results of what will happen. This exact program was initiated in Miami-Dade and Broward County Florida schools with disastrous and deadly consequences.  SACRAMENTO (KRON) — New laws taking effect in 2020 will impact schools across California. Starting next school year, it will be illegal for public schools in the state to suspend students in first through fifth grade for willfully defying teachers or administrators. Then, from 2021 through 2025, it will be temporarily extended to kids in grades six through eight. Supporters say suspensions for willful defiance are disproportionately used against students of color. (read more)  What is being described here is exactly the same as the “Promise Program” tried out in Broward County and “My Brother’s Keeper” program tried-out in Miami-Dade county since 2010. Both counties initiated diversionary programs for anti-social behavior that focused on keeping offending students in the school.  After several years of attempting the alternate disciplinary programs the result was abject chaos in both school systems; systemic educational failure in all affected schools; and eventually the culmination of all that progressive effort resulted in the 2018 deaths of 17 students at Marjory Stoneman Douglas High School in Parkland Florida.  It might seem like a good idea, most emotional progressive policies always do, but the prior educational results were exceptionally damaging.  Parents in California should strongly look at the results of where these types of programs were attempted before. There is no need to take a wait-and-see approach for the consequences. This approach has already been tested over the course of almost ten years.  In an effort to keep badly behaving students attending school the only thing that happens is teachers spend the majority of their time attempting to control those very same students. The school administrators then have to start initiating internal programs to protect good students from the bad ones while being forced to keep them together in the same classrooms. The result is an absolute mess.  Good students suffer because the quality of education drops almost immediately. Bad students don’t improve and there is no actionable consequence for even violent anti-social behavior.  Parents end up stuck in the middle with few options…. until eventually it all boils over and either: (A) a formerly stable student, who has now been initiated to years of bullying, comes to school with a weapon to fend off the emotional or physical violence; or (B) one of the willfully-defiant students, like Nikolas Cruz, comes to school with a weapon to complete their mission.  In the lead-up to this guaranteed outcome, as increasing violence becomes unacceptable to the parents, reactionary school districts will try to find a way to stay compliant with the law while retaining student safety…. Ergo schools will start hiring security officers in an attempt to be proactive; metal detectors will become visible; school lockers will be eliminated as a source of potential contraband… which shifts the concern to backpacks etc. etc… It’s a never ending cascade of unintended consequences.  Over time, within this state-wide educational jungle, each district will then start debating the acceptable number of violent assaults, rapes, drug offenses and other crimes that will have to be navigated in order to meet all the legal compliance demands.  A multi-tiered process of loosely defined school regulations will result… every individual decision will become opaque based on the situational crisis and the people placed in untenable situations. The negative impacts will disproportionately be felt in the minority neighborhoods who already have educational challenges.  California school bus drivers, now forced to transport violent offenders, will request protective cages on their buses. Some districts will reimburse teachers for bullet proof clothing. School administrative offices will spend millions on security, CCTV, steel reinforced doors and armed security; all of this collective effort is used to manage an increasingly defiant group of students. However, all of this effort amounts to a focus that is entirely detached from teaching anything.  Schools will turn to law enforcement for help. Arrests will replace suspensions…. then there will be a backlash to the number of students getting arrested… the same progressive thought leaders who initiated the “non suspension” policy for willful defiance, will now propose juvenile justice reform that will lower “student arrests”…. and so the cycle will go until eventually the entire educational system is based on Safari Rules.  Loosely defined, Safari Rules say: don’t get out of your car or it’s your own fault for being eaten by the animals. Translated into context: sending your kids to public schools is the same as pushing them out the car door.  California doesn’t need to wait to see the outcome, it has already been tried.


thedailymirror--2019-06-27--Parents slam prison-like playground rules that say who children play with

Parents slam 'prison-like' playground rules that say who children play with

A “strict” primary school has been slammed over “ prison -like” playground rules which ban children from choosing who they want to play with.  Parents spoke out this week after it emerged that children at Welton Primary School in Hull are being “actively discouraged” from socialising in the classroom.  And when it comes to playtime, they are divided into colour groups and must take part in a pre-set activity determined by the school.  The school says their policy helps children make “good progress”, reports the Hull Daily Mail.  However, parents are not so sure - with some branding the programme “horrific” and “weird”.  The concerns over the rules were raised after the school's headteacher sent a “blunt” letter to parents telling them that new classes are being formed each year in a “strategy” which enables pupils to “develop and build skills that will be very important to them as they grow up”.  Meaning children will change who they’re with in class each year, rather than the class staying together until they leave for secondary education.  One mum who has just discovered the rules as their child moves from foundation into Year 1 described actively discouraging socialisation as "horrific”.  She said: "The kids are dictated to about who they are to play with - it's weird.  "It's the only free time they have. It would be like telling a colleague they had eat lunch with somebody specific.  "The kids are banded like yellow etc and that's who they have to play with. They should be able to free play. Apparently the 'children come in calmer’.”  The mum said she spent a lot of time researching schools before her child joined last year, but was not made aware of the playground rules from Year One upwards and also did not know classes were mixed up each year.  She said: "I really don't know what is going on in the headteacher's head, saying socialisation is a 'barrier to to pupil outcomes’.  "The sentence seems harsh and at odds with children's need for socialisation and their mental health and wellbeing. Is this child focused and is it nurturing?  "Other schools keep children together as a class but here they also purposely split them, even from foundation. I don't like that.  "I wasn't told anything about this policy when we joined, and we spent a lot of time looking into schools and discussing child focused approach, etc. We just got the letter in the bags on Friday.  "I think they have a difficulty with classroom control possibly and this is why they are doing it. Can six to seven year olds really be that hard to manage?! It's controlling."  Another mum, who has older children at the school said: "They mix the classes every year. Sometimes it's been a disaster for us and sometimes it's been a posivite.  "At playtime they have a band system for activities so if the children don't get there quick they miss out - once you are in a zone you can't swap - a bit like a prison.  “My child is desperate to move schools because of it. They also are not allowed to play football either and can only run in certain zones.”  Headteacher Nikki Pidgeon said mixing up the classes each year and discouraging socialisation while learning helps pupils make "good progress”.  She said: "At Welton we have been forming new classes each year since we grew to have two classes in each year group eight years ago.  "Parents tell the school that the relationships the children have with each other are one of the things that impress them about the school.  "The current class teachers meet together to form two new classes that provide a balance of abilities and gender.  They work hard to make sure all the children have friends in their new classes.  "While we are keen to see the children making friends, socialising in the classroom is discouraged to ensure that their lessons are inclusive of all children working as a team, regardless of their external friendship group.  "Every class has the same set of school expectations that encourage children to get better at working together and to ensure that the children are able to use their social skills in a way that help each other to learn and make good progress.”  Mrs Pidgeon said the playground rules have been in force for the past 10 years.


thedailymirror--2019-07-06--Parents of Manchester attack victim return to her school for poignant tribute

The parents of the Manchester Arena terror attack's youngest victim have returned to her school for the first time to pay a poignant tribute.  Two years on from the tragedy, Saffie Roussos' mum Lisa and her husband Andrew opened a memorial garden for their daughter at her old school, Tarleton Community Primary near Preston, Lancashire.  Lisa cut the pink ribbon to a round of applause and the small, close-knit crowd sang Happy Birthday to Saffie, who would have turned 11-years-old last Thursday.  In a poignant moment her friends, each holding teddy bears, released 11 heart-shaped-balloons into the air.  Saffie, eight, was among 22 people who died in the attack at an Ariana Grande concert in May 2017.  The youngster had attended the concert with her mother Lisa Roussos and sister, Ashlee Bromwich, when suicide bomber Salman Abedi, 22, detonated a device in the arena's foyer.  Lisa was left in a six-week coma before waking up to find out her beloved daughter was dead.  The grief-shattered mum then had to gather the strength to battle back from appalling life-changing injuries after suffering 117 shrapnel wounds.  Speaking after the occasion at the school this week, Lisa said: "It's strange because I do find it hard coming back to the school and seeing her friends growing up knowing that she should be there with them.  "As difficult as it is to come back to the school and she's not here, the other side of that is being here where she was the happiest.  "She loved school, loved everybody and everybody loved her. That's comforting. It was nice to come back and get a hug from her friends. I miss them too.  "The children here shouldn't have had to go through what they went through. For me, it's still difficult to understand what happened because of the way in which it happened.  "Saffie will always be with them but I think it's important for them to move forward. They will leave the school and head off to high school hopefully with a new fresh approach."  Asked how she was coping both physically and mentally Lisa added: "I can't make sense of it and I won't let my thoughts go there.  "It's hard to explain. People think you're brave. It's like you're acting - you sort of disconnect yourself from reality because it's too shocking, too real."  The memorial garden, in a central compound in the school, was created out of the goodwill of friends and neighbours of the Roussos family in Leyland.  In the centre of the wooden decking, six roses were in full bloom. Towards the back sits a bench with a canopy and a plaque in Saffie's name.  Her school friends had painted stones with rainbows and bright colours - things that they felt best represented her.  At the ceremony, addressing Saffie's close friends, Andrew said: "We as a family find it difficult to come back to the school for obvious reasons.  "But there is no better place for us to be.  "When we meet people they always ask us what Saffie's character was like but coming here and being with you, we don't have to explain it.  "What's happened is very difficult to deal with, particularly at your age. It's very tough.  "It was so important to get this garden done. You are moving on to high school. This garden will always be here. Saffie will always be here.  "It's a special place for all of us."  Speaking of the lasting trauma the school children had endured since the attack, headteacher of Tartleton Community Primary Chris Upton said: "With us, as a school, it's been a two-year recovery that we have been through and we are still on that journey.  "That rawness is still within in the school.  "We are dealing with it in waves. It's still a big issue with our children two years on and it's not going away.  "We have done additional work with the high school, Tarleton Academy.  "We are having a leaving assembly for the year sixes soon and that is going to be hard.  "We've done work around the Islamic faith. We are taking them to visit a mosque. The children need to understand that it is a religion of love and tolerance.  "As a school, we have had to find our own way. We have had children diagnosed with PTSD as a consequence of that night.  "We have worked with the Department of Education and the Home Office to provide information and make recommendations of how schools can be best supported in the wake of a terror attack.  "The garden is important in that it's at the centre of the school, the heart of our school as Saffie is.  "It's about life and about remembering Saffie."


thedailyrecord--2019-01-30--Parents fury as St Andrews Academy ballot splits up siblings and friends

Parents fury as St Andrew's Academy ballot splits up siblings and friends

Brothers, sisters and friends will be split up when they go to high school after a number of pupils missed out on a St Andrew's Academy spot in a ballot.  Furious parents of children at non-associated primary schools have called on Renfrewshire Council to rethink its policy when a high school is at full capacity.  Youngsters who live near to St Andrew’s Academy but do not attend one of eight associated primary schools had their names drawn from an envelope.  However, the process has left children facing the prospect of going to a different school to their older siblings and in some cases being separated from friends.  John McCormick’s son Taylor is the only one of a group of 11 friends who will not attend St Andrew’s, despite having went through nursery and Todholm Primary School with them.  John said: “It’s a farce because his older brother is in St Andrew’s. Taylor is absolutely gutted.  “He never ate all weekend. Taylor is one of 11 friends who have went right through school from nursery and he’s the only one that’s not got in.”  Tracey Dow’s daughter Hannah was another unfortunate student who missed out, despite living minutes from St Andrew’s.  As Hannah lives less than two miles from an alternative school, she does not qualify for a place on a school bus.  Tracey said: “My wee girl never got in and I live a stone’s throw from the school. I’m a single mother with three kids. My wee boy goes to Todholm Primary School and my baby is just one.  “They’re expecting my daughter to go to Gleniffer or Paisley Grammar. We’ve got to deal with transport ourselves.  “We’ve been trying to see if we can arrange transport but the council haven’t been having it. If they have to walk, that’s putting the kids at risk.”  Susan Roy is concerned she will now have to choose a school for son Nathan because it’s easier to get to rather than what she feels is best for him educationally.  Nathan is another who lives in the catchment area of St Andrew’s but fell short in the ballot.  “He has a sibling in Todholm, so I can’t get one to a school in Glasgow Road and one to Todholm.  “I don’t have a car. My only option would be to let him go himself because he’s under the two-mile radius. I don’t feel that road to school is safe.  “The council has to look at its policy because this is an unprecedented situation.  “It’s not our problem, it’s the council’s problem and they can’t just turn around and say it’s tough because it’s going to have a huge impact on families.  “At the moment my children’s future is based on access, the school I can physically get to rather than education.”  Paisley East and Central Councillors Will Mylet and Carolann Davidson are planning to speak to education chiefs at the local authority about parents’ concerns.  Councillor Davidson said: “I have been contacted by lots of distressed parents regarding this ballot and I attended the meeting that parents organised on Tuesday night.  “There were a lot of very concerned people there, who are worried sick about their children, many of whom have older siblings already attending St Andrew’s.  “I have arranged an urgent meeting with the head of schools and the acting director of children’s services to discuss anything that can possible be done to resolve the parents and children’s concerns, for both now and future years.”  A spokesman for Renfrewshire Council said: “Secondary school pupils who live more than two miles away from their catchment school are entitled to a place on a school bus.  “This policy ensures every pupil is treated fairly and equitably.  “All pupils from an associated primary in the catchment were allocated a place at St Andrew’s Academy and due to unprecedented demand, a ballot in line with our school admissions policy determined the remaining places.  “Pupils from a non-associated primary who were not allocated a place can attend Paisley Grammar as their associated secondary school or make a placing request for one of our other schools.”


thedailyrecord--2019-02-06--Parents concerned Bishopton school catchment review will create community divide

Parents have raised concerns of a “them and us” divide being created by the proposed catchment area of a new school in Bishopton.  A consultation has been launched reviewing the catchment areas of Bishopton Primary School and a new build scheduled for 2021.  A school for 430 pupils, which is expected to cost just under £18 million, will be built to meet the demand from the growing Dargavel Village development.  Plans have been drawn up to create a natural geographic boundary line between the new school and Bishopton Primary School by the railway line adjacent to Dargavel Village.  However, a clear consensus could not be found at a public consultation meeting held at Bishopton Primary School on Tuesday.  Several parents suggested the proposed catchment areas will create division, while others claimed the plans were what they had been sold when buying property in Dargavel Village.  David Woodrow, chairman of Bishopton Community Council, said the subject of school provision in Bishopton would need a complete review at some point.  The community leader warned a capacity of 430 was not big enough for a housing development which is expected to produce around 4,000 homes by 2034.  Mr Woodrow said the council should consider completing a “review for the potential replacement” of Bishopton Primary School.  Speaking about the proposed catchment areas, he added: “It looks too divisive at the moment and it all needs to be reviewed at some point.”  It was confirmed at the meeting children will not be forced to move school if they are already attending Bishopton Primary School in 2021.  Gordon McKinlay, head of schools at Renfrewshire Council, said: “If your child is in a school and settled in a school, we are not going to ask them to move.  “They are free to move but we are not going to ask them to move.”  If a child has a sibling in Bishopton Primary School, they should also be able to attend the school.  Mr McKinlay added: “If you already have a connection with that school, you may retain that connection.  “Bishopton being a village tends to have a village identity.  “We are not trying to create a division, we are trying to make sure there’s enough provision.  “I understand this school is under pressure. The school is busy and it feels full.  “We need to be careful how we cut it. It would be very difficult to go back and do something that is hugely and radically different.  “We have put forward a proposal. If you have reasons or suggestions otherwise we want to hear them. All of this will be presented to councillors.”  Councillor Natalie Don, who represents Bishopton, urged parents to submit their views to the consultation.  She said: “I was glad to see a big turnout at Tuesday’s meeting, it is extremely important that residents understand the proposals and got the opportunity to ask questions.  “It was clear that there are some strong feelings in relation to the catchment area but that is expected with such an important matter.  “The most important thing is that people ensure they submit their views to the consultation to ensure that they can be considered when a final decision is made.”  The consultation will be completed by March 26 and the findings will be discussed by councillors at August’s Education and Children’s Services Policy Board.  It can be viewed at renfrewshire.gov.uk/article/8590/Bishopton-and-Dargavel-Village-Primary-Catchment-Review


thedailyrecord--2019-02-21--Call for birthday discrimination crackdown as South Lanarkshire parents look to secure tots educat

Call for 'birthday discrimination' crackdown as South Lanarkshire parents look to secure tots education

An Avondale councillor has called for a crackdown on “birthday discrimination” as South Lanarkshire Council look to secure education options for tots.  Councillor Margaret Cooper put forward a motion to halt how a child’s birthday affects their access to free early years education in relation to the ‘free at three’ scheme.  That sees children not aged three by the August or January intakes having to pay for early years education because of fixed admission dates.  Councillor Cooper said she hoped to “rectify the birthday discrimination that exists in South Lanarkshire” for kids under three, with the Independent group saying there is money available to do this.  However, the SNP administration suggest they would need to cost proposals to help make the changes in order to see if funding for this was available.  Speaking to the East Kilbride News, the leader of the Independent SLC group, Councillor Cooper said: “As a group we are delighted the Scottish government is committed to the expansion of early years education to 1140 hours per child by 2020.  “However, in South Lanarkshire this commitment is not as effective as it could be since the date of child’s birthday affects when that child can access Early Learning Childcare (ELC) without fees.  “Unlike surrounding councils like East Renfrewshire, North Lanarkshire and City of Glasgow, children here can often wait several months after their third birthday to gain a free place in early learning.”  A council spokeswoman noted a new funding report had been presented to elected members “with further information on funding options to facilitate this initiative” last week.  SNP councillor Katy Loudon, chairwoman for education resources, dubbed any move to push forward the scheme “irresponsible”.  She said representatives had been told SLC was not in a position to agree such a large financial commitment, adding that no decision was to be made until the final grant settlement from the Scottish government was made clear.  She said: “Independent and Labour councillors ignored this warning, and pressed for an immediate decision. Calling on other councillors to green light multi-million pound projects without the full financial facts is highly irresponsible, and our constituents deserve better.  “Our SNP administration is committed to providing expanded, high-quality early years provision, and support the principle behind ‘free at three’.”  Meanwhile, the Tories have accused the SNP administration of being “reluctant” to take a firm line on the issue, insisting the council prepare to change the policy.  Councillor Mark McGeever, spokesman for the Conservative group, said: “This sensible approach shows our determination to be an effective and responsible opposition.  “We will neither endanger local services nor allow the SNP administration to dodge tough discussions with the SNP government.”  Labour leader Joe Fagan said his party “support efforts” to bring South Lanarkshire “into line with neighbouring authorities”.


thedailyrecord--2019-03-22--Anxious wait for Logierait parents and pupils

Parents at Logierait face a nervous sweat to see if their school will be spared in the council’s latest review.  A study is to be carried out to see if introducing a nursery could sustain the rural Perthshire school.  Amongst the proposals for the school’s future were permanently closing the school down, or to review the school’s catchment area in a bid to increase the school role.  However, education bosses have asked the council’s lifelong learning committee to postpone making a decision on the school until September, and in the meantime carry out a study on introducing early learning and childcare at Logierait.  When the committee meets next week, councillors will be asked to approve the move to start a feasibility study on this.  A report for councillors states: “The most recent projections indicate that there may be sufficient ante-pre-school and pre-school children to establish a small early learning and childcare provision at Logierait Primary School.”  Cllr Callum Purves, vice-convener of lifelong learning at Perth and Kinross Council, said: “Logierait Primary School has a dedicated and committed parent body who are passionate about securing the future of their school.  “The overwhelming feedback that came through in the public consultation was that they would like to see the introduction of nursery provision at the school explored as an option to boost the future school roll.  “We have listened to this suggestion and are undertaking a study to examine this option to inform the final options appraisal for the school.”  Cllr Xander McDade, who represents Highland Perthshire at Perth and Kinross Council, said: “I’m really pleased that my campaign for increased nursery provision in the Highland ward over the past year, along with the Logierait Parent Council campaign to save their school, has finally paid a dividend with an option of a nursery for Logierait Primary School to be explored.  “This would help secure this wonderful school’s future and support the thriving local economy.”


thedailyrecord--2019-04-02--Cambuslang crossing patrols rejected by South Larnarkshire Council despite parents fears

Cambuslang crossing patrols rejected by South Larnarkshire Council, despite parents fears

Requests for school crossing patrols in Cambuslang have been rejected, despite desperate pleas from a councillor and concerned parents.  New Road, Overton Road and Woodland Crescent were all assessed by South Lanarkshire Council, which found “insufficient” demand to justify new patrols to assist pupils at Park View, Hallside Cairns and St Cadoc’s primaries.  New Road met 90 per cent of the required criteria, while Woodland Crescent met 85 per cent of the criteria.  The council has agreed to put a school travel plan in place for Cairns and St Cadoc’s and to increase ‘road safety education’, however parents insist that is not enough.  Gayle Murphy, who has two children at Cairns Primary, has campaigned for improved safety measures in the area.  She said: “It is good to see local councillors getting involved, but it is like banging your head against a brick wall with the problems there.  “In some cases you have children crossing the road three or four times in that area and there’s just too many drivers who don’t pay enough consideration to the roads - they just keep going because they are in a hurry.  “At least a crossing patrol would make them more aware, although the whole road is a danger.”  A commitment has been made to reassess New Road by the summer after it met 90 per cent of the value required.  The criteria is determined by surveys taking place at the sites during school journey times, measuring the volume of pedestrians and traffic.  Cambuslang East councillor, Walter Brogan, asked the council’s roads safety forum to “take pre-emptive action” and put patrols in place, pointing to “horrendous” parking problems in the area  He said: “Thank you for this report, however I would like to add some local knowledge. The school roles have increased and continue to increase rapidly because of the new housing developments. The assessment has not taken into consideration cars turning at New Road and Overton Road.  “Parking is also horrendous at Cairns and St Cadoc’s primaries. This is a plea on behalf of parent councils and local residents. I think we should take pre-emptive action.”  The forum agreed to the recommendations and refused the request, however agreed to establishing a travel plan and increasing road safety education.  Councillor Brogan added: “It doesn’t give me comfort. I think they are more dangerous than the criteria suggests.”  Engineering officer Colin Smith confirmed that the sites did not meet the current criteria and that New Road would be reassessed.  Mr Smith also said that when the assessment falls between 50 and 100 per cent of the required value, other environmental factors are considered including vehicle speeds, parking problems and the concentration of accidents.  The roads safety forum were also updated on the council’s Kerbcraft road safety training initiative which will now include Cairns and St Cadoc’s.  Targeting more deprived areas, the initiative gives school pupils on-road pedestrian training.  Councillor Brogan added: “It can be extremely dangerous at Cairns and St Cadoc’s so kerb training is welcomed.”


thedailyrecord--2019-05-21--More parents in Perthshire to get school clothing help

Hundreds more parents experiencing hardship will soon be able to apply for cash grants to clothe their schoolkids as long as councillors approve a paper this week.  The council’s lifelong learning committee is scheduled to be asked to approve a report tomorrow giving officers licence to extend hard-up parents’ eligibility to claim for cash for school uniforms and shoes for their kids.  The paper recommends elected members agree to revise existing criteria so that all parents whose children are entitled to receive free school meals during the next school term will also be able to apply for up to £100 to buy them new uniforms and footwear as well.  Carers will become equally eligible to make claims under the move too.  It comes after information gathered from neighbouring local authorities showed Perth and Kinross Council had “the least generous eligibility criteria for school clothing and footwear grants”.  The report says parents/carers will only be able to make one claim per child up to age of 16 per session but officers still expect the change will benefit “up to a further 300 primary and secondary pupils ... in Perth and Kinross”. It says last year PKC paid enough grants to clothe 1358 pupils.  The document explains: “The current position is that parents/carers in Perth and Kinross who are eligible to claim free school meals due to being in receipt of a qualifying welfare benefit determined by the Scottish Government may not qualify for a school clothing and footwear grant due to the different criteria being used.  “It is proposed that the criteria for considering parents/carers’ eligibility for school clothing and footwear grants are revised and updated to align the qualifying benefits with those for entitlement to free school meals for primary and secondary pupils.  “This will broaden the eligibility for school clothing and footwear grants meaning that more parents/carers will receive the grant.”  It adds: “Extending the eligibility criteria for school clothing and footwear grants will ensure that those families who currently receive free school meals as a result of a qualifying benefit will now also be able to receive a school clothing and footwear grant.  “The revised eligibility criteria is a positive step in tackling child poverty and aligns with the eligibility criteria for free school meals which will provide consistency for parents/carers.”  The council’s executive director for education and children’s services, Sheena Devlin, will be tasked to ensure the revised eligibility criteria is published should the committee choose to approve tomorrow’s paper.


thedailyrecord--2019-12-15--Peebles parents who set up fundraiser for fire-ravaged high school smash £5k target in days

Kind-hearted parents who set up a fundraiser following a devastating blaze at a Scots school have smashed their target.  The charity page was launched in the aftermath of the November 28 inferno which completely gutted Peebles High School.  Up to 70 firefighters were at the scene at the height of the blaze, with many remaining there well into the next day to dampen down remaining hotspots.  Scottish Borders Council made a "swift decision" to close the school until after the Christmas break as two boys were charged in connection with the incident.  But now the Parent Council's £5000 target has been hit just days after launching their project on December 9. The total currently sits at nearly £6k.  The money will be to support the school and help get it back up and running.  A statement on the Crowdfunder site read: "Following the recent fire at Peebles High School, the Parent Council has set up this Fundraising page to help support the urgent needs of the school at this difficult time.  "This is partly in response to the many generous offers of financial support from the wider community. Thank you for your support."  Well-wishers who donated were quick to praise the parents' efforts, saying they were "absolutely in awe" of their charity drive.  Fiona Dalgleish wrote: "More than just a building. Massive massive thanks to everyone who has helped since the fire."  While Cheryl Turpie said: "Our amazing school community has shown that its strength is not the bricks and mortar.  “It will take a long time to recover and even longer to build up the resources lost through this fire. Good Luck all. Stay Strong!”  And Paula Fleming posted: “Absolutely in awe of PHS teachers, staff, parent council and all involved in getting the students back into face-face education within 10 days of a devastating fire. Thank you.”  Pupils returned to "face-to-face formal teaching" on Monday December 9, with S1-S3 being taught at alternative locations in Peebles.  However S4 to S6 pupils had to travel to locations in Galashiels - nearly 20 miles away.  On December 4, police confirmed that two boys had been arrested in connection with the huge blaze.  One of the boys was cuffed and charged with wilful fire raising, while the other was released pending further inquiries into the incident.  A spokesperson from Police Scotland said: "Police Scotland can now report that a second boy has now been charged in relation to the wilful fire-raising at Peebles High School on Thursday, November 28.  "A report will be sent to the Children's Reporter.  "We would remind the public that, as the person charged is below the age of 18, he cannot be named or identified for legal reasons as per the Criminal Procedure (Scotland) Act 1995."  Council convener David Parker previously said: "This has been a devastating incident for Peebles High School's pupils and staff and the local community.  However, without the magnificent efforts of firefighters, it could have been significantly worse in terms of damage to the school estate.  "Crews worked tirelessly to contain the fire for almost 24 hours, with up to 70 firefighters on the scene, highlighting the extent of the fire.  "During and in the aftermath of this challenging incident, the community of Peebles has also stepped forward to support the emergency services and the school.  "We have also seen offers of assistance from businesses, including a local hotel who has agreed to host Peebles High's senior dance this week.  "On behalf of the council, I thank all who have provided generous support during this extremely difficult incident for Peebles' community."  You can donate to the fundraiser here .


abcnews--2019-11-18--Kansas researcher denies working for Chinese university

An associate professor in Kansas accused of secretly working for a Chinese university contends in a court filing that a visiting scholar fabricated the allegations against him after unsuccessfully trying to extort him for $300,000.  Attorneys for Feng “Franklin” Tao filed a motion on Sunday seeking to dismiss the federal indictment charging him with one count of wire fraud and three counts of program fraud. It alleges the Lawrence man was working full time for Fuzhou University in China while also doing research in Kansas on projects funded by the U.S. government and then failed to report it on a conflict-of-interest form.  Tao contended in his court filing that he never accepted the offer for a teaching position in China and therefore had no obligation to disclose it as a conflict to the University of Kansas.  The defense filing alleges that an unpaid visiting scholar was angry at Tao because she thought she should have received greater credit as a co-author on certain research manuscripts at the Kansas university. After Tao would not change the attribution, she demanded he pay her $300,000 or else she would falsely accuse him of economic espionage, his attorneys wrote.  That court filing also included as exhibits emails from the scholar, including one dated April 21 in which she wrote, “Do not consider it too much. You ruined my future.” Another sent the next day warned that “when anything that belongs to me is taken away, my counterattack will be very strong and very extreme.”  The woman filed authorship dispute complaints to the Office of Integrity and Compliance and with the university’s Internal Audit Office on June 4, and 15 minutes later emailed Tao saying, “it seems the term ‘tech spy’ is very popular nowadays. You should be careful. I have given you many chances and you didn’t care.”  Tao’s attorneys wrote in their court filing that the woman later admitted to the FBI that she hacked into Tao’s email account to fish for “evidence” she could provide the FBI. The defense contends she used phony aliases to make false complaints to both the university and to the FBI.  Her lies to the FBI “succeeded in wreaking her revenge,” Tao’s attorneys wrote. The FBI immediately opened a grand jury investigation, which culminated in Tao’s arrest and indictment. Rather than prosecuting the visiting scholar for extortion, false statements and computer fraud — and notifying Tao that he was the victim of a federal computer crime — the government instead charged Tau with fraud for failing to disclose to his university the job offer from China, according to the defense motion.  Jim Cross, the spokesman for the U.S. attorney’s office in Kansas, said in an email that prosecutors are evaluating the defense motion and will be responding in court.  The visiting scholar, who has not been charged with any crimes, did not respond to an email from The Associated Press seeking comment.  Tau, an associate professor of engineering at the University of Kansas, was born in China and moved to the United States in 2002. He has been employed since August 2014 at the Kansas university's Center for Environmentally Beneficial Catalysis in Lawrence. The center conducts research on sustainable technology to conserve natural resources and energy.


activistpost--2019-07-26--Top University Artificial Intelligence Experts Warn of Technical Flaws In Pre-Crime Police Systems

Top University Artificial Intelligence Experts Warn of “Technical Flaws” In Pre-Crime Police Systems

It is unfortunate that citizens and experts alike are finally waking up to the threat of artificial intelligence being used by law enforcement when the genie is already out of the bottle.  It is especially troubling to see the high-level institutions that have been behind the creation of these systems beginning to warn of potential miscalculations due to rolling out artificial intelligence before it is properly understood. But, as they say, better late than never.  A new paper released by MIT entitled “Technical Flaws of Pretrial Risk Assessments Raise Grave Concerns” has been signed by some of the highest level university experts in the field of A.I. and law.  Despite this very esteemed panel of mainstream contributors, their concerns about the current state of artificial intelligence in law enforcement and the justice system align with those which readers of alternative media already would be quite familiar.  The document is naturally filled with a bit of technical jargon and euphemistic language, but it’s still fairly concise at around 4 pages.  Their main concerns appear in the Summary. My emphasis added:  Actuarial pretrial risk assessments suffer from serious technical flaws that undermine their accuracy, validity,and effectiveness. They do not accurately measure the risks that judges are required by law to consider. When predicting flight and danger, many tools use inexact and overly broad definitions of those risks. When predicting violence, no tool available today can adequately distinguish one person’s risk of violence from another. Misleading risk labels hide the uncertainty of these high-stakes predictions and can lead judges to overestimate the risk and prevalence of pretrial violence. To generate predictions, risk assessments rely on deeply flawed data, such as historical records of arrests, charges, convictions, and sentences. This data is neither a reliable nor a neutral measure of underlying criminal activity. Decades of research have shown that, for the same conduct, African-American and Latinx people are more likely to be arrested, prosecuted, convicted and sentenced to harsher punishments than their white counterparts. Risk assessments that incorporate this distorted data will produce distorted results. These problems cannot be resolved with technical fixes. We strongly recommend turning to other reforms.  That is about as comprehensive a condemnation as one could hope to find. And, yet, we already exist in a world where smart home gadgets are snitching on their owners by calling police. Police departments have experimented with secret pre-crime A.I. systems that have put innocent people on watchlists. Facial recognition is widely being used in the government and private sector to determine criminal threats as well as become integrated into financial systems. And the military now feels comfortable to roll out new facial recognition systems for its soldiers to be connected to weapons and target people identified by A.I. as potential threats or even confirmed enemies.  I would encourage people to become familiar with the technical aspects of these systems described within the above paper that are now admittedly “no better than a crystal ball” and yet threaten the core American concept of being innocent until proven guilty, as well as putting anyone in the crosshairs of a military scope if these systems are not reined in immediately.  Fortunately, the pushback has already started in several cities, and a few police departments have dropped their programs after becoming aware of the inaccuracies. Let’s work to keep the momentum moving in the right direction.  Nicholas West writes for Activist Post. Support us at Patreon for as little as $1 per month. Follow us on Minds, Steemit, SoMee, BitChute, Facebook and Twitter.


aljazeera--2019-11-20--In Pictures: Inside the besieged Hong Kong Polytechnic University

Dozens of protesters in Hong Kong remain barricaded inside a besieged university campus for a fourth straight day as a violent standoff between pro-democracy demonstrators and police continues.  Protesters at Hong Kong Polytechnic University (PolyU) said on Wednesday some 50 remained after hundreds had fled worsening conditions and following official warnings that police could fire live rounds to clear the area.  Photos showed youths wandering the campus, with some preparing Molotov cocktails while others slept on a gym floor.  The standoff has been the most intense and prolonged in nearly six months of unrest that began over a now-shelved bill to allow extraditions to China, which revived fears that Beijing was cutting into the city's freedoms.  Carrie Lam, the Beijing-backed Hong Kong chief executive, on Tuesday called for the protesters to surrender, adding that those over 18 would face rioting charges, but minors would not be arrested.  Others were medically evacuated on stretchers overnight, and on Wednesday before dawn police chased down and arrested around a dozen students making a break for it.  Police said that since the siege began around 800 people had left the campus as of late Tuesday night.  The United Nations human rights office was watching the university situation with "deepening concern", spokesman Rupert Colville said in Geneva.  The violent standoff between demonstrators and police at PolyU rippled overseas, with the United Nations calling for a peaceful resolution to the siege, while the US senate passed new legislation supporting protesters' demands.


bbcuk--2019-02-10--Blaze at St Andrews University science building

More than 30 firefighters are tackling a blaze in a science building at the University of St Andrews in Fife.  Six fire appliances were sent to the scene after the alarm was raised just before 17:00 on Sunday.  The building is in the North Haugh area of the town.  Images posted on social media showed flames and smoke rising into the air from the four-storey building. The fire service said there were no reports of any casualties.  They remain at the scene along with officers from Police Scotland.  The university said the fire started in the biomedical sciences building in the afternoon. They said there were no reports of any injuries or anyone being in the building at the time of the fire.


themanchestereveningnews--2019-01-03--The importance of continued training in tech

The relentless pace of change in the digital sector brings countless opportunities for businesses to become ever more efficient.  In a nutshell, that's why training is so important.  Appropriate training policies and working practices ensure that organisations maximise their return on IT investment.  Indeed, investing in people unlocks not only business growth but is also essential for personal development and career advancement.  And if a company doesn’t move with the evolution of technology then it runs the risk of losing its competitive advantage.  Importantly, these assertions are backed by research.  According to Deliotte's Global Human Capital Trends 2016 survey, 83 percent of executives in the technology, media and telecommunications (TMT) industry stated that learning is of integral importance to success.  Lawrence Jones, CEO of UKFast, said: "We often talk about the skills gap in the technology industry, yet there is so much that businesses can do to improve the skills level within tech and in the broader business arena.  "At UKFast we have invested heavily in training and education to help teammates with their personal development. This includes everything from industry accreditations to soft skills training. We run learnch (learning lunches) sessions and fund courses to ensure that everyone who wants to is always growing."  He added: "Equally, training is absolutely essential to ensure that your team are safe in their use of technology and know how to protect your data properly, particularly in the age of GDPR. In such a fast-moving industry it’s essential to continually update your knowledge particularly surrounding cybersecurity.  "It would be easy to separate the ‘tech industry’, however, tech no longer operates in a silo; every modern business harnesses digital technology.  "That means that every business needs to set a priority on technical training and development to stay ahead of the game and to keep their business safe online. That’s one of the reasons we extend our training facility at UKFast to our customers and the wider community."  Pauline Norstrom is managing director of NetVu, a Cheshire-based technology business which innovates in the security and surveillance market.  Through a combination of data, alarms and video integrated into one control point, NetVu delivers a multi-sensory service, allowing information to be distributed within a business or to security services, providing insights that allow them to take fast and appropriate action.  The business, which is headquartered in Northwich, regards training and innovation to be equally important.  Norstrom explained: "Training technology is imperative to ensure your teams are staying ahead of the curve and maximising their roles within your business.  “Technology inevitably brings complications and some individuals are naturally more adept than others, however, familiarity and confidence building are key to success of any technology product.  "That means creating and maintaining a working environment that brings technology to life, allowing training and building knowledge that instils confidence, long term engagement and understanding."  Norstrom added that NetVu places an equal emphasis on training clients' staff as well as its own employees.  But she also believes that it's only when an organisation has invested in its own employees' training that they're in a position to with customers and other partners.  Norstrom added: “When you work in a field where your product or service is technology, it is crucial for the employees to understand the challenges and the problems that your technology solves.  "It always comes back to the customer need, as opposed to the technology.  “At NetVu we are currently in the process of developing our innovation lab for 2019, this is our learning and development facility that houses demonstration suites and really allows us to immerse our people in the technology we are building and delivering.  "It is backed up with a syllabus of tech and learning that employees can touch and feel – it is practicality as opposed to just theory.”  And all the indication are that the digital sector will continue to gain momentum in 2019.  The relentless pace of change is possibly best summed up best by the phenomenon of "unicorns".  These are those start-up companies that grow to be billion-dollar businesses within 12 to 24 months of their formation.  Norstrom concluded: “Technology and innovation go hand-in-hand, and often the challenge is to demonstrate how the technology being used is better than that it is replacing, and bringing that to life.  "Within our own business we span the spectrum of innovators and the invention of the technology, through to the plain-English conversations with customers and installers.  "Our own staff and, in turn, our customers make up a separate spectrum of learning, therefore it’s vital we cater for this.  “Training programmes, demo suites and equipment, as well as easy-to-use ‘how to’ guides are key to ensuring people get the most from our technology, ultimately helping our success as a company.”


bbcuk--2019-04-10--Institutes of Technology to boost skills training

'Institutes of Technology' to boost skills training

The government has announced the locations of 12 "Institutes of Technology" in England, intended to provide high-quality skills training.  The aim is to offer young people a vocational alternative to universities.  Employers will support the institutes, most of which will be based around existing colleges and universities.  The dozen include three in London, two in the west Midlands and the other six in Milton Keynes, Swindon, Durham, Exeter, York and Somerset.  Prime Minister Theresa May said they would "end outdated perceptions" that were biased against vocational skills.  But Labour said the plans were too small-scale and would not help the "overwhelming majority" of students in technical education.  Vocational training has often been seen as being underserved by the education system, with more status attached to young people taking an academic pathway, through GCSEs, A-levels and university.  The idea of introducing a network of Institutes of Technology is to create a high-quality route to gain skills and technical qualifications, comparable to going to university.  They will begin opening from the autumn, supported by funding of £170m.  The institutes, based in further education colleges and universities, will each have an industry specialism, and use the expertise of relevant employers.  For instance, the planned institute in Durham will involve local colleges, Newcastle University and Nissan, with a specialism in "digital advanced manufacturing".  In east London, Queen Mary, University of London will lead a group with Newham College and employers including Siemens, with specialisms of transport and engineering.  There have been warnings that by international standards England has relatively low numbers of people trained for advanced vocational skills.  The review of higher education funding, chaired by financier Philip Augar, is believed to have been looking at ways to improve access to student finance for those taking vocational courses.  There are plans for a new technical qualification, the T-level, to be introduced next year, which is the latest attempt to create a vocational equivalent to A-levels.  "I firmly believe that education is key to opening up opportunity for everyone - but to give our young people the skills they need to succeed, we need an education and training system which is more flexible and diverse than it is currently," said the prime minister.  "These new institutes will help end outdated perceptions that going to university is the only desirable route, and build a system which harnesses the talents of our young people," said Mrs May.  Matthew Fell, policy director of the CBI business group, said: "Expanding high-quality technical education and training is a top priority for employers, who will welcome this extra investment."  The institutes will be the "pinnacle of technical training", said Education Secretary Damian Hinds.  He hoped they would "make sure young people have the skills they need to build a well-paid rewarding career, while the economy gains the skilled workers it needs to be more productive".  But Labour's shadow education secretary Angela Rayner said the institutes did not match the scale of the demand.  "While investment in further education is desperately needed, this announcement will do nothing for the overwhelming majority of providers and students in technical education," said Ms Rayner.  She said the funding did not replace the money already lost to further and adult education budgets - and the proposed institutes did not cover enough of the country.  "When they first announced this policy years ago, the government said they would make higher-level technical education available in all areas, yet this list does not include a single university or college in the north-west," she said.


bbcuk--2019-11-11--Labour promises free jobs retraining for adults

Labour is promising a £3bn plan to offer adults in England free access to retraining to help their job chances and to tackle skills shortages.  Shadow education secretary Angela Rayner wants to "throw open the door" to adults wanting to learn new skills.  The Lib Dems are promising a £10,000 training grant for each adult, which it calls a "skills wallet".  The Conservatives have a National Retraining Scheme for adults needing to update their skills for work.  With concerns about automation threatening jobs and warnings from employers about a lack of skilled staff, the political parties are setting out their stall for adult education and retraining.  The CBI business group welcomed making training a priority, saying: "Adult participation in education is at its lowest for two decades."  The Edge vocational education charity warned the current skills shortage was costing UK businesses £4.4bn per year.  On Tuesday, Labour's election campaign will set out its plans to spend an extra £3bn per year to provide free access to vocational learning for adults - which it hopes will reach an extra 300,000 people per year.  Ms Rayner says it will help people "who want to change career, are made redundant or didn't get the qualifications they needed when they were younger".  "For many, adult education is too expensive, too time-consuming or too difficult to get into," she says.  Labour would offer adults up to six years of training, such as for qualifications for working in the healthcare and engineering sectors.  Employees would also have a right to paid time off for education and training and there are promises to improve careers advice for adults.  Labour leader Jeremy Corbyn says education should be "like an escalator running alongside you throughout life, that you can get on and off whenever you want".  The Liberal Democrats have put forward their plans for adult education - based on the idea of individuals having a "skills wallet" to pay for training, with government funding being available to be drawn down at different stages of life.  At the age of 25, there would be £4,000 put into the skills wallet, £3,000 at the age of 40 and then £3,000 at the age of 55. • National Retraining Scheme for workers who lose jobs to automation • 'I left school with no exams, but that didn't mean I was thick'  "In an ever changing workplace, people often need to develop new skills but the cost of courses and qualifications shuts too many people out," Lib Dem business spokesman Sam Gyimah says.  The Conservatives in government have begun to test plans for a National Retraining Scheme, supported by £100m announced in last year's Budget.  This is intended to help people train for changing jobs and alternative careers if their jobs are threatened by automation.  There are some local pilot tests for the retraining scheme, available to adults without degrees in low-income jobs.  It is scheduled to be rolled out more widely in 2020.  The Conservatives also highlighted their plans for new vocational qualifications, called T-levels.  Education Secretary Gavin Williamson said Labour was "making promises that it simply won't be able to fulfil".  But Jo Grady, leader of the UCU lecturers' union, warned of "steep falls" in numbers of adult students.  "For too many years, adult learning has been a sorely neglected part of our education system," she said.  Neil Bates, who chairs the Edge vocational educational charity, said employers would want to tackle the £4.4bn cost of skills shortages - and individuals needed to have the skills for "secure, well paid, sustainable jobs".  Employers have complained of skills shortages and Matthew Fell, the CBI's chief policy director, said it was important "lifelong learning is rising to the top of the political agenda".  He said businesses would also welcome support for technical education and giving it a status "on par with academic learning".  All the parties know their record on adult education is pretty poor, writes Sophie Hutchinson.  According to the Institute for Fiscal Studies, in the past 15 years, overall spending on classroom-based courses has fallen by two-thirds, as have the number of adult learners.  The adult education budget fell by 32% between 2003-04 and 2009-10 under Labour and by a further 47% from 2009-10 to 2018-19 under the coalition and the Conservatives.  Labour now says it would reverse that and more, coming close to doubling the current adult education budget, taking it back to levels similar to 2003.  The Lib Dems also want a boost to lifelong learning - with a "skills wallet" for money for adults to spend on learning.  But there will be a challenge ensuring this is spent on genuine courses - as a previous Individual Learning Account scheme faced widespread fraud.