برچسب: urgently

  • Thousands of LA students experience homelessness; we must act urgently to help them

    Thousands of LA students experience homelessness; we must act urgently to help them


    Encampments line the street that runs along Virgil Middle School’s lower field in Los Angeles County on November 30, 2022.

    Credit: Kate Sequeira / EdSource

    Homelessness and housing are at the center of political, policy and budget conversations across California, with indelible images of tents on sidewalks and people struggling against addiction and mental health often driving our understanding of the crisis.

    But homelessness is not only a story of encampments or shelters; it is a story of women, children and families, who are among the fastest-growing populations of people experiencing homelessness. These are too often the invisible faces of this crisis, and we must recognize them and act urgently to deliver solutions.

    According to the McKinney-Vento Homeless Assistance Act, students qualify as homeless if they lack a fixed, regular and adequate nighttime residence. This includes children who live doubled or tripled up with other families, in hotels, motels, shelters or other temporary arrangements.  

    Today, Los Angeles County serves 1.3 million students across 80 school districts, with 47,689 students identified as experiencing homelessness in 2022-23.

    These figures do not include our earliest learners — children from birth to transitional kindergarten — or the many families on the brink of housing instability, often one emergency away from becoming unhoused. Young children in unstable housing situations are among the most vulnerable, with their development and well-being deeply impacted by housing insecurity.  

    In Los Angeles County, voters are weighing Measure A, a citizens’ initiative that would repeal and replace the existing ¼ cent homelessness sales tax, set to expire in two years, with a new, ½ cent sales tax. The measure, tied to accountability and results, is expected to bring in $1.1 billion annually to the county to fund affordable housing, mental health and substance abuse services.

    Crafted by a coalition of housing experts, mental health professionals, labor leaders and community advocates, Measure A applies lessons learned from past efforts to expand investments in mental health and substance abuse services to get unhoused Angelenos off the streets and into treatment, increase resources for housing to make it more affordable for everyone, require accountability with clear goal-setting, regular audits and spending reports, and move funding away from programs that do not show proven results. 

    Measure A also establishes a new governance approach to deploy resources into one unified plan for addressing homelessness and the housing crisis. This plan is also informed by a Leadership Table made up of a cross-section of community leaders who will make funding and policy decisions about how these critical resources are spent that includes seats for education agency leaders and experts. 

    We believe that the innovations in Measure A would help develop stronger collaborations between school districts, housing agencies and nonprofits to offer wraparound services for families and create systems that make it easier for families to self-identify without stigma. By expanding housing programs that prioritize families and include transitional housing options connected to schools, we can better ensure that no student falls through the cracks.

    On the ground, our dedicated teachers, administrators and campus staff are navigating the challenges of homelessness with our families every day. For example, recently we had a single mother facing homelessness send her older daughter who had special needs to live with relatives, while she tried to find housing with her younger daughter. They moved around often, and getting to school was difficult.

    The school worked with the family to arrange transportation for the younger daughter so she could stay in school and helped the mother find crisis housing. Once the family was in temporary housing, the mom brought her older daughter back home, and the school helped set up transportation for her as well, allowing both children to attend school consistently.

    Measure A would help provide the dedicated resources for housing programs and critical services that our communities need to weather these challenges without disrupting their education to break the cycle of instability. 

    Without stable housing, students struggle to succeed academically and emotionally, leading to long-term consequences for our communities. By shifting some of the county’s homelessness funding toward preventive and family-focused solutions, we can make a lasting difference in the lives of children and help break the cycle of poverty and homelessness. 

    We must recognize the invisible faces of homelessness and prioritize their needs. We owe it to our students and families to ensure sustained funding, accountable spending, and a holistic, regional approach that expands our understanding of homelessness beyond individuals on the street to include students and families living in unstable housing situations. We must center on preventive and family-focused solutions, or risk losing the potential of an entire generation. It’s not just a matter of education; it’s a matter of equity, compassion, and justice, and a thriving future for California. 

    •••

    Debra Duardo, M.S.W., Ed.D., is the Los Angeles County superintendent of schools. Miguel A. Santana, is the president and CEO of the California Community Foundation.

    The opinions expressed in this commentary represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • In the age of AI, students urgently need access to computer science

    In the age of AI, students urgently need access to computer science


    Credit: Alison Yin for EdSource

    For school leaders, artificial intelligence (AI) might feel like the latest shiny new thing to tackle in education. 

    With ethical questions to reflect on, it may be shiny, but computer science teachers will tell you it’s not new — it’s been part of computer science education for 60 years. 

    Computer science is foundational to learning about artificial intelligence, including thinking critically about AI’s ethics and impacts, data and algorithms, and equipping students to use technology responsibly. Like learning to drive a car, it’s good to know what’s under the hood, and be aware of the dangers, troubleshoot problems, know where you’re going and how to get there safely.  If technology is driving the future, how can we prepare students to do the steering if they do not learn computer science in school?

    Yet, only 5% of California students take computer science in high school­, something we need urgent action to change.

    A high-quality computer science education offers a new way of teaching in the currency students understand best: with their technological devices. Learning to think computationally — using algorithms to construct learning — can be a tool for engaging students to think critically about technology’s influence in making meaning of their world. Whether we like it or not, the choice facing us now is: either we teach students how to use technology safely and be justice-minded creators of it, or risk students’ harm of getting used and manipulated by it.

    Despite widespread use of technology, school leaders are overwhelmed with decisions about teaching with AI tools and teaching about artificial intelligence in the classroom. Research conducted by the UCLA Computer Science Equity Project affirms that administrators struggle to juggle their overflowing plate of responsibilities. But instead of seeing AI as yet another thing to fit into the school schedule — one of the main reasons more schools aren’t offering computer science — understanding how it’s part of a high-quality computer science education can help expand access to this foundational learning.

    California’s computer science (CS) strategic implementation plan serves as a road map to realizing the state’s vision that all schools offer computer science education and all teachers are prepared to teach it. To make good on that plan, the Legislature funded the Educator Workforce Investment Grant, to provide professional learning in computer science for thousands of California’s educators. This comprehensive model of professional development, Seasons of CS, equips educators with knowledge and skills to engage students with culturally responsive curriculum and pedagogy aligned with the state’s computer science standards (which classifies AI as a sub-discipline of computer science).

    California, a hub of innovation across industries, has made significant efforts to prioritize equity, access and engagement in computer science education, but remarkably, California lags behind the national average and 38 other states in the percentage of high schools offering at least one computer science course. As of 2021, just 34% of schools serving high proportions of Black, Indigenous, Latino, and Pacific Islander students offered computer science courses, compared with 52% of schools serving a greater proportion of white and Asian students. Despite student interest in computer science, not enough schools prioritize it because they are not held accountable for it by the state.

    Yet, exposure to computer science can impact college majors and increase earnings, especially for students of color who are underrepresented in computer science. 

    Educators need support bringing computer science to every student, regardless of their background, and school leaders have a role to play in bridging this gap. District and county-level supervisors can leverage state-level initiatives like the Math, Science, Computer Science Partnership Grant to build a pathway with more computer science class offerings that are integrated into other subjects.

    To ensure every student has access to this foundational knowledge that prepares them for college, careers and community engagement, every school should offer computer science education. This year, Assemblymember Marc Berman is re-introducing legislation that will add California to the list of states whose schools are required to offer CS. Assembly Bill 887 would require every high school to offer at least one course in computer science by the 2028-29 school year, with support for schools in rural and urban areas.

    Regardless of a student’s post-high school plan, computer science can help students grapple with the good and bad of technology, including effects of social media, biased algorithms that lead to inequitable outcomes, and controversial issues around privacy and disinformation that influences our democracy. All students should have access to the foundational learning computer science provides, building critical skills for our students’ future, no matter whether their future career is in tech or not.

    It’s not easy keeping up with the rapid change of technology’s newest tools, but one thing is clear: Computer science education can inspire students to become competent and confident navigating online life. Expanding access to opportunities to teach and learn computer science and ensuring all schools offer it, will help respond to the ever-changing landscape of technology and prepare students for our digital future.

    •••

    Julie Flapan is a researcher, educator and the director of the Computer Science Equity Project at UCLA Center X, School of Education and Information Studies and co-lead of the CSforCA coalition.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • California teachers urgently need training in how to respond to, and cope with, trauma

    California teachers urgently need training in how to respond to, and cope with, trauma


    Child care providers discuss trauma at a training at BANANAS in Oakland.

    Credit: Zaidee Stavely/EdSource

    We live in stressful times. This, coupled with the high rate (80.5%) of children experiencing at least one adverse childhood experience by adolescence, necessitates that schools use trauma-informed practices in their daily routines.

    Trauma-informed practices, or TIPS, involve understanding the potential impact of trauma exposure on a child, recognizing signs and symptoms of trauma exposure and responding in a way that supports healing and may build resilience. I

    nteractive trainings help educators know how to respond to students with adverse childhood experiences, as well as what to do when a collective crisis happens, such as a natural disaster or school shooting. Educators learn and practice trauma-informed discipline, how to help regulate a stressed child, and build systemwide practices supporting student and teacher well-being.

    The California Office of the Surgeon General recognized the need for trauma-informed practices training and created an interactive online program for teachers and schools called Safe Spaces. However, it is not clear how many school districts and educators have accessed the program.

    A large majority of teachers (64%) want to learn how to better support students affected by trauma, according to a survey of nearly 15,000 educators by the American Psychological Association (APA). They also need support for coping with their own exposures to trauma. Teachers are often affected by the same events as their students — the pandemic, natural disasters, school shootings. And the APA survey shows educators must also contend with violence by students and parents.

    Although numerous online resources exist, including those from the National Center on Safe and Supportive Learning Environments and the National Child Traumatic Stress Network, there are barriers to overcome to get trained.

    Our research team asked 450 of our local educators during the pandemic about why they might not have been using these resources and found that, despite being highly motivated, teachers faced limited energy and time, some perceived a lack of administrator support, and some felt stigma about needing resources to manage their own emotions. 

    California needs to do more to equip teachers and administrators on how to cope with trauma in their students and for themselves.  

    One of the best ways to embed trauma-informed practices into our school systems is to start with the programs that train our future teachers. The National Association of State Boards of Education noted that only 16 states require some form of trauma-informed practices training, although the content and type of training varies.

    In California, this type of training is one way a future teacher can meet professional standards, but it is not required. Perhaps if it were, future teachers would begin their careers recognizing signs of possible trauma reactions in their students and know how to approach it with a mindset of “What happened to you?” instead of “What is wrong with you?” They would have tools to support their students with coping and handling emotions, and know when to refer for additional supports.

    Teachers already in the classroom also need trauma-informed training, but it’s often lost in the many competing demands districts must balance. Some districts can offer professional development days for their teachers where in-person trauma-informed practices training is available. If more districts could offer this, teachers would have dedicated time to learn the current best practices for supporting students with adverse childhood experiences or with the initial aftermath of school crises, such as psychological first aid for students and teachers.

    They would learn how to support the safety of students with disabilities in emergencies through Especially Safe, which was developed by parents and educators who lost students in the Sandy Hook school shooting. Especially Safe offers free resources to help schools better plan, prepare and teach safety in a way that is accessible to all students.

    Training teachers in trauma-informed practices is not enough if they are in a school environment that is not prioritizing this; therefore, training of administrators is essential as well. And administrators have their own questions about how to support the whole school community following crises and other events. Therefore, it is best if everyone in the school community gets this training.

    Although many organizations offer trauma-informed resources and trainings to schools, we need to scale up these programs to reach all schools and teacher education programs. Funding must cover not only program costs, but also dedicated teacher and administrator time to take these programs as part of professional development days.

    Until tragedies make the news, better training in trauma-informed practices may not make the top of the list of priorities, but we need to change this.

    •••

    Erika Felix, Ph.D., is a professor of clinical psychology at the University of California, Santa Barbara and a Public Voices Fellow of The OpEd Project.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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