adult history California SB68: Helping Adult School Students Go to College - japraklupo

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Judul : adult history California SB68: Helping Adult School Students Go to College - japraklupo
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Immigration

SB68 extends and clarifies language in AB540 allowing undocumented students to attend community colleges without paying non-resident fees. 

Supporting SB68 as amended can help students in adult schools who are planning on transitioning to colleges.

Support this bill by contacting your state senator.

(a) A student, other than a nonimmigrant alien within the meaning of paragraph (15) of subsection (a) of Section 1101 of Title 8 of the United States Code, who meets all of the following requirements shall be exempt from paying nonresident tuition at the California State University and the California Community Colleges: Colleges if the student meets all of the following requirements:

(1) (A) A total of three or more years of attendance in California or credits equivalent to three or more years of full-time attendance or credits at any of the following:

(i) California elementary schools, California schools.

(ii) California secondary schools, campuses schools.

(iii) California schools established by the State Board of Education.

(iv) California adult schools established by any of the following entities:

(I) A county office of education.

(II) A unified school district or high school district.

(III) The Department of Corrections and Rehabilitation.

(v) Campuses of the California Community Colleges, or a Colleges.

(vi) A combination of those schools, of which attendance at a campus of the California Community Colleges shall be full time and shall not exceed two years of the time counted towards satisfaction of the requirements of this paragraph. schools set forth in clauses (i) to (v), inclusive.

(B) (i) Full-time attendance or credits at a campus of the California Community Colleges counted towards the requirements of this paragraph shall comprise either a minimum of 12 units of credit per semester or quarter equivalent per year or a minimum of 210 class hours per semester or quarter equivalent per year in noncredit courses authorized pursuant to Section 84757. Attendance at a campus of the California Community Colleges counted towards the requirements of this paragraph shall not exceed attendance or credits equivalent to two years full-time attendance or credits.

(ii) Full-time attendance at a California adult school counted towards the requirements of this paragraph shall be a minimum of 210 class hours of attendance for each school term in classes or courses authorized pursuant to Section 41976 or Sections 2053 to 2054.2, inclusive, of the Penal Code.

The full bill at this link:

http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB68

SB68 extends and clarifies language in AB540 allowing undocumented students to attend community colleges without paying non-resident fees. 

Supporting SB68 as amended can help students in adult schools who are planning on transitioning to colleges.

Support this bill by contacting your state senator.

(a) A student, other than a nonimmigrant alien within the meaning of paragraph (15) of subsection (a) of Section 1101 of Title 8 of the United States Code, who meets all of the following requirements shall be exempt from paying nonresident tuition at the California State University and the California Community Colleges: Colleges if the student meets all of the following requirements:

(1) (A) A total of three or more years of attendance in California or credits equivalent to three or more years of full-time attendance or credits at any of the following:

(i) California elementary schools, California schools.

(ii) California secondary schools, campuses schools.

(iii) California schools established by the State Board of Education.

(iv) California adult schools established by any of the following entities:

(I) A county office of education.

(II) A unified school district or high school district.

(III) The Department of Corrections and Rehabilitation.

(v) Campuses of the California Community Colleges, or a Colleges.

(vi) A combination of those schools, of which attendance at a campus of the California Community Colleges shall be full time and shall not exceed two years of the time counted towards satisfaction of the requirements of this paragraph. schools set forth in clauses (i) to (v), inclusive.

(B) (i) Full-time attendance or credits at a campus of the California Community Colleges counted towards the requirements of this paragraph shall comprise either a minimum of 12 units of credit per semester or quarter equivalent per year or a minimum of 210 class hours per semester or quarter equivalent per year in noncredit courses authorized pursuant to Section 84757. Attendance at a campus of the California Community Colleges counted towards the requirements of this paragraph shall not exceed attendance or credits equivalent to two years full-time attendance or credits.

(ii) Full-time attendance at a California adult school counted towards the requirements of this paragraph shall be a minimum of 210 class hours of attendance for each school term in classes or courses authorized pursuant to Section 41976 or Sections 2053 to 2054.2, inclusive, of the Penal Code.

The full bill at this link:

http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201720180SB68

adult history COABE Report from Washington - February 9, 2017 - japraklupo

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Judul : adult history COABE Report from Washington - February 9, 2017 - japraklupo
link : adult history COABE Report from Washington - February 9, 2017 - japraklupo

Immigration

COABE is the Coalition on Adult Basic Education.

Here is their 2/9/17 Report from DC:

Government Relations Report:  February

Washington is trying to acclimate to the Trump Administration. The president is acting through a spate of executive orders. The Senate is slowly making its way through confirmation hearings and discussing how to consider the president's nominee for the Supreme Court. The foreign policy establishment is trying to weigh the impact of the president's remarks on our relationships with Mexico, Australia, and Israel, among other countries. Information about the budget and other administration policies has not been revealed. Like so much else with the new administration, including its views on education policy, details will be forthcoming. However, it is definitely not business as usual in the nation's capital!

Secretaries of Education and Labor Confirmation Hearings

Secretary of Education designate Betsy DeVos had her confirmation hearing on January 11. The consensus is that she did not distinguish herself. On February 7, Vice President Mike Pence cast the tie-breaking vote and DeVos was confirmed by a vote of 51-50.  

The new Secretary responded in writing to two questions about her views on adult education:

15. Do you have any experience working with adult learners or adult basic education programs? If so, please describe this experience, what it has taught you, and how you will use that experience in your oversight of these programs.

ANSWER: Too many Americans are suffering in the current economy. President

Trump made improving the employment opportunities of these Americans a cornerstone of his campaign, and his administration will work to improve the prospects of those forgotten individuals. Reforms enacted in the Adult Education and Family Literacy Act, which was reauthorized in 2014 as part of the Workforce Innovation and Opportunity Act, were meant to help states and communities improve services for adult learners to better provide them the education and skills they need to obtain employment and increase self-sufficiency. If confirmed, I will work through the Office of Career, Technical, and Adult Education to implement these reforms to improve outcomes for adult learners. Combined with other efforts across the government, we have an opportunity to restore the American Dream for all Americans. I have had personal experience mentoring students in our local public school system. I became very well acquainted with one student's mother, and encouraged her to pursue her GED. Her experience made me realize how difficult the system made this for a single working mother. Many courses were only available during routine business hours, creating an additional hardship for her and her family. The lack of flexibility and adaptability in the system itself is all too often a barrier to success for nontraditional students.

56. As you well know, while some adults enrolled in adult education are still seeking their high school diploma or equivalent, a surprising number of American adults with a high school diploma still struggle with basic skills. Twenty percent (20%) of adults with a high school diploma have less-than-basic literacy skills and thirty-five percent (35%) of adults with a high school degree have less-than-basic numeracy skills. According to a recent study, conducted by OECD's Program for International Assessment of Adult Competencies (PIAAC), at least three million low-skilled American adults would like to enroll in adult education services, but cannot access a program. Without access, undereducated, underprepared adults cannot qualify for jobs with family sustaining incomes that require not only a high school equivalency, but also some college, preferably a one- or two-year certificate. Adults without a high school diploma or functioning below high school level have a difficult time qualifying for community college programs or access high demand occupations. If confirmed, how do you envision the department and the administration incorporating adult education into its competitiveness agenda?

ANSWER: In raising the issue of "undereducated, underprepared adults" you make a case for the need to improve education. When schools fail our students, there are long term consequences, both for individuals who are deprived of the knowledge and skills they need to be successful and our nation which is dependent on the innovative, creative, and economic contributions of it citizens. It is why we need to do more to provide parents with high quality educational options. Sadly, too many Americans are suffering from a lack of skills. President Trump made improving the employment opportunities of these Americans a cornerstone of his campaign, and his administration will work to improve the prospects of those left behind in this economy. If confirmed, I will work with the Office of Career, Technical, and Adult Education and other relevant agencies to improve outcomes for adult learners. Combined with other efforts across the government, we have an opportunity to restore the American Dream for all Americans.

(The Committee has not yet posted a hearing date for Secretary of Labor designate Andrew Puzder.)

Funding

We are awaiting more details on funding proposals. The normal process is for the president to present his budget the second week of February.

However, as you may recall, Congress passed and the president signed a continuing resolution for FY 2017 that is in effect until April 28. According to staff, by the beginning of March, Congress will have to decide how it wants to close the books on 2017 as it works on funding for FY 2018. Thus far, the focus has been on health-related entitlements. Staff expects the administration to send Capitol Hill a budget document that provides some guidance about how it intends to proceed.

There has been a great deal of attention paid to the Heritage Foundation publication Blueprint for Balance: A Federal Budget for 2017 because of press reports that it forms the basis for the budget the administration will release at the end of this month. To summarize, the rumored Trump budget would include about $10 trillion or more in savings. The vast majority of these cuts would be in the non-defense portion of the budget, and according to the Blueprint would include the elimination of all job-training programs administered by the Department of Labor, because according to Heritage, "The Department of Labor has a history of operating ineffective job-training programs. The evidence from every multi-site experimental evaluation of federal job-training programs published since 1990 strongly indicates that these programs are ineffective. Based on these scientifically rigorous evaluations using the 'gold standard' of random assignment, these studies consistently find failure. Federal job-training programs targeting youth and young adults have been found to be extraordinarily ineffective."

A few points to keep in mind:

1. Even if these proposals are ultimately put forth as part of the president's budget, Congress will ultimately have to act on them.

2. Ultimate decision-making authority remains with the House and Senate Appropriations Committees. That is why we are focusing our Hill Days on the appropriators, starting with the members of the Labor, HHS, and Education Appropriations Subcommittees (See Senate Membership below).

3. The state directors and COABE are working together to expand our reach to "grass roots and grass tops" so that, if necessary, we can launch a campaign capable of generating thousands of messages to Congress.

4. The January webinar we cosponsored had 1000 listeners and 1500 sign-ups. The webinar is available for viewing on the COABE website.  http://www.coabe.org/webinar-resources

5. We are preparing materials for Hill Day and the campaign that focus on a pro business, pro growth message.

6.  The state directors' Hill Days are scheduled for March 21 & 22 and will focus on states with members on the Appropriations Committees (see the list below).

7. COABE's Hill Day is planned for April 26 and will focus on bringing in state association leaders to advocate with members of the Appropriations Committees as well as legislators in all 50 states. More details will be forthcoming shortly!  

Senate Labor, Health and Human Services, Education, and Related Agencies Appropriations Subcommittee

Roy Blunt (R-MO), chairman

Thad Cochran (R-MS)

Richard Shelby (R-AL)

Lamar Alexander (R-TN)

Lindsey Graham (R-SC)

Jerry Moran (R-KS)

Shelley Moore Capito (R-WV)

James Lankford (R-OK)

John Kennedy (R-LA)

Marco Rubio (R-FL)

Patty Murray (D-WA), ranking member

Richard Durbin (D-IL)

Jack Reed (D-RI)

Jeanne Shaheen (D-NH)

Jeff Merkley (D-OR)

Brian Schatz (D-HI)

Tammy Baldwin (D-WI)

Chris Murphy (D-CT)

Joe Manchin (D-WV)

The House has not yet completed its assignments.

REQUEST:  Now more than ever, it is important to keep your member of Congress apprised of the need, success, and impact of your program. Many decisions are going to be made in the coming months and we would prefer them to be informed decisions.

Here are some things you can do:

1. From your home phone, call the offices of your Congressperson and Senators, identify yourself as a constituent, and ask for the name and contact information of the staff person who is responsible for education issues.

2. Email that person from your home with information about the need (how many undereducated adults are in the district or state and how many you are able to serve, pointing out the gap), the success you are having with those you can reach, examples of the impact you are having on constituents' lives, and invite the member or staff to come visit your program.

If we do not speak up for our students and ourselves, no one will.

Note:

Less than a week later, on January 26th, COABE and NAEPDC co-hosted an advocacy webinar, generously sponsored by ETS HiSET, to provide our field with tools and resources for raising awareness and visibility, along with new advocacy skills for use during this new administration. More than 1,500 members registered for the webinar, which received a rating of 4.8 out 5 stars. To view the webinar and resources, click HERE. Contact advocacy@coabe.org to add your name to our contact network. #adultedtrump #adultedunited 

COABE's Legislative Center is generously sponsored by ETS HiSET.

              

 

Coalition on Adult Basic Education, PO Box 620, Syracuse, NY 13026 SafeUnsubscribe™ zimzamjamz@yahoo.com Forward this email | Update Profile | About our service provider Sent by info@coabe.org in collaboration with

COABE is the Coalition on Adult Basic Education.

Here is their 2/9/17 Report from DC:

Government Relations Report:  February

Washington is trying to acclimate to the Trump Administration. The president is acting through a spate of executive orders. The Senate is slowly making its way through confirmation hearings and discussing how to consider the president's nominee for the Supreme Court. The foreign policy establishment is trying to weigh the impact of the president's remarks on our relationships with Mexico, Australia, and Israel, among other countries. Information about the budget and other administration policies has not been revealed. Like so much else with the new administration, including its views on education policy, details will be forthcoming. However, it is definitely not business as usual in the nation's capital!

Secretaries of Education and Labor Confirmation Hearings

Secretary of Education designate Betsy DeVos had her confirmation hearing on January 11. The consensus is that she did not distinguish herself. On February 7, Vice President Mike Pence cast the tie-breaking vote and DeVos was confirmed by a vote of 51-50.  

The new Secretary responded in writing to two questions about her views on adult education:

15. Do you have any experience working with adult learners or adult basic education programs? If so, please describe this experience, what it has taught you, and how you will use that experience in your oversight of these programs.

ANSWER: Too many Americans are suffering in the current economy. President

Trump made improving the employment opportunities of these Americans a cornerstone of his campaign, and his administration will work to improve the prospects of those forgotten individuals. Reforms enacted in the Adult Education and Family Literacy Act, which was reauthorized in 2014 as part of the Workforce Innovation and Opportunity Act, were meant to help states and communities improve services for adult learners to better provide them the education and skills they need to obtain employment and increase self-sufficiency. If confirmed, I will work through the Office of Career, Technical, and Adult Education to implement these reforms to improve outcomes for adult learners. Combined with other efforts across the government, we have an opportunity to restore the American Dream for all Americans. I have had personal experience mentoring students in our local public school system. I became very well acquainted with one student's mother, and encouraged her to pursue her GED. Her experience made me realize how difficult the system made this for a single working mother. Many courses were only available during routine business hours, creating an additional hardship for her and her family. The lack of flexibility and adaptability in the system itself is all too often a barrier to success for nontraditional students.

56. As you well know, while some adults enrolled in adult education are still seeking their high school diploma or equivalent, a surprising number of American adults with a high school diploma still struggle with basic skills. Twenty percent (20%) of adults with a high school diploma have less-than-basic literacy skills and thirty-five percent (35%) of adults with a high school degree have less-than-basic numeracy skills. According to a recent study, conducted by OECD's Program for International Assessment of Adult Competencies (PIAAC), at least three million low-skilled American adults would like to enroll in adult education services, but cannot access a program. Without access, undereducated, underprepared adults cannot qualify for jobs with family sustaining incomes that require not only a high school equivalency, but also some college, preferably a one- or two-year certificate. Adults without a high school diploma or functioning below high school level have a difficult time qualifying for community college programs or access high demand occupations. If confirmed, how do you envision the department and the administration incorporating adult education into its competitiveness agenda?

ANSWER: In raising the issue of "undereducated, underprepared adults" you make a case for the need to improve education. When schools fail our students, there are long term consequences, both for individuals who are deprived of the knowledge and skills they need to be successful and our nation which is dependent on the innovative, creative, and economic contributions of it citizens. It is why we need to do more to provide parents with high quality educational options. Sadly, too many Americans are suffering from a lack of skills. President Trump made improving the employment opportunities of these Americans a cornerstone of his campaign, and his administration will work to improve the prospects of those left behind in this economy. If confirmed, I will work with the Office of Career, Technical, and Adult Education and other relevant agencies to improve outcomes for adult learners. Combined with other efforts across the government, we have an opportunity to restore the American Dream for all Americans.

(The Committee has not yet posted a hearing date for Secretary of Labor designate Andrew Puzder.)

Funding

We are awaiting more details on funding proposals. The normal process is for the president to present his budget the second week of February.

However, as you may recall, Congress passed and the president signed a continuing resolution for FY 2017 that is in effect until April 28. According to staff, by the beginning of March, Congress will have to decide how it wants to close the books on 2017 as it works on funding for FY 2018. Thus far, the focus has been on health-related entitlements. Staff expects the administration to send Capitol Hill a budget document that provides some guidance about how it intends to proceed.

There has been a great deal of attention paid to the Heritage Foundation publication Blueprint for Balance: A Federal Budget for 2017 because of press reports that it forms the basis for the budget the administration will release at the end of this month. To summarize, the rumored Trump budget would include about $10 trillion or more in savings. The vast majority of these cuts would be in the non-defense portion of the budget, and according to the Blueprint would include the elimination of all job-training programs administered by the Department of Labor, because according to Heritage, "The Department of Labor has a history of operating ineffective job-training programs. The evidence from every multi-site experimental evaluation of federal job-training programs published since 1990 strongly indicates that these programs are ineffective. Based on these scientifically rigorous evaluations using the 'gold standard' of random assignment, these studies consistently find failure. Federal job-training programs targeting youth and young adults have been found to be extraordinarily ineffective."

A few points to keep in mind:

1. Even if these proposals are ultimately put forth as part of the president's budget, Congress will ultimately have to act on them.

2. Ultimate decision-making authority remains with the House and Senate Appropriations Committees. That is why we are focusing our Hill Days on the appropriators, starting with the members of the Labor, HHS, and Education Appropriations Subcommittees (See Senate Membership below).

3. The state directors and COABE are working together to expand our reach to "grass roots and grass tops" so that, if necessary, we can launch a campaign capable of generating thousands of messages to Congress.

4. The January webinar we cosponsored had 1000 listeners and 1500 sign-ups. The webinar is available for viewing on the COABE website.  http://www.coabe.org/webinar-resources

5. We are preparing materials for Hill Day and the campaign that focus on a pro business, pro growth message.

6.  The state directors' Hill Days are scheduled for March 21 & 22 and will focus on states with members on the Appropriations Committees (see the list below).

7. COABE's Hill Day is planned for April 26 and will focus on bringing in state association leaders to advocate with members of the Appropriations Committees as well as legislators in all 50 states. More details will be forthcoming shortly!  

Senate Labor, Health and Human Services, Education, and Related Agencies Appropriations Subcommittee

Roy Blunt (R-MO), chairman

Thad Cochran (R-MS)

Richard Shelby (R-AL)

Lamar Alexander (R-TN)

Lindsey Graham (R-SC)

Jerry Moran (R-KS)

Shelley Moore Capito (R-WV)

James Lankford (R-OK)

John Kennedy (R-LA)

Marco Rubio (R-FL)

Patty Murray (D-WA), ranking member

Richard Durbin (D-IL)

Jack Reed (D-RI)

Jeanne Shaheen (D-NH)

Jeff Merkley (D-OR)

Brian Schatz (D-HI)

Tammy Baldwin (D-WI)

Chris Murphy (D-CT)

Joe Manchin (D-WV)

The House has not yet completed its assignments.

REQUEST:  Now more than ever, it is important to keep your member of Congress apprised of the need, success, and impact of your program. Many decisions are going to be made in the coming months and we would prefer them to be informed decisions.

Here are some things you can do:

1. From your home phone, call the offices of your Congressperson and Senators, identify yourself as a constituent, and ask for the name and contact information of the staff person who is responsible for education issues.

2. Email that person from your home with information about the need (how many undereducated adults are in the district or state and how many you are able to serve, pointing out the gap), the success you are having with those you can reach, examples of the impact you are having on constituents' lives, and invite the member or staff to come visit your program.

If we do not speak up for our students and ourselves, no one will.

Note:

Less than a week later, on January 26th, COABE and NAEPDC co-hosted an advocacy webinar, generously sponsored by ETS HiSET, to provide our field with tools and resources for raising awareness and visibility, along with new advocacy skills for use during this new administration. More than 1,500 members registered for the webinar, which received a rating of 4.8 out 5 stars. To view the webinar and resources, click HERE. Contact advocacy@coabe.org to add your name to our contact network. #adultedtrump #adultedunited 

COABE's Legislative Center is generously sponsored by ETS HiSET.

              

 

Coalition on Adult Basic Education, PO Box 620, Syracuse, NY 13026 SafeUnsubscribe™ zimzamjamz@yahoo.com Forward this email | Update Profile | About our service provider Sent by info@coabe.org in collaboration with

adult history COSAS Notes on Responding to Federal Policy Changes - japraklupo

Immigration - Hallo sahabat fashion, Pada Artikel yang anda baca kali ini dengan judul Immigration, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan Artikel cosas, Artikel Federal, Artikel Immigration, yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.

Judul : adult history COSAS Notes on Responding to Federal Policy Changes - japraklupo
link : adult history COSAS Notes on Responding to Federal Policy Changes - japraklupo

Immigration

COSAS - Communities Organized in Support of Adult Schools - arose in response to the cuts and closures of Adult Education that began in 2009.  They meet weekly for years and now meet monthly.  Kristen Pursley is the founder of COSAS and writes the Save Your Adult School blog.  Here, with her permission, are meeting notes from a recent January 30, 2017 COSAS meeting.  They contain excellent suggestions on how to respond to changes in Federal policy that affect Adult Education and the communities we serve.

These notes can be found in this Save Your Adult School blog post.


Responding to New Federal Immigration Policy (Travel Ban, etc.)

Teachers need to teach students how to contact their U.S. congressional representatives by phone in case they are personally affected by the new immigration policies and need help.   Representatives can sometimes intervene on behalf of constituents who are affected by federal policy.  Here is the link for finding congressional representatives by zip code: http://www.house.gov/representatives/find/

While we sometimes teach our adult school students how to write to members of congress and other elected officials to influence policy, we need to also teach them that they can reach out to their representatives when they are affected by federal policies.  Representatives sympathetic to immigrants will want to know when people living in their districts are adversely affected by federal policies, and may be able to offer assistance with individual cases.

(The group came up with this recommendation while discussing a newspaper article about a mother whose son was prevented from entering the U.S. because of the travel ban and wrote to President Trump.  While writing the president is not a bad thing, she might have been able to get more immediate help by contacting her representative.)

Other Ideas for Responding to New Federal Policies

How will federal policies affect older people?  There may be cuts to Social Security , Medicare, and other programs older adults rely on. We need to find ways to keep seniors healthier longer.Education is an important way to do that.

Adult school teachers should make contact with their local mosques in order to find ways to support Muslim students.

The Indivisible Guide, by former congressional staffers, is a resource for getting congress to pay attention to citizen concernts: https://www.indivisibleguide.com/

The Southern Poverty Law Center (SPLC) has excellent resources for addressing issues of racism, xenophobia, and bullying,  including many resources for classroom use through its Teaching Tolerance program: https://www.splcenter.org/

Adult school teachers need to teach students about their rights and about civic engagement.

New Meeting Time for COSAS

COSAS will now meet on the second Monday of every month from 4:00 to 5:00 PM. The next meeting will take place on Monday, February 13.

 

COSAS - Communities Organized in Support of Adult Schools - arose in response to the cuts and closures of Adult Education that began in 2009.  They meet weekly for years and now meet monthly.  Kristen Pursley is the founder of COSAS and writes the Save Your Adult School blog.  Here, with her permission, are meeting notes from a recent January 30, 2017 COSAS meeting.  They contain excellent suggestions on how to respond to changes in Federal policy that affect Adult Education and the communities we serve.

These notes can be found in this Save Your Adult School blog post.


Responding to New Federal Immigration Policy (Travel Ban, etc.)

Teachers need to teach students how to contact their U.S. congressional representatives by phone in case they are personally affected by the new immigration policies and need help.   Representatives can sometimes intervene on behalf of constituents who are affected by federal policy.  Here is the link for finding congressional representatives by zip code: http://www.house.gov/representatives/find/

While we sometimes teach our adult school students how to write to members of congress and other elected officials to influence policy, we need to also teach them that they can reach out to their representatives when they are affected by federal policies.  Representatives sympathetic to immigrants will want to know when people living in their districts are adversely affected by federal policies, and may be able to offer assistance with individual cases.

(The group came up with this recommendation while discussing a newspaper article about a mother whose son was prevented from entering the U.S. because of the travel ban and wrote to President Trump.  While writing the president is not a bad thing, she might have been able to get more immediate help by contacting her representative.)

Other Ideas for Responding to New Federal Policies

How will federal policies affect older people?  There may be cuts to Social Security , Medicare, and other programs older adults rely on. We need to find ways to keep seniors healthier longer.Education is an important way to do that.

Adult school teachers should make contact with their local mosques in order to find ways to support Muslim students.

The Indivisible Guide, by former congressional staffers, is a resource for getting congress to pay attention to citizen concernts: https://www.indivisibleguide.com/

The Southern Poverty Law Center (SPLC) has excellent resources for addressing issues of racism, xenophobia, and bullying,  including many resources for classroom use through its Teaching Tolerance program: https://www.splcenter.org/

Adult school teachers need to teach students about their rights and about civic engagement.

New Meeting Time for COSAS

COSAS will now meet on the second Monday of every month from 4:00 to 5:00 PM. The next meeting will take place on Monday, February 13.

 

adult history From ACSA: Guidance Sheet about Undocumented Students and Families: The Facts - japraklupo

Immigration - Hallo sahabat fashion, Pada Artikel yang anda baca kali ini dengan judul Immigration, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan Artikel ACSA, Artikel Facts, Artikel Immigration, yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.

Judul : adult history From ACSA: Guidance Sheet about Undocumented Students and Families: The Facts - japraklupo
link : adult history From ACSA: Guidance Sheet about Undocumented Students and Families: The Facts - japraklupo

Immigration

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Iván Carrillo Legislative Advocate Association of California School Administrators ACSA is committed to ensuring all students, family members, and employees have access to a safe, equitable, and supportive educational environment. To this end, ACSA developed a guidance sheet to give educational leaders answers to key legal questions related to undocumented students that may come up in light of potential changes at the federal level. ACSA will continue to be a leader in protecting the legal rights of all students to attend school, regardless of the immigration status of the child or their family members. Click the title to download the guidance sheet: Undocumented Students and Families: The Facts ----------- Here is the Guidance Sheet -------------------- Undocumented Students and Families: The Facts Student Rights What rights do undocumented students have? Undocumented students between the ages of 6-18 not only have a right to attend school in California, but are mandated to attend school pursuant to the compulsory attendance laws. (Educ. Code § 48200.) The U.S. Supreme Court has held that no state may deny access to a basic public education to any child residing within the state, whether residing in the U.S. legally or not. (Plyler v. Doe, 457 U.S. 202 (1982).) Further, all students have a right to be in a public school learning environment free from discrimination, harassment, bullying, violence, and intimidation. (Educ. Code §§ 220, 234 et seq.) What student information do schools currently collect, and would it provide insight into immigration status? School districts are not required to collect information regarding a student’s immigration or legal status, aside from the statuses of nonimmigrant, international students enrolled in an educational program under an F-1 or M-1 visa. Schools are only required to collect information to satisfy certain admission requirements, such as proof of residency, none which require the provision of proof of legal immigration status, place of birth, or social security numbers. (Educ. Code § 48204.1.) What student information do we collect on adult education students? In particular cases, school districts are required to obtain information on their adult education students. For example, in counties where U.S. District Courts are located, the city or county superintendent of schools is required on a monthly basis to obtain the names of persons who have filed their intention to become citizens of the U.S. or their petitions for naturalization. (Educ. Code section § 52550.) The superintendent is then required to send notices to these individuals of the authorization the governing board has in providing classes in citizenship under particular circumstances. (Educ. Code § 52551 et seq.) If we receive a PRA request for student data, what information are we obligated to share and protect? FERPA supersedes the PRA and requires that the school district maintain the confidentiality of all personally identifiable information in education records related to students. (20 U.S.C. §1232g; 34 CFR § Part 99.) Any and all records, including emails, student files, and personnel information, are generally exempt from disclosure. All student records, including emails and cumulative student files, are generally exempt from disclosure or subject to redaction to prevent disclosure of personally identifiable information. Staff Rights Must we allow ICE and other government authorities on campus? Depends. School districts have the right to limit the amount of disruption to the learning environment and to ensure the safety of their staff and students, which may include denying an individual from accessing a campus during school hours. (Educ. Code §§ 32212, 35160.) In the unlikely event that ICE or other government authorities decide to pursue immigration-related investigations on school campuses, school staff should follow appropriate district procedures applicable to any visitor on campus, which could include, but are not limited to: (1) requesting that the agent sign in at the front desk; (2) that the agent provide valid identification and statement of purpose; and (3) approval from the site administrator or Superintendent. Immediate access to the student should be given if the agent has a warrant or a court order. School districts that allow nonimmigrant, international students (who are in the U.S. under an F-1 or M-1 visa) to enroll in their programs through ICE’s “Student and Exchange Visitor Program” (“SEVP”) are subject to onsite visits from SEVP officials at any time and must provide officials with certain records on such students. (8 CFR § 214.3(g) and (h)(3)(iv).) The SEVP, however, does not have the authorization to review the records of students suspected of being undocumented. Are we required to allow ICE, police, or other government authorities to have access to student records? Access to student records should only be allowed if the requesting agency has a valid court order or subpoena in compliance with FERPA or immigration laws or regulations. (8 U.S.C. § 1225; 34 CFR § 99.31(a) (9)(i); Educ. Code §§ 49076; 49077.) The school district, however, must make reasonable efforts to notify the parent or eligible student in advance of disclosing the documents so that the parent or eligible student may seek protective action, unless the court order or subpoena relates to a federal jury investigation or law enforcement purpose, or relating to domestic or international terrorism. (34 CFR § 99.31(a)(9)(ii); Educ. Code § 49077.) In addition, the USA Patriot Act added an exception to FERPA to mandate the disclosure of educational records to a federal Attorney General or Assistant Attorney General through a judicial order based on an investigation of suspected terrorist activities. (20 U.S.C. § 1232g(j).) Parent Rights All parents, irrespective of their legal status, have a right to participate in their children’s education and are encouraged to do so. Proof of legal residency is not a prerequisite to the enrollment of their children in school. Are undocumented parents required to undergo fingerprinting in order to volunteer at school? School districts may vary in their fingerprinting policies for volunteers. Some require that all volunteers undergo fingerprinting, while others only require the fingerprinting of parent volunteers where the volunteer is not under the direct supervision of a District staff member. Parents should be reassured that the purpose of the fingerprinting requirement is confidential, solely for the use of the District to ensure the safety of students and staff (i.e. that the volunteer has not been convicted of a sex or drug offense with a minor). If a parent is in custody as the result of an immigration enforcement, are districts required to release the student to ICE or other immigration officials? No. School districts are not required to release students into the custody of ICE if their parent is in custody as the result of an immigration enforcement action. Parents with such concerns should make advance arrangements with relatives or friends to ensure that their children are released to an authorized caregiver or adult, and should ensure that school districts are aware of this arrangement in the emergency information card submitted to schools. Sanctuary District What legal protection does a “sanctuary district” offer students? While establishing a school district as a “sanctuary” may set forth its policy to protect undocumented students by limiting the enforcement of—or declining to enforce—immigration laws, there is no further legal protection for residents/students as the result of this status. The school district, however, will be able to utilize the extent of its discretion authorized by law by establishing policies and procedures to ensure the security of its students, such as creating appropriate limits to immigration officials’ visits to school and disallowing staff to ask questions about a student’s or parent’s immigration status. If a district passes a resolution to become a sanctuary district, is it at risk of losing federal funds? It is unknown at this time whether sanctuary school districts are at risk of losing federal funds at the result of their status. President Trump has stated during his campaign that he would block federal funding to sanctuary cities that refuse to cooperate with federal immigration officials, but it is currently unknown if he will indeed proceed with this policy—or any other similar policies relating to funding of public schools who also declare themselves sanctuary sites—or what priority this policy will be placed. THIS IS A SUMMARY ONLY AND NOT LEGAL ADVICE. WE ADVISE YOU TO CONSULT WITH LEGAL COUNSEL TO DETERMINE HOW THIS INFORMATION MAY APPLY TO YOUR SPECIFIC FACTS AND CIRCUMSTANCES. Special thanks from ACSA to Fagen Friedman & Fulfrost, leaders in education law, for assisting our members by helping create this important resource.

View this email in your browser

Iván Carrillo Legislative Advocate Association of California School Administrators ACSA is committed to ensuring all students, family members, and employees have access to a safe, equitable, and supportive educational environment. To this end, ACSA developed a guidance sheet to give educational leaders answers to key legal questions related to undocumented students that may come up in light of potential changes at the federal level. ACSA will continue to be a leader in protecting the legal rights of all students to attend school, regardless of the immigration status of the child or their family members. Click the title to download the guidance sheet: Undocumented Students and Families: The Facts ----------- Here is the Guidance Sheet -------------------- Undocumented Students and Families: The Facts Student Rights What rights do undocumented students have? Undocumented students between the ages of 6-18 not only have a right to attend school in California, but are mandated to attend school pursuant to the compulsory attendance laws. (Educ. Code § 48200.) The U.S. Supreme Court has held that no state may deny access to a basic public education to any child residing within the state, whether residing in the U.S. legally or not. (Plyler v. Doe, 457 U.S. 202 (1982).) Further, all students have a right to be in a public school learning environment free from discrimination, harassment, bullying, violence, and intimidation. (Educ. Code §§ 220, 234 et seq.) What student information do schools currently collect, and would it provide insight into immigration status? School districts are not required to collect information regarding a student’s immigration or legal status, aside from the statuses of nonimmigrant, international students enrolled in an educational program under an F-1 or M-1 visa. Schools are only required to collect information to satisfy certain admission requirements, such as proof of residency, none which require the provision of proof of legal immigration status, place of birth, or social security numbers. (Educ. Code § 48204.1.) What student information do we collect on adult education students? In particular cases, school districts are required to obtain information on their adult education students. For example, in counties where U.S. District Courts are located, the city or county superintendent of schools is required on a monthly basis to obtain the names of persons who have filed their intention to become citizens of the U.S. or their petitions for naturalization. (Educ. Code section § 52550.) The superintendent is then required to send notices to these individuals of the authorization the governing board has in providing classes in citizenship under particular circumstances. (Educ. Code § 52551 et seq.) If we receive a PRA request for student data, what information are we obligated to share and protect? FERPA supersedes the PRA and requires that the school district maintain the confidentiality of all personally identifiable information in education records related to students. (20 U.S.C. §1232g; 34 CFR § Part 99.) Any and all records, including emails, student files, and personnel information, are generally exempt from disclosure. All student records, including emails and cumulative student files, are generally exempt from disclosure or subject to redaction to prevent disclosure of personally identifiable information. Staff Rights Must we allow ICE and other government authorities on campus? Depends. School districts have the right to limit the amount of disruption to the learning environment and to ensure the safety of their staff and students, which may include denying an individual from accessing a campus during school hours. (Educ. Code §§ 32212, 35160.) In the unlikely event that ICE or other government authorities decide to pursue immigration-related investigations on school campuses, school staff should follow appropriate district procedures applicable to any visitor on campus, which could include, but are not limited to: (1) requesting that the agent sign in at the front desk; (2) that the agent provide valid identification and statement of purpose; and (3) approval from the site administrator or Superintendent. Immediate access to the student should be given if the agent has a warrant or a court order. School districts that allow nonimmigrant, international students (who are in the U.S. under an F-1 or M-1 visa) to enroll in their programs through ICE’s “Student and Exchange Visitor Program” (“SEVP”) are subject to onsite visits from SEVP officials at any time and must provide officials with certain records on such students. (8 CFR § 214.3(g) and (h)(3)(iv).) The SEVP, however, does not have the authorization to review the records of students suspected of being undocumented. Are we required to allow ICE, police, or other government authorities to have access to student records? Access to student records should only be allowed if the requesting agency has a valid court order or subpoena in compliance with FERPA or immigration laws or regulations. (8 U.S.C. § 1225; 34 CFR § 99.31(a) (9)(i); Educ. Code §§ 49076; 49077.) The school district, however, must make reasonable efforts to notify the parent or eligible student in advance of disclosing the documents so that the parent or eligible student may seek protective action, unless the court order or subpoena relates to a federal jury investigation or law enforcement purpose, or relating to domestic or international terrorism. (34 CFR § 99.31(a)(9)(ii); Educ. Code § 49077.) In addition, the USA Patriot Act added an exception to FERPA to mandate the disclosure of educational records to a federal Attorney General or Assistant Attorney General through a judicial order based on an investigation of suspected terrorist activities. (20 U.S.C. § 1232g(j).) Parent Rights All parents, irrespective of their legal status, have a right to participate in their children’s education and are encouraged to do so. Proof of legal residency is not a prerequisite to the enrollment of their children in school. Are undocumented parents required to undergo fingerprinting in order to volunteer at school? School districts may vary in their fingerprinting policies for volunteers. Some require that all volunteers undergo fingerprinting, while others only require the fingerprinting of parent volunteers where the volunteer is not under the direct supervision of a District staff member. Parents should be reassured that the purpose of the fingerprinting requirement is confidential, solely for the use of the District to ensure the safety of students and staff (i.e. that the volunteer has not been convicted of a sex or drug offense with a minor). If a parent is in custody as the result of an immigration enforcement, are districts required to release the student to ICE or other immigration officials? No. School districts are not required to release students into the custody of ICE if their parent is in custody as the result of an immigration enforcement action. Parents with such concerns should make advance arrangements with relatives or friends to ensure that their children are released to an authorized caregiver or adult, and should ensure that school districts are aware of this arrangement in the emergency information card submitted to schools. Sanctuary District What legal protection does a “sanctuary district” offer students? While establishing a school district as a “sanctuary” may set forth its policy to protect undocumented students by limiting the enforcement of—or declining to enforce—immigration laws, there is no further legal protection for residents/students as the result of this status. The school district, however, will be able to utilize the extent of its discretion authorized by law by establishing policies and procedures to ensure the security of its students, such as creating appropriate limits to immigration officials’ visits to school and disallowing staff to ask questions about a student’s or parent’s immigration status. If a district passes a resolution to become a sanctuary district, is it at risk of losing federal funds? It is unknown at this time whether sanctuary school districts are at risk of losing federal funds at the result of their status. President Trump has stated during his campaign that he would block federal funding to sanctuary cities that refuse to cooperate with federal immigration officials, but it is currently unknown if he will indeed proceed with this policy—or any other similar policies relating to funding of public schools who also declare themselves sanctuary sites—or what priority this policy will be placed. THIS IS A SUMMARY ONLY AND NOT LEGAL ADVICE. WE ADVISE YOU TO CONSULT WITH LEGAL COUNSEL TO DETERMINE HOW THIS INFORMATION MAY APPLY TO YOUR SPECIFIC FACTS AND CIRCUMSTANCES. Special thanks from ACSA to Fagen Friedman & Fulfrost, leaders in education law, for assisting our members by helping create this important resource.

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Immigration

From The Hill's Congress Blog:

Task Force Breaks new Ground on Immigrant Integration  April 17, 2015

This week, the White House Task Force on New Americans released a first-of-its-kind report on integrating immigrants into American society. It breaks important new ground and furthers our national discussion on the issue. Its recommendations represent a step forward that must be built upon.

Crucially, the report recognizes that ensuring that immigrants are able to fully participate in the workforce is sound policy—not just for individual immigrants, but for their American-born neighbors, employers, and the communities in which they live.

Without immigrants, the U.S. workforce will not be sufficient to replace the workers expected to retire between 2010 and 2030. And as our economy has changed, so has the process of incorporating newcomers. Unlike in decades past, a hands-off approach that assumes immigrants will spend their working lives in jobs with little need for workforce training or English skills or is no longer true.Today’s economy demands higher-order English and numeracy skills—even for workers at entry levels. Farther up the ladder, U.S. employers have an unmet need for qualified workers, particularly for middle-skill jobs, which require more than a high school education but not a bachelor’s degree. Approximately 55 percent of today’s job openings are middle-skill, compared to just 44 percent of workers.

Hit the "read more" link to learn more.


Because of these changes in the labor market, a new approach to absorbing newcomers is needed. The Task Force report marks a milestone in this new approach. The report’s focus on linguistic, civic, and economic integration recognizes that becoming American is a process—not just a destination.
And it is no small task. The U.S. today is home to 41 million immigrants. And while much of the public and congressional debate on immigration has focused on the 11 million individuals who are currently undocumented, the Task Force looked broadly at the full spectrum of newcomers. Drawing on the expertise of 20 federal agencies, and policy recommendations from 350 organizations and more than 1,000 members of the public, the Task Force identified more than a dozen areas for federal action.

They included:
·         Expanding employer partnerships through work-based learning approaches, such as Registered Apprenticeships, that can help qualified immigrants improve their career prospects.
·         Supporting states, localities, and workforce partners to develop and expand high-functioning career pathways and credentialing systems and programs.

·         Working with employers and other partners to improve access to English for Speakers of Other Languages (ESOL) classes. As the report notes, demand is strong for this skill-building opportunity, and waiting lists are the norm in many communities.

·         Issuing guidance to federal workforce training providers, known as American Job Centers, to clarify immigrant eligibility for training programs and other services.
Perhaps most critically, the Task Force outlined how the federal government will tackle immigrant integration in the context of Workforce Innovation and Opportunity Act (WIOA) implementation. Passed with overwhelming bipartisan majorities in Congress last year, WIOA provides federal support for adult basic education, high school equivalency, and English language classes, as well as workforce services.

But WIOA-funded services meet only a fraction of the need. Fully supporting the economic potential of immigrants will require thoughtful and coordinated action by leaders in the workforce development, adult education, and immigrant integration fields as well as employers. This collaboration should occur in the realm of federal and state policy, in the world of philanthropy, in advocacy, and in the delivery of direct services. The current WIOA implementation process and Task Force on New Americans report provide an ideal opportunity for leaders in all of these areas to ensure they are collaborating and making coordinated, effective investments.

Taking these steps will help ensure that our nation can foster the economic inclusion of all of its people, including native-born Americans as well as immigrants.

Dann-Messier, Ed.D, is a former assistant secretary of the U.S. Department of Education. Salgado is president and CEO of the Instituto del Progreso Latino in Chicago.

From The Hill's Congress Blog:

Task Force Breaks new Ground on Immigrant Integration  April 17, 2015

This week, the White House Task Force on New Americans released a first-of-its-kind report on integrating immigrants into American society. It breaks important new ground and furthers our national discussion on the issue. Its recommendations represent a step forward that must be built upon.

Crucially, the report recognizes that ensuring that immigrants are able to fully participate in the workforce is sound policy—not just for individual immigrants, but for their American-born neighbors, employers, and the communities in which they live.

Without immigrants, the U.S. workforce will not be sufficient to replace the workers expected to retire between 2010 and 2030. And as our economy has changed, so has the process of incorporating newcomers. Unlike in decades past, a hands-off approach that assumes immigrants will spend their working lives in jobs with little need for workforce training or English skills or is no longer true.Today’s economy demands higher-order English and numeracy skills—even for workers at entry levels. Farther up the ladder, U.S. employers have an unmet need for qualified workers, particularly for middle-skill jobs, which require more than a high school education but not a bachelor’s degree. Approximately 55 percent of today’s job openings are middle-skill, compared to just 44 percent of workers.

Hit the "read more" link to learn more.


Because of these changes in the labor market, a new approach to absorbing newcomers is needed. The Task Force report marks a milestone in this new approach. The report’s focus on linguistic, civic, and economic integration recognizes that becoming American is a process—not just a destination.
And it is no small task. The U.S. today is home to 41 million immigrants. And while much of the public and congressional debate on immigration has focused on the 11 million individuals who are currently undocumented, the Task Force looked broadly at the full spectrum of newcomers. Drawing on the expertise of 20 federal agencies, and policy recommendations from 350 organizations and more than 1,000 members of the public, the Task Force identified more than a dozen areas for federal action.

They included:
·         Expanding employer partnerships through work-based learning approaches, such as Registered Apprenticeships, that can help qualified immigrants improve their career prospects.
·         Supporting states, localities, and workforce partners to develop and expand high-functioning career pathways and credentialing systems and programs.

·         Working with employers and other partners to improve access to English for Speakers of Other Languages (ESOL) classes. As the report notes, demand is strong for this skill-building opportunity, and waiting lists are the norm in many communities.

·         Issuing guidance to federal workforce training providers, known as American Job Centers, to clarify immigrant eligibility for training programs and other services.
Perhaps most critically, the Task Force outlined how the federal government will tackle immigrant integration in the context of Workforce Innovation and Opportunity Act (WIOA) implementation. Passed with overwhelming bipartisan majorities in Congress last year, WIOA provides federal support for adult basic education, high school equivalency, and English language classes, as well as workforce services.

But WIOA-funded services meet only a fraction of the need. Fully supporting the economic potential of immigrants will require thoughtful and coordinated action by leaders in the workforce development, adult education, and immigrant integration fields as well as employers. This collaboration should occur in the realm of federal and state policy, in the world of philanthropy, in advocacy, and in the delivery of direct services. The current WIOA implementation process and Task Force on New Americans report provide an ideal opportunity for leaders in all of these areas to ensure they are collaborating and making coordinated, effective investments.

Taking these steps will help ensure that our nation can foster the economic inclusion of all of its people, including native-born Americans as well as immigrants.

Dann-Messier, Ed.D, is a former assistant secretary of the U.S. Department of Education. Salgado is president and CEO of the Instituto del Progreso Latino in Chicago.