Education

CSG South

As the 2020 legislative cycle approaches, legislators across the South are preparing and pre-filing legislation to address emerging and relevant policy issues in their states. With its regional focus, the Southern Legislative Conference (SLC) is uniquely positioned to identify and research current and emerging policy issues and trends. This report was prepared by Anne Roberts Brody, policy and program manager, and Roger Moore and...

CSG Midwest
The state of North Dakota is partnering with one of its public universities to help school districts address a persistent, widespread workforce challenge — the shortage of licensed special-education teachers. Using a $750,000 grant from the state, Minot State University will create a new scholarship program that allows 20 education paraprofessionals to earn a degree in special education. These 20 individuals already have been working with special-education students in the state. North Dakota is using a portion of its money from the federal CARES Act to fund the scholarship program, which will cover seven semesters of instruction for each recipient.

Work-based learning experiences – like apprenticeships, job shadowing, and internships – serve a vital role in helping youth with disabilities transition into the workforce. In particular, they allow youth to develop job skills, identify strengths and career interests, and build their resumes. Yet, just like school-based learning, work-based learning has faced significant disruptions due to COVID-19. While some work-based learning can be easily transitioned to an online format, other programs pose...

The Colorado Office of Employment First is hosting Youth Disability Employment Listening Sessions! The sessions will take place on September 10, September 17, and September 24, 2020 at 3-4 PM MT. The Office of Employment First is looking for youth with disabilities ages 14-26 to participate in the dialogue. Participants will have the opportunity to share their voice and get involved with leading Colorado’s Employment First efforts!

Employment First is the belief that individuals with disabilities have the right to...

CSG Midwest
This spring, as schools across the nation shut down in-person instruction due to the COVID-19 pandemic, North Dakota and broadband service providers in the state stepped up.
The result was a quick reduction in what has been dubbed the “homework gap.”
“What’s really impressive is that in a matter of weeks, North Dakota was able to get 90 percent of unconnected student homes hooked up to broadband,” Jack Lynch, state engagement director for the nonprofit group EducationSuperHighway, said during a July 30 webinar held by three committees of The Council of State Governments’ Midwestern Legislative Conference.
The gap in student access to internet connectivity is nothing new. What’s changed, though, is the urgency among state policymakers to address the problem, as schools rely more on remote learning to replace some or all in-person instruction and to ensure the continuity of learning if buildings have to be closed due to health- or weather-related events.

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CSG Midwest
Already one of the seven Midwestern states that limited schools’ non-emergency use of physical restraints and seclusion on students, Wisconsin has a new law that further restricts these techniques, while also strengthening the rules on training, data collection and parental notification.
SB 527 was signed by Gov. Tony Evers in March.
“This is a pretty tough issue, and every time we take it on it takes a long time and many redrafts of the legislation,” says Wisconsin Sen. Luther Olsen, primary sponsor of SB 527, as well as the state’s original law from 2012 on physical restraint and seclusion. “You have people coming from very different sides — advocates for students and children with disabilities, and advocates for schools. You want to get to a place where you’re protecting everybody.”
CSG Midwest
In their federal lawsuit against the state of Michigan, seven students of Detroit’s public schools told of buildings that were unsafe and of classrooms that were unfit for learning.
The smell of “dead vermin and black mold in hallways.”
Teachers absent as many as 50 days a year.
Classes run by substitute teachers, paraprofessionals or even the students themselves.
Out-of-date textbooks having to be shared by multiple students.
Classroom temperatures exceeding 90 degrees, or freezing cold other times of the year.
“The basic thesis of the case was that these were schools in name only, and they were not capable of delivering even basic literacy instruction,” says Mark Rosenbaum, director of Public Counsel, the largest pro bono law firm in the nation and an attorney for the student-plaintiffs. “As a result, the students were not being put in a position where they could better their circumstances or where they could be meaningful participants in a democracy.”

CSG Midwest
After the end to an unforeseen school year across the Midwest, state and local education leaders now face a new set of challenges and uncertainties as the start of another year looms. “We have been encouraging our district leaders and our school leaders to have a Plan A, a Plan B and a Plan C,” Illinois State Superintendent of Education Carmen Ayala said in May during a Facebook Live discussion organized by Illinois Rep. Emanuel “Chris” Welch.
“We may see the start of school [in the fall] in a remote fashion. We may see a combination where some children are allowed to come to school on certain days, or where we take the upper grades and are able to spread them out in a school building with social distancing norms. Or we may be able to come back full force.”
CSG Midwest

In mid-March, the nation’s education community — school administrators, teachers, students and parents — began a crash course in e-learning. For state legislators, too, there have been important lessons to learn about their schools’ rollout of this alternative to face-to-face instruction, as well as many policy issues to consider about the potential fallout.

One likely consequence, for example, is a lag in student achievement, says Georgia Heyward, a research analyst at the Center on Reinventing Public Education, which has created a database detailing and comparing the e-learning plans of school districts across the country.

“I think a learning slide should be expected,” she says. “Early on, we have been seeing very few school districts that offer live instruction, where you have a [professionally trained] teacher guiding the students rather than a harried parent. “And you have very few districts doing progress monitoring of students.”

That learning slide also may be unevenly distributed. Early on, anecdotal evidence pointed to disparities in the richness of the e-learning plans being developed and implemented by school districts.

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