DOJ, Dunlap school district reach agreement to provide fully accessible elementary school playground

DUNLAP (Heart of Illinois ABC) – The Department of Justice has reached a settlement pursuant to the Americans with Disabilities Act with Dunlap #323 ensuring that the playground at Banner Elementary School is accessible to all children, including children with disabilities.

A DOJ release says the settlement agreement resolves an ADA complaint filed by parents of a child with a disability at Banner Elementary.

The complaint alleges that a child with a disability was routinely unable to access the school’s existing playground to play with peers and had to play alone, outside of the play area and separate from peers without disabilities.

The DOJ says this complaint prompted an investigation by the U.S. Attorney’s Office and the Civil Rights Division of the DOJ.

Title II of the ADA prohibits places of public accommodation, including school districts, from discriminating against individuals with disabilities and requires them to remove architectural barriers to access. The ADA requires a school’s outdoor playgrounds to be readily accessible to and usable by individuals with disabilities.

Under the settlement agreement, the school district has agreed to create a new outdoor playground by integrating new, accessible equipment into the existing area, effectively creating a single outdoor playground with accessible equipment and surfaces. As part of the agreement, the district will also remove all existing barriers to access, including railroad ties and other barriers, as well as remove and replace all existing pea gravel and mulch with ADA-compliant surfaces.

Without admitting violating the ADA, the district also agreed to a monetary payment to the parents fully resolving the matter.

“Children and other individuals with disabilities are entitled to full access to our community, including a school’s playground,” said Douglas J. Quivey, Acting United States Attorney for the Central District of Illinois. “This settlement demonstrates the Dunlap Community School District’s commitment to providing equal access to all students it serves. We appreciate both the parents and the School District’s cooperation in resolving this matter and their dedication to ensuring all students enjoy full access. I encourage all school districts in Central Illinois to review their facilities to make sure they are accessible and fully usable by all.”

Copyright 2021 Heart of Illinois ABC. All rights reserved.

What will the workforce of the future look like?

What is the future workplace going to look like?

Over the years, the workplace has changed in many ways. For example, we now see people choosing instant communication and cloud collaboration tools over email. There is far more awareness about diversity and inclusivity. A job is no longer just about the salary; career progress and continued learning are considerations. However, the most significant shift post pandemic is the move to purpose driven businesses, unleashing purpose to transform productivity and profitability.

The future workplace will be digital – whether it’s retail, agriculture or financial services. There will be faster adoption of automation and AI, meaning that workers will do well to pick up skills needed to harness these. This is backed by the World Economic Forum’s Future of Jobs Report 2020 which states that due to the adoption of technology, in-demand skills will change, and the skills gaps will be high.

We will also see the rise of several different kinds of occupations, including jobs as diverse as autonomous transport specialist, augmented reality journey builder, human-machine teaming manager and more.

What sort of skills must young professionals possess to be successful in the workplace of the future?

There is an interesting mix of skills that young professionals will need to possess to be successful in the workplace of the future. The most obvious are the tech skills needed to keep up with digital transformation.

There will be a continuous drive towards highly skilled occupations. Many of the new positions in the modern workforce favour those with science, technology, engineering, and math (STEM) skills. Jobs in science, research, engineering and technology fields have been predicted to grow twice as fast as other careers (6 per cent versus 3 per cent), driven by the factors we heard earlier – the pace of infrastructure investment and digital innovation.

Next are soft skills such as critical thinking and problem-solving that have always been much sought after and will continue to be so. However, some other skills such as resilience, stress tolerance, good communication skills and flexibility will grow in importance in the future and will play a large role in determining worker success.

Finally, we will see an increase in awareness around reskilling and lifelong learning, with professionals seeking training and opportunities internally, through online learning platforms and via external consultants or workshops.

This is important as recent research by the World Economic Forum that suggests that every five years, our skills are about half as valuable as they were before. The study further goes on to say that it is crucial for professionals to assess existing skills and build new ones to get ahead of that decline in value.

How can educational institutes ensure that their students are prepared for jobs which may not even exist today?

Educational establishments, through their research and innovation activities, are at the forefront of disruptive technologies and ideally placed to anticipate the skills of the future.

They are adapting content to be flexible and aligned to the needs of non-traditional students as well as conventional graduates. Many are focusing on the creation of opportunities for lifelong learning.

Education should no longer be seen as something that stops when a person graduates from college; rather it is a lifelong process where people are constantly being educated and retooled to stay relevant in their jobs, so they are prepared for whatever the job market looks like.

Finally, educational institutions are partnering with industry to co-create offers that consider trends in the job market, skills that employers are looking for, with a focus on work-based learning such as apprenticeships and internships. For example, we launched the Engineering Doctorate (EngD) in Construction as an alternative to the traditional PhD in response to professionals wanting to continue learning through industry-led research and involving their employer as an industrial sponsor.

Also, what kind of a role do research and innovation play in shaping the world of work?

Research and innovation play a huge role influencing industry and framing the jobs of tomorrow. They also contribute to and drive forward solutions to global challenges. One example of Heriot-Watt research doing this is the Industrial Decarbonisation Research and Innovation Centre (IDRIC), which aims to help companies transition away from traditional carbon fuels into low carbon infrastructures. Another is the Centre of Excellence in Smart Construction (CESC) which brings together researchers, industry and the government to revolutionise the way we develop, manage and operate smarter cities. Research and innovation are important drivers of economic growth as they spur innovation, invention and progress. They create the industries, sectors and jobs of the future.

From a Heriot-Watt perspective, what are the steps you are taking to ensure you support this transition to the future?

At Heriot-Watt, there are several steps we are taking to prepare our students for the workplace and the jobs of the future.

We will continue to introduce programmes in line with the changing demands of the marketplace. We will also continue to look for ways to make education more flexible to suit the changing profile of the average university student. For example, the university student of today may not necessarily be an 18-year-old, but a working adult who attends college part time, or may even be juggling childcare.

We are looking at new work-based learning, including apprenticeships and engineering doctorates.

Finally, our work in the research area includes significant international industry collaborations that can shape the future, transform lives and overcome industry challenges. We are already seeing evidence of the impact this can have and will work to drive this ahead.

Our Future Skills Conference at Expo 2020 at the UK Pavilion on December 8 will also bring the industry together to explore how the university’s research is shaping education, catalysing industries and framing jobs of tomorrow in response to the changing workplace – through sustainability, mobility and opportunity.

Nosedive in public school enrollment reflects homeschool boom

Student enrollment in public schools has nosedived as parent disgust with school COVID-19 policies, student learning losses, and controversial education policies have gone through the roof. In the wake of this enrollment implosion, homeschooling has boomed across the country.

At the beginning of the current school year, the U.S. Department of Education estimated that 1.5 million students had left public schools since the COVID-19 pandemic began.  

If students are not enrolling in public schools, where are they going? The numbers show that many former public school students are now being homeschooled.

The U.S. Census Bureau found that the percentage of homeschooling households more than doubled in 2020 from 5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} in spring to 11{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} in the fall.  

In Virginia in 2019-20, around 38,000 children were being homeschooled. A year later, in 2020-21, state data showed that the number had risen to nearly 60,000.

According to a recent University of Michigan study, from 2020 to 2021, the enrollment at public schools in Michigan fell by nearly 46,000 students, which represented a more than a 3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} drop. Among kindergartners, there was a decrease of more than 11{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}.

The study found that homeschooling rates jumped substantially in the fall of 2020, with homeschooling accounting “for a majority of Michigan’s students who did not return to the public system.” Importantly, the study noted, “national trends in homeschooling follow a similar pattern.”

The increase in homeschoolers does not come from just a narrow segment of the American population. A University of Washington Bothell analysis found, “The diversity of homeschoolers in the U.S. mirrors the diversity of all students nationally,” including all racial, religious, political, and income groups.

For instance, the Census Bureau found that among African-American households, the increase in homeschooling was much steeper than in the country as a whole, rising from 3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} to 16{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}, a five-fold jump.

This increase in African-American homeschooling is not surprising given recent research by McKinsey & Company that found “Students in majority Black schools ended the [2020-21 school] year with six months of unfinished learning.”

Demetria Zinga, one of the country’s top African-American homeschool YouTubers, says, “I believe homeschooling is growing and exploding amongst African Americans, and there will be more and more homeschoolers.”

She believes that this growth will be facilitated by “more resources available, in general, but also with regard to the African-American community, in particular, especially online that make it easier for people to homeschool.”

Homeschool mom Magda Gomez, an immigrant from Mexico, has become an activist for homeschooling in the Hispanic community.

She observes: “We Hispanics as a culture are usually very protective and loving towards our children. However, I explain that love is not enough to raise our children. We have to educate ourselves in different areas [of education], especially since we are not in our [native] country but are immigrants.”

“It is my dream,” she says, “to see more Hispanic families doing homeschool.” Her dream is coming true with homeschooling doubling among Hispanic households, from 6{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} to 12{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}.

In addition to the racial diversity of homeschoolers, in 2021, the school-choice organization EdChoice found: “Many parents of children with autism, ADHD, and other neuro-developmental disorders report that public schools cannot effectively address their child’s specialized learning needs.”

As opposed to the rigid structure that schools often impose on special-needs children, homeschooling allows parents to address their children’s particular needs.

Pediatric nurse and homeschool mom Jackie Nunes unenrolled her special-needs daughter from public school, saying, “There just wasn’t enough of the things that matter—time, attention, patience, persistence, passion, support.”

Viewing the growth of homeschooling, Virginia homeschool leader Yvonne Bunn says, “I think it will permanently change the landscape of education. I don’t think it will ever go back to the way it was before.”

The COVID-19 pandemic has exposed all the flaws in the one-size-fits-all public schools, which is why the homeschooling boom is shaking up American education.

• Lance Izumi is senior director of the Center for Education at the Pacific Research Institute. He is the author of the new book The Homeschool Boom: Pandemic, Policies, and Possibilities.

“Teachers Want to Teach!” Flexpoint Education Cloud on what Teachers Need from Online Learning

DECEMBER 6 – At the height of the pandemic, online learning was essential in keeping schools up and running on a remote basis. According to the United States Census Bureau, in 2020, nearly 93{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of households with school-age children reported some form of distanced learning, with 80{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of that being online. Flexpoint Education Cloud, an online learning provider, helped school districts across the US train over 14,000 educators, amounting to more than 500 hours worth of live professional development (PD).

The Florida-based company has been operating for over 20 years in providing learning materials for schools to create kindergarten to K-12 level learning programs. This is coupled with their catalog of over 180 online learning courses which can be customized to various state standards. With this background, the company has pinpointed several training topics teachers are most eager to learn, from leveraging LMS to keeping students engaged.

A 2021 Survey from Educators for Excellence found that 67{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of teachers learned ways to integrate technology into their teaching and plan on carrying this on after the pandemic.

Personalized learning is a big issue that can be tackled through online tools. Teachers are looking at how best to utilize their learning management systems to create customized interactions with their students, according to Brooke Bess, the National Training Manager for Flexpoint. When training teachers in their PD sessions, Flexpoint uses a variety of visualization techniques that help educators transfer the activities they implement in a traditional brick-and-mortar classroom, to an online classroom setting. These activities are translated into the LMS, e.g. creating a digital homeroom that students can go to before logging on to their classes.

Bess goes into further detail about how LMS can be used by teachers, “we helped a group of science teachers build out a science fair project in their learning management system for students to participate in. We partnered with them to identify the assets and resources they wanted to include in the project and trained them on how to use the tools in the learning management system to create an engaging scientific inquiry experience for their students.”

Since 2018, Flexpoint has also been offering online learning courses for elementary school and pre-kindergarten teachers called Littlest Learners, which helps young students with learning online.

The Littlest Learners series contain multiple courses adapted for online learning, from their Emerging Readers course to their Littlest Mathematician course. Similar to the K-12 training sessions, teachers are taught how to implement LMS into their learning activities, and how best to plan and track the programs they deliver to their students. Also, like older students, young learners too benefit from connection and building a relationship with their teachers. This, in part, helps students become more engaged with their work.

“We show elementary teachers how to take their tried-and-true best practices from the physical classroom, and evolve them into fun and engaging activities for their students online,” Says Brooke Bess, when describing the type of training offered to kindergarten and elementary school teachers specifically. “Sometimes it looks like a “lunch bunch” so that teachers and students have more time to interact outside of lessons or teachers doing a science experiment that involves making a mess of their kitchen while their students laugh in Zoom. The engagement comes from the connections and relationships that the teachers make with their students.”

Flexpoint is also part of the Florida Virtual School (FLVS), a fully accredited statewide school district, providing tuition-free part-time and full-time online learning platforms. Students outside of Florida can also benefit from FLVS with the Global School.

The stress of the pandemic provided even more incentive for Flexpoint to extend online learning materials to hard-to-reach places. In early 2020, the company partnered with the Alaska Department of Education & Early Development (AK DEED), to create its first statewide virtual school. Alaska is home to some of the most rural school districts in the US, where teachers from small schools tend to teach across multiple subjects and grade levels.

Deborah Meyer, the Senior Director at Flexpoint, went into further detail about the importance of a virtual schooling platform for such remote learning environments in Alaska. “The COVID-19 pandemic hit, forcing school closures and requiring AK DEED to press fast forward on their plans for Alaska’s first statewide virtual school. With no time to spare, we partnered with AK DEED to launch Alaska State Virtual School in March 2020, two years ahead of schedule. We also licensed our digital curriculum with more than 180 courses and hosted intensive teacher training for more than 190 Alaskan teachers who wanted to help as many of their students as possible by teaching online during the pandemic. By partnering with AK DEED, we were able to establish a Kindergarten-12th grade virtual school to ensure equity and opportunity for all their students.”

With a virtual school, parents from hard-to-reach areas in America can enroll their children outside their designated state school, expanding their options for education.

A recent Flexpoint survey found that 75{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of parents believe that online learning does help their children learn new skills which they would not otherwise learn in traditional teaching.

Meyer goes on to cement the ethos of Flexpoint, explaining how the importance of online learning and training extends past the immediate needs of the COVID-19 pandemic.

“Our goal is to be able to help even more educators deliver the right learning experience so their students can succeed – whether they are new to online learning and are looking for best practices or have experience with online teaching and want new and innovative techniques to use in the classroom.”

Physical activity promoting policies in the era of COVID-19: is Europe on the right track?

European Union (EU) countries have been making gains in the development of policy on physical activity promotion since 2015, but during the COVID-19 pandemic progress has slowed down, shows a recent WHO publication. The new report, “2021 physical activity factsheets for the European Union Member States of the WHO European Region”, is based on data from all 27 EU Member States and presents an overview of policies and actions that have been implemented in the countries to promote health-enhancing physical activity (HEPA).

Regular physical activity provides health benefits to everyone, regardless of age or fitness level. Among adults, physical activity contributes to the prevention and control of chronic diseases, such as cardiovascular diseases, cancer, diabetes, anxiety, depression, dementia and obesity, and reduces overall mortality and premature deaths.

Physical inactivity: a serious risk factor for the Region

The report provides an overview summarizing the overall situation across the EU, as well as detailed country factsheets for each EU Member State. Indicators in the report signify what kind of WHO-recommended HEPA policies have been implemented in each country.

According to the report, an overall improvement in policy indicators can be observed between 2015 and 2021. Across the Region, the average proportion of the 23 indicators accomplished by Member States increased from 2015 to 2021, although the pace of progress slowed down after 2018.

“In the WHO European Region, around a third of adults are physically inactive. Lack of physical activity is closely connected to overweight and obesity, and consequently to many noncommunicable diseases and health risks,” said Dr Hans Henri P. Kluge, WHO Regional Director for Europe. “It is time for us to remember that healthy habits – from balanced diets to physical activity – are key factors that protect our health much more than we tend to think.”

EU policies implementation: what’s new?

As the report data shows, in 2021 countries of the EU had made progress implementing the following measures:

  • supporting interventions to promote physical activity in older adults (74{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of countries);
  • promoting physical activity in the workplace (74{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of countries);
  • training of physical education teachers (89{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of countries);
  • granting wider access to exercise facilities for socially disadvantaged groups (78{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of countries);
  • producing national recommendations on physical activity for health (85{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of countries).

WHO and the European Commission: commitment to promoting healthy lifestyles for all

To increase physical activity levels, WHO has been collaborating closely with the European Commission and EU Member States to increase health-enhancing physical activity across the region. This collaboration has helped to enhance policy and practice in line with the WHO European Programme of Work 2020–2025 – “United Action for Better Health in Europe”.

The launch of the new report marked the start of an initiative called Healthy Lifestyles 4 All (HL4A) led by WHO/Europe and the European Commission. The 2-year campaign will showcase efforts and support countries in the EU to promote healthy lifestyles across generations and social groups, and to promote a global approach across policies and sectors – linking food, health, well-being and sport.

As an open and collaborative project, HL4A invites sports organizations, civil society, and international, national, regional and local authorities to join and create projects that bring together sports, physical activity and healthy diets. All participating organizations can submit a commitment for concrete actions in the online Pledge Board. WHO/Europe has submitted its contributions.

Looking forward, this important collaboration between WHO/Europe and the European Commission can play a role in supporting the societal and economic recovery from COVID-19, with a sustained and coordinated focus on attainment of a 15{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} reduction in physical inactivity by 2030 and achievement of the Sustainable Development Goals.

Impact of COVID-19 on physical activity

Physical activity can take place in various settings, during leisure-time activities, at school, at the workplace and at home during daily activities. However, maintaining sufficient levels of physical activity is becoming more difficult as most daily environments have become more sedentary.

According to the new WHO report, the ongoing COVID-19 pandemic has highlighted the importance of our environments and our access to opportunities to be physically active as part of daily life.

“Lockdowns and limited access to public and indoor spaces had a negative impact on levels of physical activity that were already at very low levels before the pandemic. Some countries of the WHO European Region still feel this impact. Now is a good time to bring physical activity levels up again. There are various health-enhancing policies to choose from, and they work best when combined,” said Dr Kremlin Wickramasinghe, Acting Head of the WHO European Office for the Prevention and Control of Noncommunicable Diseases.

By implementing HEPA policies, countries of the WHO European Region can provide long-term benefits for people’s health and health systems.

PACF grant allows Kanawha Elementary School to expand broadcasting program | News, Sports, Jobs


Fourth-grade teachers Sarah Minor, left, and Stacy Allman, right, stand in the newly-renovated Brave House broadcasting room at Kanawha Elementary School. A nearly $4,000 grant awarded by the Parkersburg Area Community Foundation will allow the school’s Brave House Broadcast Project to purchase new and specialized equipment for students to use to produce new video and audio content. (Photo Provided)

DAVISVILLE — Kanawha Elementary School will revamp and upgrade its student media studio in the coming months thanks to a grant from the Parkersburg Area Community Foundation.

Fourth-grade teachers Stacy Allman and Sarah Minor said the nearly $4,000 grant will allow the Brave House Broadcast Project to purchase green screen equipment, new cameras and microphones and other equipment to produce student-led video content.

Students in Kanawha Elementary School belong to one of four Brave Houses which compete in character-building challenges and community service projects. The student media room has been renovated to include colors and logos from each of the four Brave Houses.

Students do a daily video broadcast called Breakfast with Brave House.

“It’s video announcements with content,” Allman said.

They also create standalone videos of events and projects throughout the school. Fifth-grade students act as house leaders, broadcasters and IT support.

Most of the video recording and editing now is done only with Wood County Schools-issued iPads. Students and staff have repeatedly run into the limitations of the technology, including poor audio, insufficient lighting and limited recording capabilities.

“We noticed the quality of the video was not that good for the amount of effort out students were putting into them,” Allman said. “The sound was pretty poor. When you are broadcasting to the school, you want it to look and sound good.”

The new grant-purchased equipment will allow the students to greatly improve their broadcasting capabilities, and officials hope they will be able to offer help to area agencies in producing video and audio content.

“I’m excited to get new equipment that I have never used, that the kids have never used” Minor said. “A lot of kids are interested in that content creator space. It is popular and very high interest. I think it is really going to benefit the students.”

“They look for stories throughout the school” and opportunities to showcase other classes, Allman said. For example, students produced a segment where kindergarteners told Thanksgiving-related jokes and third-graders created their own Thanksgiving Day Parade balloons.

“The students work really hard. They have a lot of pride in what they do,” Allman said.

Minor said the specialized equipment will not only allow them to produce more polished content, but also will provide more opportunities for students to learn writing, broadcasting and editing skills.

“It is incredible how fast those skills develop,” Minor said.

Officials plan to purchase the equipment and begin producing new and improved content in January.




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