The students were happy to be back at the schools after remaining home all these months.

Ahead of her arrival, Delhi Chief Minister Arvind Kejriwal had tweeted to welcome her. "@FLOTUS will attend happiness class in our school today. Great day for our teachers, students and Delhiites. For centuries, India has taught spirituality to the world. Am happy that she will take back the msg of happiness from our school," Kejriwal said.

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The teacher was posted at a primary school in Wazirabad under the North Delhi Municipal Corporation.

Managements asked to allow parents to pay in instalments

This will reduce crowding at the market at Mattuthavani

School's nearly back in session, but the seven young lions at the Smithsonian's National Zoo have been working hard through the summer months!

The post Lion cub summer school: Instead of learning their ABCs, the National Zoo’s lion cubs are learning behaviors that will help animal care staff evaluate their health. appeared first on Smithsonian Insider.

The Smithsonian-Mason School of Conservation offers a range of compelling residential, hands-on, interdisciplinary programs in conservation biology for undergraduate and graduate students and professionals at […]

The post Field Research: Smithsonian-Mason School of Conservation appeared first on Smithsonian Insider.

File: California school employees can now take their required training to spot child abuse and neglect by going online.; Credit: Cayoup/Flickr

Public school employees can take their required annual training to spot child abuse or neglect online, California State Superintendent of Public Instruction Tom Torlakson announced Monday.

“Nothing is more important than the safety of our students,” Torlakson said in a written statement. “The new online training lessons will help school employees carry out their responsibilities to protect children and take action if they suspect abuse or neglect.”

A new California law requires school employees, including teachers, teacher aides, and substitute teachers, to show proof to their employers that they’ve taken the training.

“We were hearing anecdotally that there may have been suspicions of abuse and neglect that was not always reported and we wanted to do something about that issue,” said Stephanie Papas, a California Department of Education consultant.

Recent high-profile cases, such as that of former Miramonte Elementary teacher Mark Berndt, revealed that school employees failed to report allegations of abuse. Los Angeles Unified agreed to pay a record $140 million to settle claims filed by one group of students in the case and $30 million to a second group. Berndt is serving a 25-year sentence after pleading no contest to the charges of committing lewd acts on children.

Papas, who helped create the new two-hour online training, said the course will help employees tell if a child has been hurt from abuse or from an accident, for example.

“We have photos that are examples of, say, a welt that is in the shape of a belt buckle or a slap on a child’s cheek that’s left a hand imprint,” she said.

In-person trainings are more effective, she said, but they’re more expensive than online trainings. That pushed the Department of Education to provide the free online training for school districts still under budget constraints.

She said current employees have until this fall to show their school districts proof that they’ve taken the training.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Los Angeles Unified school board candidates, from left, Andrew Thomas, Ref Rodriguez and Bennett Kayser take a group photo after a debate at Eagle Rock High School on Feb. 5, 2015. ; Credit: Cheryl A. Guerrero for KPCC

Los Angeles Unified school board candidate Ref Rodriguez collected $21,000 in campaign donations from employees of his charter school network, Partnerships to Uplift Communities, in his bid to unseat incumbent Bennett Kayser in East Los Angeles’ District 5.

Most striking, a handful of his workers – a janitor, maintenance worker, tutor — are donating at or near the contribution limit, $1,100.

The contributions are a measure of supporters' high hopes to unseat Kayser in favor of Rodriguez, a candidate friendly to charter schools.

Rodriguez, an charter school administrator at Partnerships to Uplift Communities, received most of his financial support from the California Charter School Association Advocates, which received donations from such wealthy donors as former New York Mayor Michael Bloomberg and philanthropist Eli Broad.

Kayser, a former teacher elected as a board member in 2011, collected his largest donations from labor unions, particularly the United Teachers Los Angeles. 

Most of the money working toward Kayser and Rodriguez's reelection are not funneled into their individual campaigns, but to independent expenditure committees which are not subject to the $1,100 contribution limit.

In her first foray into political giving, Luz Maria Lopez, an office worker, donated $1,000 donation to the Rodriguez campaign, twice the amount of Partnerships to Uplift Communities' CEO, Jacqueline Elliot.

“I really believe in Ref. My kids go to PUC schools,” said Lopez, who has been employed by PUC since it opened 15 years ago.  

The employee contributions weren't coerced and will not be reimbursed, Rodriguez said. Many of them can be traced back to a holiday break fundraiser at Rodriguez’s sister’s home in La Puente.

“I know for many of them this is a tremendous sacrifice,” he said. “It’s just been sort of an outpouring of folks belief in me and what we are trying to do for the city.”

Charter school groups major funders

Direct campaign donations from individual contributors, such as Rodriguez’ employees, make up 18 percent of the money spent in the LAUSD’s District 5 school board race. 

The biggest donor is charter school advocacy groups, such as the California Charter School Association Advocates.

Donations have also come from self-described education reform groups that support charter school expansion and firing teachers deemed ineffective, among other issues.

All told, the advocacy groups contributed more than $700,000 to activities in support of Rodriguez and working against Kayser.

On the other side, UTLA funneled $330,000 of members’ contributions to activities supporting Kayser and working against Rodriguez.

While UTLA has turned up its political spending in the board race to stay competitive, it is routinely outspent, said Oraiu Amoni, the union’s political director.

“We never are going to be able to match [reformers] dollar for dollar,” Amoni said. “So our biggest thing is making sure our members are educated, are engaged, are aware — and vote.”

So far, campaigns and committees have spent more than $2 million on the 13 Los Angeles Unified school board candidates, according to filings with the L.A. City Ethics Commission. The contributions have paid for mailing of glossy ads, phone banks, billboards, robocalls and commercials on Spanish-language radio. 

Total contributions are expected to increase in the few days remaining before the primary and swell again in any May runoff. 

Even in major races, aggressive campaigns fueled by growing contributions from special interest groups make it difficult for candidates not affiliated with interest groups to stay competitive.

Limitless independent expenditures are "playing a major role in smaller and local elections,” said Ryan Brinkerhoff, campaign manager for Andrew Thomas, the unaffiliated candidate in the District 5 race.

Thomas, a professor at Walden University, donated $51,000 to his campaign, making him his own biggest contributor. He’s also attracted sizable local support: about 70 percent of his campaign donations come from residents who live in District 5.

Thomas has received no contributions from political action committees or advocacy groups.

Can he win?

“I think so, but it’s getting harder and harder,” Brinkerhoff said. “The results of this election are going to be very telling.”

Outside contributors, local concerns

When public schools were created in the United States, local communities were given control over their governance. Outside money “undermines the relationship between community members and their local public institutions,” according to John Rogers, an education professor at UCLA. 

“It undermines their sense that they own those institutions, and those institutions are theirs to be shaped,” he said.

Without the funds from Broad, Bloomberg and other large donors, Rodriguez’s employees’ contributions would have made up more than 30 percent of his campaign support. Instead, it’s 4 percent.

Kayser has also received support from outside the district, including donations from the American Federation of Teachers and the California Teachers Association.

"The voters have an interest in open and transparent elections in which outside dollars don't have too large an influence," Rogers said. 

To read more about the school board election and City Council races, visit the KPCC 2015 voter guide.

Clarification: This article has been updated to make clear that the California Charter Schools Association does not support or advocate for teacher firing policies. Support for incumbent Kayser from outside the district has also been noted.

This content is from Southern California Public Radio. View the original story at SCPR.org.

A Washington, D.C., think tank issued a report that says California Virtual Acadmies, a major online school network, has had more dropouts than graduates in most years.; Credit: Jeff J Mitchell/Getty Images

A report released Thursday by a labor group-affiliated Washington think tank is questioning the education provided by an online public school program that says it is in a union fight.

The report by In the Public Interest, a group funded by unions, says the thousands of students enrolled in the California Virtual Academies online public school known as CAVA are receiving a  substandard education by most measures.

"So in every year since CAVA began graduating students, with the exception of 2013, it has produced more dropouts than graduates,” said Shahrzad Habibi, who authored the report.

She said state test score data show that 71 percent of California public schools performed better than the virtual academies.

The report calls on California officials to investigate the online schools’ administration and finances.

California Virtual Academies enrolls about 14,000 kindergarten to 12th grade students through 11 sites, including those in Los Angeles, San Diego, and Fresno. It is run by a national for-profit company called K12 Inc.

In a written statement, California Virtual Academies did not dispute the reported low student performance numbers, but denied other allegations in the study, which it called “inaccurate and deeply flawed.”

“The report relies primarily on misinformation from the California Teachers Association — the union currently engaged in a coordinated and well-funded distortion campaign to unionize the eleven independent California Virtual Academies charter schools.”

In the Public Interest, which supports the work of labor unions, partnered with the American Federation of Teachers last year on a website to track for-profit charter school companies.

This content is from Southern California Public Radio. View the original story at SCPR.org.

High schools that successfully engage students in learning have many things in common.

A series of educational modules has been developed by the National Academies of Sciences, Engineering, and Medicine to help students in professional schools – law, public policy, medicine, journalism, and business – understand science and its role in decision making.

Two security guards talk on the campus of the closed McKinley School, part of the Los Angeles Unified School District (LAUSD) system, in Compton, California.; Credit: ROBYN BECK/AFP via Getty Images

Los Angeles Unified School District officials are making plans for summer — and for now, none of those plans involve reopening school campuses shuttered by the coronavirus pandemic.

In a video address Monday, Superintendent Austin Beutner said LAUSD leaders have "made no decisions" about whether the fall semester — still scheduled to begin on August 18 — will involve students in classrooms, online or both. He said it's not clear what the public health conditions will allow.

Last week, Governor Gavin Newsom surprised many educators when he suggested California schools could resume in-person instruction early — perhaps even as soon as mid-July. Newsom fears the longer students remain at home, the farther they'll fall behind academically. Read more about this on LAist. 

We get the latest on LAUSD’s plans (or lack of them) for the upcoming school year. Plus, if you’re an LAUSD parent or student, weigh in by calling 866-893-5722. 

With files from LAist.

Guest:

Kyle Stokes, education reporter for KPCC; he tweets @kystokes

This content is from Southern California Public Radio. View the original story at SCPR.org.

The temperature of a Bolivian child is measured in front of Bolivian embassy during a demonstration requesting repatriation on April 28, 2020 in Santiago, Chile. ; Credit: Marcelo Hernandez/Getty Images

As of Wednesday afternoon, L.A. County has at least 1,367 deaths and 28,646 confirmed cases of coronavirus. Meanwhile, parts of the state are slowly reopening some industries. 

Certain businesses and recreational spaces in Los Angeles County will be allowed to reopen beginning Friday, county officials announced at a media briefing. Those include hiking trails, golf courses, florists, car dealerships and certain retail stores. School districts continue to work through challenges as they consider how to reopen. Kids and teens are coming down with an inflammatory syndrome that experts believe could be linked to COVID-19, NPR News reports. Today on AirTalk, we get the latest on the pandemic with a noted physician, plus we’ll look at the expanding list of symptoms associated with the coronavirus. Are you a parent who has questions about the virus and kids? We want to hear from you. Join the conversation by calling 866-893-5722. 

With files from LAist

Guest:

Richard Jackson, M.D., pediatrician, epidemiologist and professor emeritus at the UCLA Fielding School of Public Health, he’s served in many leadership positions with the California Health Department, including as the State Health Officer, for nine years he served as director of the CDC’s National Center for Environmental Health

This content is from Southern California Public Radio. View the original story at SCPR.org.

Two security guards talk on the campus of the closed McKinley School, part of the Los Angeles Unified School District (LAUSD) system, in Compton, California, just south of Los Angeles, on April 28, 2020. ; Credit: ROBYN BECK/AFP via Getty Images

With schools still closed amid the coronavirus pandemic, and remote learning continuing for the rest of the school year, the question of when the fall semester might begin (and what it will look like) is looming large for administrators, teachers, parents and students. 

L.A. Unified Superintendent Austin Beutner says no decisions have been made about whether the fall semester — still officially scheduled to start on August 18 — will involve students returning to classrooms or continuing to work remotely. 

What has been decided, as of this week, is that online summer school will be offered to every LAUSD student for the first time ever. It's an alternative to the idea that Governor Gavin Newsom floated last Tuesday, when he said that California schools might start the 2020-21 school year, in person, as early as July, with some physical distancing and safety measures in place.

While the idea of an early start to the school year took many school districts by surprise, Newsom said it was a concern about a "learning loss" that's happened with the switch to online teaching, with some students lacking access to devices and the internet, that led him to propose the idea.

What could reopening look like when it does eventually begin to happen? Ideas include staggered school schedules and alternatives to school activities that are essentially group gatherings — like assemblies, recess, and PE. But before any in-person learning resumes, even in a modified form, Beutner and Newsom say several requirements must be met.

Guests:

Debra Duardo, Los Angeles County Superintendent of Schools; she tweets @DebraDuardo

Karin Michels, epidemiologist; chair and professor of the Department of Epidemiology at UCLA’s Fielding School of Public Health

Paul von Hippel, associate professor of Public Affairs at the University of Texas, Austin; he tweets @PaulvonHippel

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: /Janice Chang for NPR

The high school senior sitting across from Franciene Sabens was in tears over the abrupt amputation of her social life and turmoil at home. Because of the coronavirus, there will be no prom, no traditional send-off or ceremony for the graduates of Carbondale Community High School in Carbondale, Ill. And Sabens, one of the school's counselors, could not give the girl the one thing Sabens' gut told her the teen needed most.

"I want to hug them all, but I really wanted to hug that one," Sabens remembers.

Instead of a desk between counselor and student, there were miles of Internet cable and a computer screen. No hug. No private office. This is Sabens' new normal.

"Zoom is just not gonna ever bridge that gap," she says. "That one was pretty rough."

The job of the school counselor has evolved over the years, from academic guide to something deeper: the adult in a school tasked with fostering students' social and emotional growth, a mental health first responder and a confidant for kids, especially teens, who often need a closed door and a sympathetic ear. But the closure of nearly all U.S. schools has forced counselors like Sabens to reimagine how they can do their jobs. And the stakes have never been higher.

Why students need counselors now more than ever

Between closed schools, social isolation, food scarcity and parental unemployment, the coronavirus pandemic has so destabilized kids' support systems that the result, counselors say, is genuinely traumatic.

Sarah Kirk, an elementary school counselor in Tulsa, Okla., is especially worried about her students who were already at-risk, whose families "really struggle day to day in their homes with how they're going to pay the next bill and how they're going to get food on the table. Being home for this extended period of time is definitely a trauma for them."

For so many children, Kirk says, "school is their safe place. They look forward to coming. They don't want to leave when the day is over. And to take that away from them, I do worry about the traumatic experience that will cause for many of our students."

Counselors say part of the trauma comes from students being isolated from each other.

"In a middle school, that social piece is so important," says Laura Ross, a middle school counselor in Lawrenceville, Ga. Yes, they do a lot of connecting via social media, and that's still happening, "but that face-to-face and being with their friends... they're missing that."

Students are also experiencing a kind of grief "over what they've lost," Sabens says, especially seniors. "Losing out on the end of their senior years — something that they've dreamed about their whole life... has really been overwhelming for them. So there have been a lot of tears. There have been a lot of questions... 'What did we ever do to deserve this?'"

Unfortunately, there are no easy answers. Instead, Sabens says, she tries to let students know "that it's OK to not be OK. I mean, most of the world is not OK right now... It's OK to grieve about what you're losing because it is tragic."

Brian Coleman, a high school counselor in Chicago, says trauma is nothing new to many of his students, but he hopes awareness of the potentially traumatic effects of school closures means "trauma-informed care is going to really, really explode in ideally healthy, meaningful ways."

That means school leaders should right now be planning for the future, asking how they can best support students when they come back to school, Ross says, "making sure that we're prepared to deal with some of those feelings that are going to increase — of anxiousness, of grief, of that disconnect that they had for so long."

Broken connections

Not only are many students grieving and struggling with new trauma, it's also harder now for school counselors to help them. That's because counselors have lost one of the most powerful tools they had before schools closed: access. Before, counselors could speak to entire classrooms about bullying and how to manage their feelings, plus they enjoyed office space where students could drop in for a quick visit or schedule a tough conversation.

"I think about my eighth graders," says Laura Ross in Lawrenceville. "My office is in their hallway. I mean, they just stop by to say hello. They stop by when they're upset, just to come in and talk and, you know, figure out their feelings."

But all of that has changed. Today, a face-to-face video meeting is the closest a counselor can get to the old ideal. Before that can happen, though, Sabens says she has to find her students.

"Email, email, email, email — lots of emails," she says, calling it her "primary mode of communication with the students."

Connecting is even more complicated for elementary school counselors whose students generally don't have cell phones or email addresses. In Tulsa, Sarah Kirk says this inability to speak directly with children is "exactly what keeps me up at night."

So far, Kirk has mostly been in contact with parents and caregivers. "That's whose [phone] number I have... But it's really up to the parent if they want to hand the phone over [to the student]." She worries that, if a child is not OK at home and needs help, she won't know.

Kirk's focus on these calls has also shifted away from academics toward "the basic needs of our kids... making sure they have enough food. We're making sure they're safe."

Evelyn Ramirez, a first-year middle school counselor in rural Redwood Valley, Calif., agrees: "Our main priority right now is just to check the welfare of each student."

Ramirez, a first-generation Mexican-American, says online learning can put additional strain on immigrant and low-income families. "I feel for the students whose parents don't know English or don't really know how to help their students."

"It's no longer private"

NPR spoke with counselors across the country, from California to Georgia, Oklahoma to Ohio, and nearly all said they worry about even the best-case scenario — when they're able to connect with a student face-to-face using video chat technology. Their fear: privacy.

At school, "we have some sort of office space... where students can feel like they're having a private conversation with counselors," says Coleman in Chicago. "Now we're asking them to be vulnerable in some capacity at home. And for so many students, home is a space where they're triggered or they don't feel comfortable sharing ... because it's no longer private."

Yes, the student's bedroom door may be closed, says Ramirez in Redwood Valley, but "at any given point, someone can walk in or, you know, mom's down in the living room. She can probably hear [our] conversation." And that might keep students from really opening up about things like basic stress or even abuse.

The same holds true for many elementary school counselors.

"We do small group counseling for kids [who] are adjusting to a variety of changes, and there's an element of confidentiality that's built into that group," says Marie Weller, an elementary school counselor in Delaware, Ohio. "So I can't do a group online. I can't use Canvas or Zoom or Google Hangouts for a group because I can't get the confidentiality. So [I'm] trying to figure out, how can I check in?"

Getting creative

In Lawrenceville, Laura Ross admits: These have been trying times. But there's also a surprising upside, she says. The distance from students has forced her to get creative about how she uses technology to build a bridge back to them.

Before the outbreak, Ross helped create an after-school club for students who identify as LGBTQ+. When school closed, Ross set up a Google Classroom and asked if the club's members wanted to continue to meet virtually. "They definitely did. And the reactions were just a relief that they were still going to have the support of that club... the place that they could truly be themselves."

Ross says they even meet at the same time each week, just on Zoom.

On her last day in the office, before Ohio closed its schools, Marie Weller remembers starting to leave — then hesitating beside the childlike puppets she sometimes uses in her classroom counseling presentations. "Huh," she thought. "Maybe I'll be able to use these."

Weller and her fellow elementary school counselors say one important part of their job is making sure all students have the social-emotional skills and coping strategies they'll need to navigate a complex world. How can they do that now, from home?

Weller improvised.

She set up a smartphone camera in her house, surrounded by those puppets — a kind of surrogate classroom audience — and set about recording mini counseling lessons from her kitchen. Instead of the chime she normally uses to begin a lesson, she rings a mixing bowl with a red spatula. To teach kids about how and why they should filter what they say, leaving hurtful thoughts unspoken, she opens the coffee maker to show them how a real, paper filter works.

Weller does her own editing and even got permission from folk music favorites The Irish Rovers to use their song "What's Cooking In The Kitchen" as her opening theme. The resulting videos are brief, rich and charming, with lines like, "Your brain's amygdala acts like a guard dog."

And in Tulsa, Sarah Kirk is doing something similar, posting videos where she's sitting on the floor of her house, surrounded by colorful pennants and stuffed animals. Her dog, Crew, a cuddly 80-pound sheepadoodle (nearly as big as Kirk), even makes a camera-blocking cameo.

In her first episode, Kirk read a story meant to reassure children she can no longer hug. It's about how we all have an invisible string that connects us, even when we're far apart.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Eight-year-old Mariana Aceves is doing her math homework — subtraction by counting backwards — while sitting on the bed she shares with her mom, Lorena Aceves.

They're sitting on the bed because they have nowhere else to go: they live in an 8-foot-by-12-foot room called a tiny house. It's part of Seattle's transitional housing where people experiencing homelessness can live until they find a job and a place of their own.

There's room for the bed they share, a TV shelf, "and a little tiny plastic dresser, and then all of our clothing and our food goes underneath our bed," Lorena Aceves says.

Tens of millions of kids are taking classes online at home right now because of the coronavirus pandemic. That's hard enough for most families. But, if you're homeless and have no computer, sketchy wifi, and no quiet place to study, it's even more difficult. That's the case for the one and a half million school kids currently experiencing homelessness across the U.S.

When Seattle's schools closed in March, Aceves had to quit her new job, because she couldn't find childcare. She and her daughter have been holed up in their tiny house ever since.

"It's the boredom," Aceves says, "and me trying to reach out and find resources — work, a car, things like that — while also making sure that she's entertained."

Aceves and her daughter have a tiny amount of private space. Other homeless families have no privacy at all.

Sixteen-year-old Capelle Belij is living with his parents at a shelter, part of a network of family shelters in the Seattle area run by the nonprofit Mary's Place.

The Belijes share a room with two other families, divided only by curtains.

"My friends, like, come up to my bed space and ask if I want to play or something," Belij says. "If we had our own place, I could learn better."

Three-quarters of children and youth considered homeless live doubled-up with another family. That's the situation for the family of 17-year-old Michelle Aguilar. She's part of KUOW's youth reporting program, called RadioActive.

"I can't really find a specific space where it's like quiet and calm and I can actually have wifi," Aguilar says.

Since Aguilar's shared bedroom doesn't have wifi, she ends up in the living room or kitchen with the rest of her family.

"And they just, like, continue their chaotic life of yelling and screaming and, like, playing music and listening to the TV and cooking," she says.

"Whenever I'm, like, in the environment of it being really loud," Aguilar says, "I tend to, like, read over and over and over and over the assignment."

"We're definitely very concerned with there being an achievement gap during this time," says Tisha Tallman, the executive director of the National Center for the Education of Homeless Children and Youth. "The longer this goes, the more likely our children are to fall behind."

And, Tallman adds, schools provide much more than an education: many homeless kids get two meals per day there, and they rely on it as a safe and stable place to be.

Back in her tiny house, Lorena Aceves is trying to keep her daughter's education on track with a strict schedule of math, reading, and typing.

"Even though this is frustrating," Aceves says, "we are having this time together and that's something typically that we don't have."

Aceves says it's good to feel close to her daughter during a time that she has to stay far away from nearly everyone else.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Education Secretary Betsy DeVos says there is 'no reason' to waive main parts of the federal special education law.; Credit: Alex Brandon/AP

U.S. Education Secretary Betsy DeVos will not recommend that Congress waive the main requirements of three federal education laws, including the Individuals with Disabilities Education Act, known as IDEA. The federal law ensures that children with disabilities have a right to a free, appropriate public education whenever and wherever schools are operating.

When Congress passed the coronavirus relief package, known as the CARES act, they included a provision that allowed the Secretary to request waivers to parts of the special education law during the pandemic. The concern was that holding strictly to IDEA and other laws could hinder schools in the urgency to move schooling from the classroom setting to online and home-based approaches.

Th waiver provision, however, made disability advocates nervous. "We're talking about waiving a civil right for our most vulnerable people in our society, children who don't vote, who have no voice, who are relying on their parents to advocate for them," Stephanie Langer, a Florida civil rights attorney who focuses on education and disability, told NPR in March.

But the Education Department came to the conclusions that in general, big changes weren't needed. "While the Department has provided extensive flexibility to help schools transition," Devos said in a statement, "there is no reason for Congress to waive any provision designed to keep students learning."

While the bulk of the IDEA remains unchanged, Devos did issue limited waivers to a few sections of the law, including one that will extend the timeline schools have to offer services. The provision that bans discrimination based on disability status, will go untouched.

"This is truly a celebration," says Kelly Grillo, a special education coordinator in Indiana. "My teams are elated to keep IDEA intact. Waivers would seriously threaten equitable education."

As schools and learning have moved online, one of the biggest challenges has been providing special education. School districts were concerned they might get sued if their digital offerings couldn't meet the needs of their students with disabilities, though the Education Department issued guidance in March telling schools to be flexible, writing in a fact sheet that disability law, "should not prevent any school from offering educational programs through distance instruction."

Educators say that flexibility helped them improve their offerings for students. "This situation made us get creative and actually allowed us to have an all-hands-on-deck approach," says Grillo.

But advocates warn there are still areas to watch, including in New Jersey, where parents have been asked to waive their right to sue before districts are able to provide their children with special education services.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: CSA-Archive/Getty Images

This week, U.S. Education Secretary Betsy DeVos announced that more than $300 million from the first coronavirus rescue package will go to two education grant competitions for K-12 and higher ed.

States will be able to apply for a piece of the $180 million allotted to the "Rethink K-12 Education Models Grant" and $127.5 million allotted to the "Reimagining Workforce Preparation Grant."

The money is 1% of the more than $30 billion set aside for education in the CARES Act. Those billions are intended to help states with the highest coronavirus burden.

States can access the money by creating proposals to fund virtual or work-based learning programs. The grant categories include two of DeVos' pre-existing pet policy ideas: "microgrants" that go directly to home-schooling families, and microcredentials that offer a shorter path to workforce preparation.

On the higher ed side, the secretary has long pushed for workforce-oriented education and shorter paths to a degree. She's been praised for this stance by online and for-profit colleges, while traditional institutions have been less sanguine.

Similarly, the secretary is a longtime advocate of alternatives to public schools, including home schooling. She has praised programs like Florida's Gardiner Scholarship, which provides up to $10,000 to the families of children with special needs to support home schooling. Last fall, DeVos proposed a $5 billion "Education Freedom Scholarship" program, which would have used federal tax credits to support, essentially, a voucher program that families could use both for private schools and home schooling.

While this week's announcement is significant for the policy directions it signals, it's a comparatively small amount of money. Education groups have asked the federal government for $200 billion (with a B) more in funds to maintain basic services.

This content is from Southern California Public Radio. View the original story at SCPR.org.

; Credit: LA Johnson/NPR

When Jessyka Bagdon set out to move her tap dancing classes online, big questions started popping up right away: What about kids who don't own their own tap shoes? How to tap dance at home without ruining the floor?

And then came the really big challenge: Online programs like Zoom are designed for meetings, not dance classes. "They're made to pick up voices," she explains, not the clickety clack of tap-dancing shoes. "So how do we make the system not filter out our tap sounds as background noise?"

So Blagdon, an instructor at 'Knock on Wood Tap Studio' in Washington, D.C., set about problem-solving. No tap shoes? Turns out Mary Jane flats work well. Saving the floor? A piece of plywood does the trick.And that muffled sound over Zoom? Blagdon says fiddling around with some computer settings can help.

In the nation's capital, like the rest of the country, kids cooped up at home for weeks now are craving both physical activity and the mental and creative challenges that extracurricular activities bring. And ballet instructors, soccer coaches and piano teachers — just to name a few — are finding the shutdown every bit as complicated as schools moving academic lessons online.

As their counterparts in schools are finding every day, it's really difficult to explain — watching on a screen — to children in a painting class exactly how to hold the brush to get the right effect. Or to align a young karate student's body just so, for a proper sidekick.

Nevertheless, coaches and instructors are finding creative ways of keeping children active and engaged.

Weeks in, Bagdon says she still has the occasional bump but not always because of technology.

"Emmy, how come you're not dancing with us, my friend?" she asks one 5-year-old who has wandered off screen during class. Her student Emeline has a perfectly valid response, "Sometimes I go to drink a glass of milk!"

For student athletes looking ahead to a summer of meets, games and matches, and the companionship of their friends and teammates, the shutdown is frustrating.

Ava Morales, 16, of Bethesda, Md., was excited about showing off her skills this month in front of hundreds of college recruiters. But instead of being in Arizona, she's stuck at home and can't even see her teammates.

"We're all best friends," she says. "So it's heartbreaking we can't spend time together and that our season is basically cancelled." The online activities are comforting, she says, because it helps keep all her team motivated.

In the Washington area, 60 local soccer clubs have joined together in a new group called DMV United. And they've made a pledge that, during the shutdown, coaches won't engage in recruiting activities.

Tommy Park, with the Alexandria Soccer Association in Virginia, says coaches have shared different online workouts as well as apps that focus on specific soccer skills.

"The apps allow you to log how many juggles you have on the ball in a row and then log that," Park explains. "Maybe you can only get five the first time and then you see your teammates at eight. So try to get nine and you see all of your teammates progress."

Some players are reviewing championship games on video, or making Instagram videos of soccer tricks; others are reading about sports psychology.

But Matt Libber with the Maryland SoccerPlex is clear, this can never replace the adrenaline rush of actually being on the field.

And he worries about some of those bigger lessons kids are missing out on, like the importance of losing sometimes.

"Competing online or through Instagram, yeah, you're losing but you're not losing," he says. A big part of what he and other coaches teach, he says, are "some of those life lessons that, you know, if you learn them as a kid, it makes being an adult so much easier."

This content is from Southern California Public Radio. View the original story at SCPR.org.

No field trips. No game rooms. No teddy bears. These are some of the CDC's guidelines for reopening schools, childcare centers and day camps safely in places where coronavirus cases are on the decline.

The guidance, which also covers restaurants, churches and other public places, was obtained by The Associated Press, which reports that the White House tried to keep it from coming to light. The New York Times quoted Mark Meadows, the chief of staff, as being concerned that the guidelines were "overly prescriptive."

The CDC does not have authority to enforce its guidance, which is intended for public information only; the actual policy decisions are up to state and local governments. Schools are closed through the end of the school year throughout much of the country, with the exception of Montana, which welcomed a handful of students back this week. Child care protocols are different in different states.

But millions of parents need child care so they can work, and socialization and stimulation for children who have been confined to home by lockdowns for weeks on end. This is the guidance that summer camps and day cares have been waiting for to make decisions about reopening safely.

The guidance says that where coronavirus is spreading rapidly, child care should only serve the children of essential workers. This is the case today in much of the country, which the guidelines refer to as "Phase 1".

In Phase 2, programs can expand to serve all children with enhanced social distancing measures, and in Phase 3, with a lower risk, social distancing will continue.

Recommended measures include:

Handwashing;

Cloth masks for staff;

Regular disinfection of all surfaces;

Six-foot distance "if possible," head-to-toe positioning with bedding;

As much outdoor air as possible — open windows, fans;

Restricting mixing of groups;

Restricting visitors, and staggering dropoffs and pickups to reduce contact among parents;

Limiting sharing of materials like art supplies or toys. Disinfecting them in between use.;

Avoiding soft toys that can't be easily disinfected;

Not using common areas like dining halls or playgrounds if possible. If it is necessary, stagger visits and disinfect in between;

Adjust operations based on local health data;

Monitor absenteeism.

The guidelines also emphasize keeping attendance at such programs local, to limit children bringing the disease from high to low transmission areas.

This content is from Southern California Public Radio. View the original story at SCPR.org.

Kunjue Li (L) and Hing Chi-Lee (R) in Tigertail.; Credit: Netflix/Tigertail (2020)

Larry Mantle and KPCC film critics Claudia Puig, Tim Cogshell and Charles Solomon review this weekend’s new movie releases and share their recommendations for what to binge-watch while you’re stuck at home during COVID-19.

• "Tigertail" on Netflix

• "School Life" on Netflix

• "Love. Wedding. Repeat." on Netflix

• 'Stray Dolls" on VOD (AppleTV, Google Play Redbox * FandangoNOW

• "Sea Fever" on VOD (Spectrum On Demand, AppleTV, Google Play, Vudu, Redbox & FandangoNOW)

• "Strike" on VOD (Redbox, FandangoNOW & Vudu)

• "The Main Event" on Netflix

Guests:

Claudia Puig, film critic for KPCC and president of the Los Angeles Film Critics Association (LAFCA); she tweets @ClaudiaPuig

Tim Cogshell, film critic for KPCC, Alt-Film Guide and CineGods.com; he tweets @CinemaInMind

Charles Solomon, film critic for KPCC, Animation Scoop and Animation Magazine

This content is from Southern California Public Radio. View the original story at SCPR.org.

A recent study suggests that exposure to aircraft noise during the day has a greater impact on cognitive ability in children than sleep-disruption caused by exposure to aircraft noise during the night. Protective policy is therefore likely to be most effective if focused at the school level.

At IIM-A, starting this summer, the macroeconomics course will include examples like the Supreme Court’s capping of Covid-19 testing to discuss price controls and infection transmission.

The UK government on Friday launched a new virtual cyber security school aimed at encouraging teenagers to learn new skills while stuck at home during the coronavirus pandemic lockdown. As part of the free lessons, youngsters can learn how to crack codes, fix security flaws and dissect criminals' digital trails while progressing through a game as a cyber agent.

ew research indicates that educational policies can affect the environmental, health and financial impacts of school commuting. It found that the most effective school-enrolment policy for reducing traffic emissions is to send children to the school closest to where they live.

Exposure of primary schoolchildren to outdoor green spaces is linked to an improvement in their cognitive development, finds a new study, which is the first of its kind. The association may be partly explained by reductions in traffic-related air pollution (TRAP) near green areas.

Josh Shaw returned his best figures of the season as Gloucestershire gained the upper hand by bowling Middlesex out on the opening day of their County Championship clash in Northwood.

Will social media monitoring protect kids online or is it just plain spying?

Need to make valentines for the whole class? Here are 10 great ideas for gifts that kids can make for all of their classmates.