adult history NPE, AFT, NEA All Say No to De Vos as Fed Head of Ed - japraklupo

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By all rights this piece should be in the Perspective section. It's my opinion that Betsy DeVos would be bad for Adult Education and bad for Public Education, in general.  Many people and organizations agree with me.  Read on to hear why.  -- Cynthia Eagleton, ESL teacher at San Mateo Adult School

The Network for Public Education, the two large national teachers unions - the American Federation of Teachers and the National Education Association, Bernie Sanders, and any number of other individuals and organizations  - all say no to the idea of approving Betsy De Vos as Education Secretary for the United States.



There is someone who does like DeVos - and that person is new President Trump.  She is his choice for the job. 

Relevance to Adult Education

While in California, Adult Education is largely funded by the state, in many states Adult Education is primarily funded by the federal government.  The tone, the direction, the policy at the federal level very much affects Adult Education across the USA.  

To learn more about how Adult Ed is funded across the country, click here.

To take part in a COABE webinar about Adult Ed under the new Trump admin, click here.


Further, Adult Education, as neglected as it is as a branch of Public Education, is nevertheless a part of that tree.  Of course, it matters who the head of the US Department of Education is. 

We in California also know that when that larger tree of Public Education - be that on a federal, state, or local level - is shaken or sick, Adult Education is the first branch to be neglected or cut. That is what happened in 2008.  The Global Financial Meltdown led to shortage in the state budget which led to Governor Schwartzenegger's decision to make Adult Education the fund donor to keep the K-12 system going.  Adult Ed funds were "flexed" - that meant that if K-12 districts needed money - and of course, at that time, they did - they could use Adult Ed funds.  This is what led to over 70 Adult Schools being closed and all Adult Schools being cut in size and scope of service. 

If the economy destabilizes in the next few years or if Public Ed destabilizes due to a shift into a "school choice" system, we know which branch will most affected and least likely to survive.  That's right, it will be Adult Education.

That's why it's crucial that we think hard about the potential appointment of DeVos as head of the US Department of Public Education.  DeVos is a big supporter of "school choice" and for-profit charter schools.  She has no training or experience in Public Education.  Neither she nor her children attended public schools.  She is a wealthy woman and a major donor to politicans and in her own words:

"In 1997, DeVos wrote the following in an essay for Roll Call: "I know a little something about soft money, as my family is the largest single contributor of soft money to the national Republican party. Occasionally a wayward reporter will try to make the charge that we are giving this money to get something in return, or that we must be purchasing influence in some way."

She continued:

I have decided, however, to stop taking offense at the suggestion that we are buying influence. Now I simply concede the point. They are right. We do expect some things in return.

We expect to foster a conservative governing philosophy consisting of limited government and respect for traditional American virtues. We expect a return on our investment; we expect a good and honest government. Furthermore, we expect the Republican party to use the money to promote these policies, and yes, to win elections.

People like us must surely be stopped.

Senate HELP Committee Vote on DeVos Delayed to January 31

The US Senate HELP - Health, Education, Labor & Pensions - committee vote to approve of her appointment has been delayed to January 31.

Between then and now, we have the opportunity to speak up and tell the members of the committee what we think about DeVos and how her appointment might affect Adult Education.

Click here for a better view of that list - HELP Committee members and their phone numbers.



What the Network for Public Education says:

For those who don't know:  "The Network for Public Education was founded in 2013 by Diane Ravitch and Anthony Cody. We are an advocacy group whose mission is to preserve, promote, improve and strengthen public schools for both current and future generations of students.The goal of NPE is to connect all those who are passionate about our schools – students, parents, teachers and citizens. We share information and research on vital issues that concern the future of public education at a time when it is under attack."

"When De Vos has to choose between quality schools and “the free market,” she chooses “the free market” of privatized choice every time. The best interests of children take a back seat.
And we know the DeVos endgame–shut down our neighborhood public schools, and replace them with a patchwork of charters, private schools and online learning.
We can’t let that happen and we need your help. Present and future generations of children are depending on us to act now.  We now know that some Senators have grave doubts. It is our job to make those doubts grow into active resistance to DeVos.  Here is their toolkit for stopping DeVos.

Professor Julian Vasquez Heilig is on the board of NPE. 
Here's a link to his blog, "Cloaking Inequality" with a short 7 minute film about DeVos, "Stop Betsy DeVos" by Brave New Films.

What the American Federation of Teachers says:

"DeVos lobbied for a school voucher law that voters in her home state of Michigan overwhelmingly rejected. But she was able to push through the vast expansion (link is external) of for-profit charter schools with little oversight (link is external). DeVos has written so many checks (link is external) (including to several senators (link is external) who will vote on her nomination) and strong-armed (link is external) so many lawmakers that, despite having no experience in public education, she has influenced nearly every aspect of education in Michigan. The result? Achievement has declined (link is external) across the state. In addition to media reports of rampant corruption (link is external), nearly half of Michigan’s charter schools rank in the bottom of America’s schools, and the state’s charter schools lag (link is external) 84 percent behind state averages in math and 80 percent in reading." 

Read more here.


What the National Education Association says:

1. Betsy DeVos has no training or experience in education.

She has never worked in a school in any capacity, and does not hold a degree in education (nor did she or her children ever attend a public school).

2. Like Donald Trump, DeVos is an ardent supporter of “school choice” privatization schemes, despite a complete lack of evidence that privatizing public schools produces better education.

In Michigan, Betsy and husband Dick DeVos have pushed for decades for so-called “choice” schemes and corporate charter schools, most of which have performed worse than the state average. They are long-time Republican party donors who support pro “school choice” candidates, and Betsy DeVos has served on the boards of two major groups leading the charge to privatize public schools.

3. DeVos has invested millions lobbying for laws that drain resources from public schools.

In 2000, Michigan voters rejected a massive effort led by Betsy and Dick DeVos to change the state’s constitution to allow private school voucher schemes that siphon money away from public schools. But Betsy DeVos has promoted these measures as chair of the American Federation for Children, and the DeVos family has spent millions to push for the expansion of vouchers in other states.

4. DeVos has fought against the regulation of charter schools.

The DeVos family gave nearly $1 million to GOP lawmakers in the Michigan legislature who gutted a bill that included accountability measures for charter schools in Detroit. Those charters will not be subject to the same oversight or regulation as public schools, even though they are funded with taxpayer money, thanks largely to the DeVos family.

5. Betsy DeVos is not a good fit for a position overseeing the civil rights of all students.

Donald Trump’s nomination of DeVos is deeply concerning to many civil rights groups, because school choice schemes promote racial segregation and undercut civil rights enforcement that is routine in public schools. Corporate charter schools have higher than average teacher turnover and closure rates, which disproportionately affect students of color and low-income families.
The DeVos family’s support for anti-LGBT causes is well-documented. Since 1998, the DeVos family has given more than $6.7 million to Focus on the Family, a group that supports “conversion therapy”—a debunked theory that purports to change the sexual orientation of gay and lesbian individuals that is strongly opposed by the American Psychiatric Association, the Human Rights Campaign, and scores of other medical and civil rights organizations.

Read more here.


What Edublogger Mercedes Schneider says:

Schneider is the author of the Deutsch29 edublog.  She is a phenomenal researcher.  She painstakingly fact-checks everything and provides links to facts, resources, statistics, etc.

Click here to read her posts about DeVos.



Here are folks to contact with your opinion about DeVos and how well she might or might not serve our country as Fed Head of Ed for the US of A:

REPUBLICANS

Lamar Alexander (TN)Phone: (202) 224-4944
Michael B. Enzi (WY)Phone: (202) 224-3424Richard Burr (NC)(202) 224-3154
Johnny Isakson (GA)Tel: (202) 224-3643https://www.isakson.senate.gov/public/index.cfm/email-meRand Paul (KY)Phone: 202-224-4343
Susan Collins (ME)(202)224-2523
Bill Cassidy, M.D. (LA)(202) 224-5824https://www.cassidy.senate.gov/contact
Todd Young (IN)?
Orrin Hatch (UT)(202) 224-5251
Pat Roberts (KS)Phone: (202) 224-4774
Lisa Murkowski (AK)Phone: (202)-224-6665
Tim Scott (SC)(202) 224-6121https://www.scott.senate.gov/contact/email-me

DEMOCRATS

Patty Murray (WA)(202) 224-2621
Bernie Sanders (VT) (202) 224-5141
Robert P. Casey, Jr (PA)(202) 224-6324
Al Franken (MN)(202) 224-5641
Michael F. Bennet (CO)202-224-5852
Sheldon Whitehouse (RI)(202) 224-2921
Tammy Baldwin (WI)(202) 224-5653
Christopher S. Murphy (CT)(202) 224-4041
Elizabeth Warren (MA)(202) 224-4543
Tim Kaine (VA) (202) 224-4024
Maggie Hassan (NH)?

By all rights this piece should be in the Perspective section. It's my opinion that Betsy DeVos would be bad for Adult Education and bad for Public Education, in general.  Many people and organizations agree with me.  Read on to hear why.  -- Cynthia Eagleton, ESL teacher at San Mateo Adult School

The Network for Public Education, the two large national teachers unions - the American Federation of Teachers and the National Education Association, Bernie Sanders, and any number of other individuals and organizations  - all say no to the idea of approving Betsy De Vos as Education Secretary for the United States.



There is someone who does like DeVos - and that person is new President Trump.  She is his choice for the job. 

Relevance to Adult Education

While in California, Adult Education is largely funded by the state, in many states Adult Education is primarily funded by the federal government.  The tone, the direction, the policy at the federal level very much affects Adult Education across the USA.  

To learn more about how Adult Ed is funded across the country, click here.

To take part in a COABE webinar about Adult Ed under the new Trump admin, click here.


Further, Adult Education, as neglected as it is as a branch of Public Education, is nevertheless a part of that tree.  Of course, it matters who the head of the US Department of Education is. 

We in California also know that when that larger tree of Public Education - be that on a federal, state, or local level - is shaken or sick, Adult Education is the first branch to be neglected or cut. That is what happened in 2008.  The Global Financial Meltdown led to shortage in the state budget which led to Governor Schwartzenegger's decision to make Adult Education the fund donor to keep the K-12 system going.  Adult Ed funds were "flexed" - that meant that if K-12 districts needed money - and of course, at that time, they did - they could use Adult Ed funds.  This is what led to over 70 Adult Schools being closed and all Adult Schools being cut in size and scope of service. 

If the economy destabilizes in the next few years or if Public Ed destabilizes due to a shift into a "school choice" system, we know which branch will most affected and least likely to survive.  That's right, it will be Adult Education.

That's why it's crucial that we think hard about the potential appointment of DeVos as head of the US Department of Public Education.  DeVos is a big supporter of "school choice" and for-profit charter schools.  She has no training or experience in Public Education.  Neither she nor her children attended public schools.  She is a wealthy woman and a major donor to politicans and in her own words:

"In 1997, DeVos wrote the following in an essay for Roll Call: "I know a little something about soft money, as my family is the largest single contributor of soft money to the national Republican party. Occasionally a wayward reporter will try to make the charge that we are giving this money to get something in return, or that we must be purchasing influence in some way."

She continued:

I have decided, however, to stop taking offense at the suggestion that we are buying influence. Now I simply concede the point. They are right. We do expect some things in return.

We expect to foster a conservative governing philosophy consisting of limited government and respect for traditional American virtues. We expect a return on our investment; we expect a good and honest government. Furthermore, we expect the Republican party to use the money to promote these policies, and yes, to win elections.

People like us must surely be stopped.

Senate HELP Committee Vote on DeVos Delayed to January 31

The US Senate HELP - Health, Education, Labor & Pensions - committee vote to approve of her appointment has been delayed to January 31.

Between then and now, we have the opportunity to speak up and tell the members of the committee what we think about DeVos and how her appointment might affect Adult Education.

Click here for a better view of that list - HELP Committee members and their phone numbers.



What the Network for Public Education says:

For those who don't know:  "The Network for Public Education was founded in 2013 by Diane Ravitch and Anthony Cody. We are an advocacy group whose mission is to preserve, promote, improve and strengthen public schools for both current and future generations of students.The goal of NPE is to connect all those who are passionate about our schools – students, parents, teachers and citizens. We share information and research on vital issues that concern the future of public education at a time when it is under attack."

"When De Vos has to choose between quality schools and “the free market,” she chooses “the free market” of privatized choice every time. The best interests of children take a back seat.
And we know the DeVos endgame–shut down our neighborhood public schools, and replace them with a patchwork of charters, private schools and online learning.
We can’t let that happen and we need your help. Present and future generations of children are depending on us to act now.  We now know that some Senators have grave doubts. It is our job to make those doubts grow into active resistance to DeVos.  Here is their toolkit for stopping DeVos.

Professor Julian Vasquez Heilig is on the board of NPE. 
Here's a link to his blog, "Cloaking Inequality" with a short 7 minute film about DeVos, "Stop Betsy DeVos" by Brave New Films.

What the American Federation of Teachers says:

"DeVos lobbied for a school voucher law that voters in her home state of Michigan overwhelmingly rejected. But she was able to push through the vast expansion (link is external) of for-profit charter schools with little oversight (link is external). DeVos has written so many checks (link is external) (including to several senators (link is external) who will vote on her nomination) and strong-armed (link is external) so many lawmakers that, despite having no experience in public education, she has influenced nearly every aspect of education in Michigan. The result? Achievement has declined (link is external) across the state. In addition to media reports of rampant corruption (link is external), nearly half of Michigan’s charter schools rank in the bottom of America’s schools, and the state’s charter schools lag (link is external) 84 percent behind state averages in math and 80 percent in reading." 

Read more here.


What the National Education Association says:

1. Betsy DeVos has no training or experience in education.

She has never worked in a school in any capacity, and does not hold a degree in education (nor did she or her children ever attend a public school).

2. Like Donald Trump, DeVos is an ardent supporter of “school choice” privatization schemes, despite a complete lack of evidence that privatizing public schools produces better education.

In Michigan, Betsy and husband Dick DeVos have pushed for decades for so-called “choice” schemes and corporate charter schools, most of which have performed worse than the state average. They are long-time Republican party donors who support pro “school choice” candidates, and Betsy DeVos has served on the boards of two major groups leading the charge to privatize public schools.

3. DeVos has invested millions lobbying for laws that drain resources from public schools.

In 2000, Michigan voters rejected a massive effort led by Betsy and Dick DeVos to change the state’s constitution to allow private school voucher schemes that siphon money away from public schools. But Betsy DeVos has promoted these measures as chair of the American Federation for Children, and the DeVos family has spent millions to push for the expansion of vouchers in other states.

4. DeVos has fought against the regulation of charter schools.

The DeVos family gave nearly $1 million to GOP lawmakers in the Michigan legislature who gutted a bill that included accountability measures for charter schools in Detroit. Those charters will not be subject to the same oversight or regulation as public schools, even though they are funded with taxpayer money, thanks largely to the DeVos family.

5. Betsy DeVos is not a good fit for a position overseeing the civil rights of all students.

Donald Trump’s nomination of DeVos is deeply concerning to many civil rights groups, because school choice schemes promote racial segregation and undercut civil rights enforcement that is routine in public schools. Corporate charter schools have higher than average teacher turnover and closure rates, which disproportionately affect students of color and low-income families.
The DeVos family’s support for anti-LGBT causes is well-documented. Since 1998, the DeVos family has given more than $6.7 million to Focus on the Family, a group that supports “conversion therapy”—a debunked theory that purports to change the sexual orientation of gay and lesbian individuals that is strongly opposed by the American Psychiatric Association, the Human Rights Campaign, and scores of other medical and civil rights organizations.

Read more here.


What Edublogger Mercedes Schneider says:

Schneider is the author of the Deutsch29 edublog.  She is a phenomenal researcher.  She painstakingly fact-checks everything and provides links to facts, resources, statistics, etc.

Click here to read her posts about DeVos.



Here are folks to contact with your opinion about DeVos and how well she might or might not serve our country as Fed Head of Ed for the US of A:

REPUBLICANS

Lamar Alexander (TN)Phone: (202) 224-4944
Michael B. Enzi (WY)Phone: (202) 224-3424Richard Burr (NC)(202) 224-3154
Johnny Isakson (GA)Tel: (202) 224-3643https://www.isakson.senate.gov/public/index.cfm/email-meRand Paul (KY)Phone: 202-224-4343
Susan Collins (ME)(202)224-2523
Bill Cassidy, M.D. (LA)(202) 224-5824https://www.cassidy.senate.gov/contact
Todd Young (IN)?
Orrin Hatch (UT)(202) 224-5251
Pat Roberts (KS)Phone: (202) 224-4774
Lisa Murkowski (AK)Phone: (202)-224-6665
Tim Scott (SC)(202) 224-6121https://www.scott.senate.gov/contact/email-me

DEMOCRATS

Patty Murray (WA)(202) 224-2621
Bernie Sanders (VT) (202) 224-5141
Robert P. Casey, Jr (PA)(202) 224-6324
Al Franken (MN)(202) 224-5641
Michael F. Bennet (CO)202-224-5852
Sheldon Whitehouse (RI)(202) 224-2921
Tammy Baldwin (WI)(202) 224-5653
Christopher S. Murphy (CT)(202) 224-4041
Elizabeth Warren (MA)(202) 224-4543
Tim Kaine (VA) (202) 224-4024
Maggie Hassan (NH)?

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

- Hallo sahabat fashion, Pada Artikel yang anda baca kali ini dengan judul , 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

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.

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.

adult history 2017-18 Brown Budget Proposal: Still No Increase for Adult Education - japraklupo

- Hallo sahabat fashion, Pada Artikel yang anda baca kali ini dengan judul , kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan Artikel Budget, Artikel EducationEquality4AE, Artikel Gov Brown, yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.

Judul : adult history 2017-18 Brown Budget Proposal: Still No Increase for Adult Education - japraklupo
link : adult history 2017-18 Brown Budget Proposal: Still No Increase for Adult Education - japraklupo

Information for funding Adult Education is now in the "Investing in California's Workforce" section of the budget.  In the past, there was information about Adult Education in the K12 and Higher Education sections. 

It seems Governor Brown is slowly but surely framing Adult Education as being less about education and more about work.  That's a nice way to avoid the truth Adult Education is and always has been - for over 150 years - part of the educational system of California.  And while Adult Education includes job skills training, just like people, Adult Education is about more than just work.

No matter what you call it or where you put it in the budget, Adult Education is not seen, treated and funded in the same way all other branches of Public Education are.

It is high time that Adult Education be given the Education Equality that Californians need and deserve.

#EducationEquality4AE now!

Here is the information from Governor Brown's ebudget about Adult Education:

Community Colleges and Workforce Opportunities

 

In 2015‑16, community college vocational education programs served roughly 300,000

full‑time equivalent students, about 27 percent of all community college full‑time

equivalent students. Below are several other community college programs that

strengthen workforce development and foster job creation:

• Strong Workforce Program — The Budget includes $248 million Proposition 98

General Fund for the Strong Workforce Program. This program builds upon federal

Workforce Innovation and Opportunity Act of 2014 (WIOA) funds and provides

access to more regionally aligned, career technical education and workforce

development programs/courses. It will also strengthen programmatic collaboration

among workforce investment boards, CCCs, local education agencies, and county

human services agency employment and workforce development programs. These

efforts promote greater employment opportunities and earnings potential for

participating students.

• Adult Education Block Grant Program — This program coordinates representatives

from local educational agencies, community colleges, and other regional education,

workforce, and industry partners to promote the educational opportunities offered

to students and adult learners. Through this program, students and adult learners

can access courses to complete their high school diplomas or general education

equivalent, English as a Second Language courses, and pathways courses that

 





 

lead to additional career opportunities. The Budget includes $500 million ongoing

Proposition 98 General Fund to support the Adult Education Block Grant Program.

• Apprenticeship Programs — There are over 265 apprenticeship programs sponsored

by local educational agencies, community colleges, and the Labor and Workforce

Development Agency’s (Labor Agency) Employment Training Panel which support

training to approximately 74,000 apprentices. These programs offer interested

Californians a clear pathway to obtain classroom instruction and on‑the‑job training

skills leading to gainful employment, while also providing California businesses with

well‑trained employees. The Budget includes $54.9 million ongoing Proposition 98

General Fund and approximately $13 million Employment Training Fund for

apprenticeship programs.

• Economic and Workforce Development Program — This program provides funding

for targeted investments in economic and workforce development, focusing on

priority and emergent industry sectors, providing short‑term grants to support

industry‑driven regional education and training. The Budget includes $22.9 million

ongoing Proposition 98 General Fund to support this program.

Information for funding Adult Education is now in the "Investing in California's Workforce" section of the budget.  In the past, there was information about Adult Education in the K12 and Higher Education sections. 

It seems Governor Brown is slowly but surely framing Adult Education as being less about education and more about work.  That's a nice way to avoid the truth Adult Education is and always has been - for over 150 years - part of the educational system of California.  And while Adult Education includes job skills training, just like people, Adult Education is about more than just work.

No matter what you call it or where you put it in the budget, Adult Education is not seen, treated and funded in the same way all other branches of Public Education are.

It is high time that Adult Education be given the Education Equality that Californians need and deserve.

#EducationEquality4AE now!

Here is the information from Governor Brown's ebudget about Adult Education:

Community Colleges and Workforce Opportunities

 

In 2015‑16, community college vocational education programs served roughly 300,000

full‑time equivalent students, about 27 percent of all community college full‑time

equivalent students. Below are several other community college programs that

strengthen workforce development and foster job creation:

• Strong Workforce Program — The Budget includes $248 million Proposition 98

General Fund for the Strong Workforce Program. This program builds upon federal

Workforce Innovation and Opportunity Act of 2014 (WIOA) funds and provides

access to more regionally aligned, career technical education and workforce

development programs/courses. It will also strengthen programmatic collaboration

among workforce investment boards, CCCs, local education agencies, and county

human services agency employment and workforce development programs. These

efforts promote greater employment opportunities and earnings potential for

participating students.

• Adult Education Block Grant Program — This program coordinates representatives

from local educational agencies, community colleges, and other regional education,

workforce, and industry partners to promote the educational opportunities offered

to students and adult learners. Through this program, students and adult learners

can access courses to complete their high school diplomas or general education

equivalent, English as a Second Language courses, and pathways courses that

 





 

lead to additional career opportunities. The Budget includes $500 million ongoing

Proposition 98 General Fund to support the Adult Education Block Grant Program.

• Apprenticeship Programs — There are over 265 apprenticeship programs sponsored

by local educational agencies, community colleges, and the Labor and Workforce

Development Agency’s (Labor Agency) Employment Training Panel which support

training to approximately 74,000 apprentices. These programs offer interested

Californians a clear pathway to obtain classroom instruction and on‑the‑job training

skills leading to gainful employment, while also providing California businesses with

well‑trained employees. The Budget includes $54.9 million ongoing Proposition 98

General Fund and approximately $13 million Employment Training Fund for

apprenticeship programs.

• Economic and Workforce Development Program — This program provides funding

for targeted investments in economic and workforce development, focusing on

priority and emergent industry sectors, providing short‑term grants to support

industry‑driven regional education and training. The Budget includes $22.9 million

ongoing Proposition 98 General Fund to support this program.

adult history Kristen Pursley: "Adult Schools Could Still Wither Away" - japraklupo

- Hallo sahabat fashion, Pada Artikel yang anda baca kali ini dengan judul , kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan Artikel Advice, Artikel Affirming Adult Ed, Artikel Save Your Adult School, yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.

Judul : adult history Kristen Pursley: "Adult Schools Could Still Wither Away" - japraklupo
link : adult history Kristen Pursley: "Adult Schools Could Still Wither Away" - japraklupo

From Kristen Pursley's blog, "Save Your Adult School"

Posted on November 26, 2016 by kpursley
 

Since last year, adult schools  finally have their own dedicated funding through the consortia. Adult schools have stable funding at last, and should be able to get on with the job of providing education for California’s adults. Unfortunately, adult schools are still in jeopardy because their funding is inadequate and the state apparently has no intention of increasing it.

Adult school funding has not so much stabilized as fossilized, and the fossilization took place when adult school funding had been reduced by half during a chaotic period of unrestricted cuts.  In 2008, the Great Recession precipitated a budget crisis in California, and the state legislature, as an emergency measure, removed restrictions on how schools could spend most of their categorical funds, including adult school funds. From 2008 to 2013, adult school funding was in free fall as school districts took their money to save other programs. Some adult schools closed altogether, and the number of adult schools in the state fell 11%.  State spending on adult schools fell from $750 million a year to $350 million, a more than 50% drop.

In 2013, the financial crisis was finally beginning to pass, but the state chose to make the emergency permanent for adult schools.  In that year, the state finally stopped the bleeding for adult schools by instituting a Maintenance of Effort provision for districts that still had adult schools.  Districts had to keep funding their adult schools at the 2012 level, but this was, of course, whatever low level of funding the adult school was receiving after four years of unrestricted cuts. The Maintenance of Effort persisted for two years, after which it was replaced by the consortia in 2015.

Even when the consortia came into being, the state did not raise adult school funding at all.  Only $350 million of consortia funds was dedicated for adult schools, and adult schools were only guaranteed the amount of funding they had under the Maintenance of Effort.  That is how the consortium funds were distributed; according to what schools got the year before. There was no provision for the fact that some adult schools were hit much worse than others.  The fortunate remained fortunate, and the unfortunate (who were often situated in areas of higher need) were left to struggle and scrape by as they had been doing for six years. There was another 1.5 million in consortium funding divided between all the 71 consortia in the state, and this funding could be spent at the discretion of the individual consortia. It could go to adult schools, but there was no requirement that it be spent on them.

Eight years is a very long time to go without any increase in funding at all, especially when an institution is trying to recover from severe cuts and the resulting disastrous losses of instructional time, personnel, and money for resources.  Adult schools are trying to hold the line, but even if they implement the most exacting austerity measures and leverage their resources with every possible lever they can pull, they are eventually going to fall behind. Here’s why:

Adult schools have three basic kinds of staff: teachers, classified staff (clerks, janitors, etc.) and administrators.  Adult school teachers are strictly adult school employees, but classified staff and administrators are district employees.  They can be  transferred or promoted into the adult school from  other positions in K-12, and they may transfer or be promoted out again to other K-12 positions.  Classified union members often  have bumping rights for all positions within the district, including the adult school. Classified  district staff are almost always unionized, and their union contracts are negotiated relative to the school district’s budget, not the adult school’s (much smaller) budget. Yet some of them will be working at the adult school, and the adult school must pay the negotiated wage. That is only fair, but since adult school funding is frozen, the adult school has to cut services in order to pay for every wage increase classified staff win.

School administrators,too, often belong to associations and negotiate their salaries as a group. Again, their salaries are negotiated relative to the budget of the district as a whole, not of the adult school, but some of them will work for the adult school, and, again, every raise or even cost of living increase will impact the adult school’s ability to provide services.

Many adult school teachers belong to unions also, but their wages are not bargained for relative to the budget of the district as a whole; their wages are bargained for relative to the adult school budget.  So their are likely to have to struggle harder for even the smallest raise while their  district argues that the money just isn’t there. Meanwhile, classified staff and administrators at the adult school will see regular raises that have been negotiated relative to the district budget, and their higher salaries will cut into the adult school’s budget and ability to provide services. Indeed, in severe cases, instructional hours may be cut and teachers may lose hours and income to pay for the salary increases of classified staff and administrators.  And, of course, students will lose out too, in the form of less classes, less instructional hours, and less supplies.

When I talk about adult school teachers’ wages, by the way, I do mean wages.  Most adult school teachers are part-time, hourly employees.  Most do not receive health care benefits or paid vacations and holidays, while classified staff and administrators who work at the adult school have the full benefits associated with full-time positions.

Of course, school classified staff and administrators need and deserve their raises. The problem is that the state does not take their raises  into account when they steadfastly refuse to provide adult schools with any more funding.  Legislators and policy makers in Sacramento don’t seem to know much detail about  how adult schools work, so their decisions frequently have unintended consequences.   In this case, the unintended consequence may be that adult schools will eventually sink beneath the burden of salaries negotiated with reference to school district budgets.

Add to this the fact that the cost of materials keeps going up, and that even the most carefully maintained old equipment eventually breaks down completely and needs to be replaced, and you can see that disaster is looming for adult schools sooner rather than later.  It is hard to understand why policymakers in Sacramento don’t see this too.  You simply can’t freeze the funding of an institution permanently and expect that it will not fall further and further behind.

Yet this is apparently what the state plans to do.  According to information that is beginning to come out about the 2017-2018 budget, the governor is planning, for the third year in a row, not to give adult schools any more money that he gave them last year and the year before that.

The excuse legislators give for not giving the consortia more money is that they need to see how the consortia work out.  If they see success, then they will consider more money.  But they are extremely fuzzy about how they define success. There are no timelines and no benchmarks, just a vague indication that the consortia haven’t met their expectations yet, whatever they are.  But the state has asked the consortia to effect sweeping changes that will take time to implement and even more time to show results.  If policymakers really intend to freeze consortium funding until that distant day when they see all the results they want, adult schools simply aren’t going to make it to the finish line.
Sacramento is ignoring the fact that success costs money.  The legislation that created the consortia imposed a lot of new costs, some of which must be born by adult schools. There are demands for additional services and data that have to be paid for somehow.  Governor Brown is famous for keeping a stone in his office for his contemplation. Next time he looks at it, he should remember that you can’t get blood out of one.

And Sacramento should remember that failure costs money, too.  Failure can be expensive, but it is a waste of money, not an investment.  If the state fails to fund the consortia adequately, they will be paying for a disappointment year after year until the whole thing finally runs into the ground. The consortia are trying hard to succeed.  If they fail for lack of adequate support from the state, government officials should blame themselves.

Only the citizens of California can turn this around.  The governor is now in the process of constructing the budget for 2017-2018, and he needs to hear from Californians that adult schools must be more adequately funded.  Please write to Governor Brown and ask him to increase consortium funding  to at least  the 2008 level of $750 million.  It won’t be enough, but it will be a start.  Please contact your state legislators too, and let them know this is important to you.  They will need to approve the governor’s budget by June.

The governor’s budget comes out in mid-January.  It will be revised in May, and the legislature has to approve it in June.

My thanks to Ken Ryan, an adult school teacher whose insight was the inspiration for this post.

Here is Governor Brown’s address:

Mailing address:
Governor Jerry Brown
c/o State Capitol, Suite 1173
Sacramento, CA 95814
Phone: (916) 445-2841
Fax: (916) 558-3160

You can also email him from here:

https://govnews.gov.ca.gov/gov39mail/mail.php

All power to the people!

Governor Brown, please remember that more than any other branch of Public Education,

Adult Education serves those with the least resources and the greatest needs.

Adult Education also serves those at most at risk of danger and disaster from

anti-immigrant and anti-poverty sentiment and policies.

And it is the only branch of Public Education bound by law not to ask about immigrant status.

Adult Education needs adequate and realistic funding! Now!  Not later! 

And especially before changes in federal policies bring further difficulty!  --- Cynthia Eagleton

 

From Kristen Pursley's blog, "Save Your Adult School"

Posted on November 26, 2016 by kpursley
 

Since last year, adult schools  finally have their own dedicated funding through the consortia. Adult schools have stable funding at last, and should be able to get on with the job of providing education for California’s adults. Unfortunately, adult schools are still in jeopardy because their funding is inadequate and the state apparently has no intention of increasing it.

Adult school funding has not so much stabilized as fossilized, and the fossilization took place when adult school funding had been reduced by half during a chaotic period of unrestricted cuts.  In 2008, the Great Recession precipitated a budget crisis in California, and the state legislature, as an emergency measure, removed restrictions on how schools could spend most of their categorical funds, including adult school funds. From 2008 to 2013, adult school funding was in free fall as school districts took their money to save other programs. Some adult schools closed altogether, and the number of adult schools in the state fell 11%.  State spending on adult schools fell from $750 million a year to $350 million, a more than 50% drop.

In 2013, the financial crisis was finally beginning to pass, but the state chose to make the emergency permanent for adult schools.  In that year, the state finally stopped the bleeding for adult schools by instituting a Maintenance of Effort provision for districts that still had adult schools.  Districts had to keep funding their adult schools at the 2012 level, but this was, of course, whatever low level of funding the adult school was receiving after four years of unrestricted cuts. The Maintenance of Effort persisted for two years, after which it was replaced by the consortia in 2015.

Even when the consortia came into being, the state did not raise adult school funding at all.  Only $350 million of consortia funds was dedicated for adult schools, and adult schools were only guaranteed the amount of funding they had under the Maintenance of Effort.  That is how the consortium funds were distributed; according to what schools got the year before. There was no provision for the fact that some adult schools were hit much worse than others.  The fortunate remained fortunate, and the unfortunate (who were often situated in areas of higher need) were left to struggle and scrape by as they had been doing for six years. There was another 1.5 million in consortium funding divided between all the 71 consortia in the state, and this funding could be spent at the discretion of the individual consortia. It could go to adult schools, but there was no requirement that it be spent on them.

Eight years is a very long time to go without any increase in funding at all, especially when an institution is trying to recover from severe cuts and the resulting disastrous losses of instructional time, personnel, and money for resources.  Adult schools are trying to hold the line, but even if they implement the most exacting austerity measures and leverage their resources with every possible lever they can pull, they are eventually going to fall behind. Here’s why:

Adult schools have three basic kinds of staff: teachers, classified staff (clerks, janitors, etc.) and administrators.  Adult school teachers are strictly adult school employees, but classified staff and administrators are district employees.  They can be  transferred or promoted into the adult school from  other positions in K-12, and they may transfer or be promoted out again to other K-12 positions.  Classified union members often  have bumping rights for all positions within the district, including the adult school. Classified  district staff are almost always unionized, and their union contracts are negotiated relative to the school district’s budget, not the adult school’s (much smaller) budget. Yet some of them will be working at the adult school, and the adult school must pay the negotiated wage. That is only fair, but since adult school funding is frozen, the adult school has to cut services in order to pay for every wage increase classified staff win.

School administrators,too, often belong to associations and negotiate their salaries as a group. Again, their salaries are negotiated relative to the budget of the district as a whole, not of the adult school, but some of them will work for the adult school, and, again, every raise or even cost of living increase will impact the adult school’s ability to provide services.

Many adult school teachers belong to unions also, but their wages are not bargained for relative to the budget of the district as a whole; their wages are bargained for relative to the adult school budget.  So their are likely to have to struggle harder for even the smallest raise while their  district argues that the money just isn’t there. Meanwhile, classified staff and administrators at the adult school will see regular raises that have been negotiated relative to the district budget, and their higher salaries will cut into the adult school’s budget and ability to provide services. Indeed, in severe cases, instructional hours may be cut and teachers may lose hours and income to pay for the salary increases of classified staff and administrators.  And, of course, students will lose out too, in the form of less classes, less instructional hours, and less supplies.

When I talk about adult school teachers’ wages, by the way, I do mean wages.  Most adult school teachers are part-time, hourly employees.  Most do not receive health care benefits or paid vacations and holidays, while classified staff and administrators who work at the adult school have the full benefits associated with full-time positions.

Of course, school classified staff and administrators need and deserve their raises. The problem is that the state does not take their raises  into account when they steadfastly refuse to provide adult schools with any more funding.  Legislators and policy makers in Sacramento don’t seem to know much detail about  how adult schools work, so their decisions frequently have unintended consequences.   In this case, the unintended consequence may be that adult schools will eventually sink beneath the burden of salaries negotiated with reference to school district budgets.

Add to this the fact that the cost of materials keeps going up, and that even the most carefully maintained old equipment eventually breaks down completely and needs to be replaced, and you can see that disaster is looming for adult schools sooner rather than later.  It is hard to understand why policymakers in Sacramento don’t see this too.  You simply can’t freeze the funding of an institution permanently and expect that it will not fall further and further behind.

Yet this is apparently what the state plans to do.  According to information that is beginning to come out about the 2017-2018 budget, the governor is planning, for the third year in a row, not to give adult schools any more money that he gave them last year and the year before that.

The excuse legislators give for not giving the consortia more money is that they need to see how the consortia work out.  If they see success, then they will consider more money.  But they are extremely fuzzy about how they define success. There are no timelines and no benchmarks, just a vague indication that the consortia haven’t met their expectations yet, whatever they are.  But the state has asked the consortia to effect sweeping changes that will take time to implement and even more time to show results.  If policymakers really intend to freeze consortium funding until that distant day when they see all the results they want, adult schools simply aren’t going to make it to the finish line.
Sacramento is ignoring the fact that success costs money.  The legislation that created the consortia imposed a lot of new costs, some of which must be born by adult schools. There are demands for additional services and data that have to be paid for somehow.  Governor Brown is famous for keeping a stone in his office for his contemplation. Next time he looks at it, he should remember that you can’t get blood out of one.

And Sacramento should remember that failure costs money, too.  Failure can be expensive, but it is a waste of money, not an investment.  If the state fails to fund the consortia adequately, they will be paying for a disappointment year after year until the whole thing finally runs into the ground. The consortia are trying hard to succeed.  If they fail for lack of adequate support from the state, government officials should blame themselves.

Only the citizens of California can turn this around.  The governor is now in the process of constructing the budget for 2017-2018, and he needs to hear from Californians that adult schools must be more adequately funded.  Please write to Governor Brown and ask him to increase consortium funding  to at least  the 2008 level of $750 million.  It won’t be enough, but it will be a start.  Please contact your state legislators too, and let them know this is important to you.  They will need to approve the governor’s budget by June.

The governor’s budget comes out in mid-January.  It will be revised in May, and the legislature has to approve it in June.

My thanks to Ken Ryan, an adult school teacher whose insight was the inspiration for this post.

Here is Governor Brown’s address:

Mailing address:
Governor Jerry Brown
c/o State Capitol, Suite 1173
Sacramento, CA 95814
Phone: (916) 445-2841
Fax: (916) 558-3160

You can also email him from here:

https://govnews.gov.ca.gov/gov39mail/mail.php

All power to the people!

Governor Brown, please remember that more than any other branch of Public Education,

Adult Education serves those with the least resources and the greatest needs.

Adult Education also serves those at most at risk of danger and disaster from

anti-immigrant and anti-poverty sentiment and policies.

And it is the only branch of Public Education bound by law not to ask about immigrant status.

Adult Education needs adequate and realistic funding! Now!  Not later! 

And especially before changes in federal policies bring further difficulty!  --- Cynthia Eagleton

 

adult history CCAE Thanksgiving and Forward Update - japraklupo

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

Judul : adult history CCAE Thanksgiving and Forward Update - japraklupo
link : adult history CCAE Thanksgiving and Forward Update - japraklupo

Adult Education Update

Important Dates & Deadlines 11/30                Adjournment of the 2015-16 Legislative Session sine die 12/5                  2017-2018 Session Begins 12/6 - 1/2        Legislative Winter Recess 1/10                  Governor's 2017-2018 Budget Proposal Deadline Thankful & Looking Forward...by Dawn Koepke, CCAE Legislative Advocate    The last four years together have been an amazing journey with you all in the K12 adult education community.  In this regard and during this week of thankfulness, I can't help but ponder the great strides we have made together to bring K12 based adult education back from the brink.  While still much remains to be done, we are better situated than we have been in a long time and it is in no small way thanks to all of you for your unending hope, passion, support, trust and leg work at the local level.  We would not be where we are today if it weren't for your passionate engagement for K12 based adult education overall and those students you serve.  My thanks to you all...   As we look forward to another budget cycle, we've been extremely busy behind the scenes.  While we certainly remain grateful for all we've been able to accomplish with the Administration, Department of Finance and Legislature, we know that we have more work to do to refine the Adult Education Block Grant and continue to strengthen K12 based adult education.  In this regard, we've put together the attached 2017 Adult Education Framework and Executive Summary describing the current state of adult education, ongoing challenges, issues yet to be resolved, and solutions for resolving them in the next year.  As you consider the solutions, you'll note they are not big, splashy changes.  Instead, they seek to build on what we believe is a solid foundation in need of some additional refinements.  At the core of these proposed refinements is our ongoing concern for access to K-12 based adult education.  As you well know, K-12 adult schools' primary (and often only) funding comes from the AEBG.  And while the AEBG provisions that provided funding to maintain capacity and access the last two years have been a good starting point, we are beginning to see erosion of that access as costs to run programs continue to increase and the number of adult students who need access to these programs also continues to increase.  The capacity in place in K-12 adult schools needs to be protected and expanded to come even close to meeting the demand for services to help adults achieve literacy, basic skills, and secondary completion in order to successfully transition to higher education and/or careers with family-sustaining wages.    Unfortunately, however, with the beginning of a new economic downturn underway, projected to peak in 2018 (per DOF), we do not feel that it is achievable to obtain an additional, significant infusion of revenue into the AEBG - particularly with many consortia not having spent all they were allocated in the last fiscal year.  That said, we have been clear that without some level of additional resources the capacity that we've fought so hard to maintain will continue to erode.  In this regard, we are pushing strongly in the New Year for the establishment of a COLA for adult education.  While we understand this will not address the needs in full, we do believe this is a reasonable and timely request.  And based on feedback from DOF and the Legislature over the last year, we believe it may indeed be achievable this budget cycle.  We would also note that establishment of a COLA this early in the AEBG process will help provide an added measure of stability in out years - something we all should consider very positive.    Other key issues we're planning to tackle in the next budget cycle include:   -       Revision of "Grant" in "Adult Education Block Grant;"  -       Encouragement of greater transparency in funding; -       SB 173 parameter recommendations for accountability, placement, other student outcomes, performance based funding, reciprocity, student identifiers, fees and more; -       Increased CDE responsibility for adult education in line with management of WIOA; and -       Creation of an AEBG Stakeholder Advisory Committee.   In addition to working on the Framework, we've been meeting with DOF and Legislative Budget and Policy Committee staff in preparation for the next Budget and Policy cycle that begins with the swearing-in of the 2017-2018 Legislature on December 5th.  Our meetings have been very positive and fruitful, with our proposed refinements being viewed quite positively.    We are also pleased to report that last week we had the opportunity to meet with State Superintendent of Public Instruction (SPI) Tom Torlakson at the CDE.  The SPI was joined by our own Adult Education office Director Chris Nelson; Career & College Transition Division Director Donna Wyatt; and Government Affairs Director Debra Brown and her colleague Alejandro Espinoza.  The A-Team representing the field included CCAE President Sue Gilmore; CAEAA Past President and Hacienda La Puente Superintendent Cyndi Parulan-Colfer; CAEAA Leg Chair and CCAE Board Member Bob Harper; CTA Representative Wendy Dillingham; and yours truly, Dawn Koepke your CCAE and CAEAA Legislative and Budget Advocate.  SPI Torlakson was very engaged and up to speed on the happenings with adult education.  Nevertheless, we reminded him of the long road we've traveled over the last few years; the successes we've had to date; the challenges we continue to have; pushed him to take a stronger leadership role within the AEBG and with the Chancellor's office; and more.  He was receptive to all we had to share and discuss.  He also indicates that he is meeting with the Chancellor of the California Community Colleges and is prepared to help us in our push to address some of the key remaining challenges we've highlighted in our attached Framework.  All very positive!   In terms of what we can expect from the 2017-2018 Legislature....much remains to be seen.  While the activity at the federal level has many concerned for adult education and the students we serve, we are committed to continuing our fight to protect K12 based adult education and have no indication whatsoever that California under the new Legislature will do anything less than provide its full support.    Of note, Assembly Democrats were successful in gaining a super majority with three seats changing hands.  Assemblyman David Hadley (R) lost to former Assemblyman Al Muratsuchi (D)(K12 adult education supporter), Assemblyman Eric Linder (R) lost to Sabrina Cervantez (D) and Assemblywoman Young Kim (R) lost to former Assemblywoman Sharon Quirk-Silva (D).  Relative to inter-party fights, former Assemblyman Raul Bocanegra (D) regained his seat from ardent K12 adult education supporter Assemblywoman Patty Lopez (D); and moderate Assemblywoman Cheryl Brown (D) was unseated by the more progressive Eloise Reyes (D).   In the Senate, Democrats are also on the verge of a two-thirds supermajority with ballots in the Orange County Senate District 29 race between Assemblywoman Ling Ling Chang (R) and Democrat Josh Newman continuing to be counted and the race too close to call even two weeks after the General Election.    On the initiative front, California will see many policy shifts in the New Year as well as the continuation of the Proposition 30 tax on wealthy Californians through 2030 to help fund education via voter approval of Proposition 55.  And as the dust continues to settle and the close races await confirmation of final vote counts, we now look to December 5th when the 2017-2018 Legislature will be sworn in to office.  While some reports suggest a host of new moderate members will infuse the Assembly, the proof is in the pudding as we move into what is already shaping up to be a big year ahead on a number of policy fronts.  A big unknown is how the two-thirds in the Assembly, and possibly the Senate, will play out - will moderates feel empowered to stand together or will members fall in line with leadership and more progressive ideals?  Time will tell....and we're waiting with baited breath....   In the meantime and even after December 5th, we encourage you to get to know your local elected officials - especially new members. This is a great time of the year to visit them during their coffee hours and holiday open houses.  To learn more about those types of events, we encourage you to visit their webpages after December 5th and sign up for their weekly or monthly district newsletters.  These are a great way to learn more about what your legislators are doing for you and your community, to learn about district events, and more.  And remember, as you meet with members in the district be sure to let CCAE and CAEAA know.  Meetings and meet-and-greets do not need to be focused on a specific agenda and talking points at this point in the year, just get to know them and develop a rapport and ensure they know about your adult school and the benefit you provide to their community.  That said, if you would like to or are asked about our agenda for the new session, feel free to share the attached Framework.    Once the Governor releases his 2017-2018 budget proposal, we'll be quickly evaluating the details, reporting out on them and developing talking points for the field in anticipation of Leg Day at the Capitol on April 4th.  Be sure to mark your calendars and make arrangements to attend!   In the meantime, I wish you a happy, joyful and peaceful holiday season.  I am thankful for you and look forward to another great year together!  Cheers!

Adult Education Update

Important Dates & Deadlines 11/30                Adjournment of the 2015-16 Legislative Session sine die 12/5                  2017-2018 Session Begins 12/6 - 1/2        Legislative Winter Recess 1/10                  Governor's 2017-2018 Budget Proposal Deadline Thankful & Looking Forward...by Dawn Koepke, CCAE Legislative Advocate    The last four years together have been an amazing journey with you all in the K12 adult education community.  In this regard and during this week of thankfulness, I can't help but ponder the great strides we have made together to bring K12 based adult education back from the brink.  While still much remains to be done, we are better situated than we have been in a long time and it is in no small way thanks to all of you for your unending hope, passion, support, trust and leg work at the local level.  We would not be where we are today if it weren't for your passionate engagement for K12 based adult education overall and those students you serve.  My thanks to you all...   As we look forward to another budget cycle, we've been extremely busy behind the scenes.  While we certainly remain grateful for all we've been able to accomplish with the Administration, Department of Finance and Legislature, we know that we have more work to do to refine the Adult Education Block Grant and continue to strengthen K12 based adult education.  In this regard, we've put together the attached 2017 Adult Education Framework and Executive Summary describing the current state of adult education, ongoing challenges, issues yet to be resolved, and solutions for resolving them in the next year.  As you consider the solutions, you'll note they are not big, splashy changes.  Instead, they seek to build on what we believe is a solid foundation in need of some additional refinements.  At the core of these proposed refinements is our ongoing concern for access to K-12 based adult education.  As you well know, K-12 adult schools' primary (and often only) funding comes from the AEBG.  And while the AEBG provisions that provided funding to maintain capacity and access the last two years have been a good starting point, we are beginning to see erosion of that access as costs to run programs continue to increase and the number of adult students who need access to these programs also continues to increase.  The capacity in place in K-12 adult schools needs to be protected and expanded to come even close to meeting the demand for services to help adults achieve literacy, basic skills, and secondary completion in order to successfully transition to higher education and/or careers with family-sustaining wages.    Unfortunately, however, with the beginning of a new economic downturn underway, projected to peak in 2018 (per DOF), we do not feel that it is achievable to obtain an additional, significant infusion of revenue into the AEBG - particularly with many consortia not having spent all they were allocated in the last fiscal year.  That said, we have been clear that without some level of additional resources the capacity that we've fought so hard to maintain will continue to erode.  In this regard, we are pushing strongly in the New Year for the establishment of a COLA for adult education.  While we understand this will not address the needs in full, we do believe this is a reasonable and timely request.  And based on feedback from DOF and the Legislature over the last year, we believe it may indeed be achievable this budget cycle.  We would also note that establishment of a COLA this early in the AEBG process will help provide an added measure of stability in out years - something we all should consider very positive.    Other key issues we're planning to tackle in the next budget cycle include:   -       Revision of "Grant" in "Adult Education Block Grant;"  -       Encouragement of greater transparency in funding; -       SB 173 parameter recommendations for accountability, placement, other student outcomes, performance based funding, reciprocity, student identifiers, fees and more; -       Increased CDE responsibility for adult education in line with management of WIOA; and -       Creation of an AEBG Stakeholder Advisory Committee.   In addition to working on the Framework, we've been meeting with DOF and Legislative Budget and Policy Committee staff in preparation for the next Budget and Policy cycle that begins with the swearing-in of the 2017-2018 Legislature on December 5th.  Our meetings have been very positive and fruitful, with our proposed refinements being viewed quite positively.    We are also pleased to report that last week we had the opportunity to meet with State Superintendent of Public Instruction (SPI) Tom Torlakson at the CDE.  The SPI was joined by our own Adult Education office Director Chris Nelson; Career & College Transition Division Director Donna Wyatt; and Government Affairs Director Debra Brown and her colleague Alejandro Espinoza.  The A-Team representing the field included CCAE President Sue Gilmore; CAEAA Past President and Hacienda La Puente Superintendent Cyndi Parulan-Colfer; CAEAA Leg Chair and CCAE Board Member Bob Harper; CTA Representative Wendy Dillingham; and yours truly, Dawn Koepke your CCAE and CAEAA Legislative and Budget Advocate.  SPI Torlakson was very engaged and up to speed on the happenings with adult education.  Nevertheless, we reminded him of the long road we've traveled over the last few years; the successes we've had to date; the challenges we continue to have; pushed him to take a stronger leadership role within the AEBG and with the Chancellor's office; and more.  He was receptive to all we had to share and discuss.  He also indicates that he is meeting with the Chancellor of the California Community Colleges and is prepared to help us in our push to address some of the key remaining challenges we've highlighted in our attached Framework.  All very positive!   In terms of what we can expect from the 2017-2018 Legislature....much remains to be seen.  While the activity at the federal level has many concerned for adult education and the students we serve, we are committed to continuing our fight to protect K12 based adult education and have no indication whatsoever that California under the new Legislature will do anything less than provide its full support.    Of note, Assembly Democrats were successful in gaining a super majority with three seats changing hands.  Assemblyman David Hadley (R) lost to former Assemblyman Al Muratsuchi (D)(K12 adult education supporter), Assemblyman Eric Linder (R) lost to Sabrina Cervantez (D) and Assemblywoman Young Kim (R) lost to former Assemblywoman Sharon Quirk-Silva (D).  Relative to inter-party fights, former Assemblyman Raul Bocanegra (D) regained his seat from ardent K12 adult education supporter Assemblywoman Patty Lopez (D); and moderate Assemblywoman Cheryl Brown (D) was unseated by the more progressive Eloise Reyes (D).   In the Senate, Democrats are also on the verge of a two-thirds supermajority with ballots in the Orange County Senate District 29 race between Assemblywoman Ling Ling Chang (R) and Democrat Josh Newman continuing to be counted and the race too close to call even two weeks after the General Election.    On the initiative front, California will see many policy shifts in the New Year as well as the continuation of the Proposition 30 tax on wealthy Californians through 2030 to help fund education via voter approval of Proposition 55.  And as the dust continues to settle and the close races await confirmation of final vote counts, we now look to December 5th when the 2017-2018 Legislature will be sworn in to office.  While some reports suggest a host of new moderate members will infuse the Assembly, the proof is in the pudding as we move into what is already shaping up to be a big year ahead on a number of policy fronts.  A big unknown is how the two-thirds in the Assembly, and possibly the Senate, will play out - will moderates feel empowered to stand together or will members fall in line with leadership and more progressive ideals?  Time will tell....and we're waiting with baited breath....   In the meantime and even after December 5th, we encourage you to get to know your local elected officials - especially new members. This is a great time of the year to visit them during their coffee hours and holiday open houses.  To learn more about those types of events, we encourage you to visit their webpages after December 5th and sign up for their weekly or monthly district newsletters.  These are a great way to learn more about what your legislators are doing for you and your community, to learn about district events, and more.  And remember, as you meet with members in the district be sure to let CCAE and CAEAA know.  Meetings and meet-and-greets do not need to be focused on a specific agenda and talking points at this point in the year, just get to know them and develop a rapport and ensure they know about your adult school and the benefit you provide to their community.  That said, if you would like to or are asked about our agenda for the new session, feel free to share the attached Framework.    Once the Governor releases his 2017-2018 budget proposal, we'll be quickly evaluating the details, reporting out on them and developing talking points for the field in anticipation of Leg Day at the Capitol on April 4th.  Be sure to mark your calendars and make arrangements to attend!   In the meantime, I wish you a happy, joyful and peaceful holiday season.  I am thankful for you and look forward to another great year together!  Cheers!

adult history Post-Election Resources for Adult Educators - japraklupo

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

Judul : adult history Post-Election Resources for Adult Educators - japraklupo
link : adult history Post-Election Resources for Adult Educators - japraklupo

Here are some resources to help you when thinking about the impact of the Trump presidency and recent election results in Congress on Adult Ed and specifically on our immigrant students, both documented and undocumented.

Advice from Cynthia is at the bottom.

Statement by California Legislative Leaders De Leon and Rendon.  Very good, articulate statement -- available in both English and Spanish.  Note:  both de Leon and Rendon were educators, de Leon taught ESL, was first in family to graduate high school.  De Leon authored driver’s license bill.  

“The largest state of the union and the strongest driver of our nation’s economy has shown it has its surest conscience as well.  California is – and must always be – a refuge of justice and opportunity for people of all walks, talks, ages and aspirations – regardless of how you look, where you live, what language you speak, or who you love.”

Statement by Governor Jerry Brown. “We’ll need to build a wall around California.”

Statement by Head of CDE for California Tom Torlakson -

“In California, diversity is strength. Our students come from all kinds of backgrounds, cultures, languages, and religions, and they all come together to learn on their way to success in 21st century careers and college. California already has, and will always maintain, strong legal and state constitutional protections against any and all kinds of discrimination, regardless of a student’s race, ethnicity, faith, sexual orientation, or gender identity.

Edublogger Mercedes Schneider’s info about impact of Trump policy on education.   Schneider is amazing fact finder.  K12 probs always bleed over into Adult Ed probs.  It’s important to know how K12 will be affected by this. Basically, Trump will probably try to push the voucher route. He has appointed Ben Carson as his education advisor.

Post-Election: Recommendations for Teachers, Counselors, Administrators, and Undocumented Students.

On November 9, 2016, Donald Trump was elected as the forthcoming president of the United States. During his campaign, Trump has made a series of anti-immigrant remarks. He has stated that he would heighten immigration enforcement, end the Deferred Action for Childhood Arrivals (DACA) program, and increase the number of deportations. Undocumented students and their families all across the country are increasingly becoming anxious and fearful over what the Trump presidency will do in terms of immigration policies and amplifying the anti-immigrant sentiment that Trump’s campaign has fostered. Now, more than ever, undocumented students and their families need support from educators, counselors, and administrators.

At My Undocumented Life blog, we have identified steps that schools and universities can take to support undocumented students.

Advice from Teaching Tolerance about talking to kids after the election - can be adapted to talking to adults - some of whom are just 18.

Half-sheet about how to report a hate crime.  Adapt for your school or program.

Possible changes to DACA under a Trump Administration - from Educators for Fair Consideration.  "President-elect Donald Trump has pledged to end Deferred Action for Childhood Arrivals (DACA) when he becomes President. However, he will not become President until he is inaugurated on January 20, 2017, so meanwhile DACA will remain in place and USCIS will continue processing both initial and renewal DACA requests.

We do not know when or how the Trump administration will end the DACA program. It could end the program effective immediately and instantly revoke work permits, or it could allow current DACA recipients to keep their work permits until they expire but not renew them."

Know your rights cards - in English and in Spanish - you can order them for free.

From the San Mateo County Office of Immigration Resources:
Human Services Agency Public Benefits

Many clients and service providers may have questions or concerns regarding the status of a clients’ health insurance coverage under the Affordable Care Act or possible impacts to other services given the presidential election results.  While we can’t predict the future, HSA would like to share some information that they have at this time.

Covered California's enrollment for 2017 coverage should still be encouraged.  Coverage will remain intact for 2017.  For Medi-Cal, HSA is continuing to promote and process new enrollments and renewals as always.

While there’s some uncertainty, and concern, about potential changes to these important public programs, HSA will focus on the present and ensure their clients have the health insurance coverage that they are eligible for today and through next year. If these programs change in the future, they will respond to those changes at that time.

For further information regarding eligibility and programs HSA offers, refer clients to the benefits line at 1-800-223-8383

San Mateo County (and beyond) Resources for Immigrants - please read through to see what might be relevant for your community.

Legal Help for Low-Income Immigrants in San Mateo County Area

Bruce Neuburger's stand-up statement at San Mateo City Council Meeting.

Letter from Heads of California's three college systems - Community, CSU, UC - about DACA.

Resources for Teachers and Educators:
 

Teaching Tolerance- A project of the Southern Poverty Law Center

Preparing for Cultural Diversity: Resources for Teachers- George Lucas Educational Foundation

Help for Immigrant Families Post Election- ILRC

Info from COABE about impact of elections - Congress AND Trump - on Adult Ed:

We Need YOUR Help to Ensure Adult Education is Funded

Congress will shortly reconvene in a "lame duck session" to determine spending levels for FY 2017. We need to do whatever we can to ensure that, at a minimum, Adult Education funding is not cut, in the best of possible worlds, gets the increase Congress assumed when it passed the Workforce Innovation and Opportunity Act.

The next years are going to be challenging - pressure to cut federal funding will grow, while demand for Adult Education services is likely to increase. We need to work together to protect and grow funding for Adult Education so that more under educated and/or disadvantaged adults are able function effectively and get family supporting jobs or access post-secondary education.

In March, the new Administration will unveil its first budget. We need to make sure that it adequately funds Adult Education. Then, in April the Congress will begin the annual Appropriations process. Congress also needs to gets the message that Adult Education is a key component to any growth agenda.

We are asking you to weigh in now with Members of the House and Senate Appropriations Committees who will be making these decisions in the weeks and months to come. Please click HERE for a letter that you can use to send to your Senators and Representatives.

We are convinced that if we continue to work together, we can make good on COABE's mission of advocating for more services, more funding, and less waiting.

 

If you are interested in helping out with this, please notify us by clicking HERE.

Election Aftermath:

Official Washington is reeling after the election of Donald Trump as the next President of the United States. This was an election that most of the pundits, media, and political class got wrong. Not only is Washington coming to grips with a Trump victory, it is also pondering the effects of Republican victories in Senate races that supposedly favored Democrats, and a still substantial( majority in the House for Republicans.

Today, and for the next several months, Washington will be trying to figure out what it all means. In the short term, we can get some insight into what might happen by looking at changes in Congressional committee leadership and what happens during the lame duck session.

Election Day brings with it the obvious change in Administration, but it also means changes in Congress. Every Congress lasts for two years, and bills introduced but not passed when Congress adjourns at the end of two years must be reintroduced and go through the process again. House and Senate leadership positions, Committee chairpersonships, and even Committee memberships change.

Here are some of the major changes affecting Adult Education. The Republicans are expected to keep control of the House. There are two important positions on Committees: The Chair and the Ranking Member. The Chair is from the party in control (in this case the Republicans) and the Ranking member is the member with the most seniority from the party not in control (i.e., Democrats today).

In the House:

• Hal Rogers (R-KY), Chair of the Appropriations Committee is term-limited, creating a vacancy at the top of this extremely important Committee. Rep. Rodney Frelinghuysen (R-NJ) is expected to seek the Chairmanship. Frelinghuysen has emphasized defense and homeland security during his tenure on the Appropriations Committee. In 2012, he described himself as a moderate Republican.

• Rep. John Kline (R-MN) is retiring at the end of this Congress and Rep. Virginia Foxx (R-NC) is expected to become Chair of the Education and Workforce Committee. Foxx is currently Chair of the Subcommittee on Higher Education and Workforce Training. It is possible that Rep. Phil Roe (R-TN) a staunch supporter of Adult Education will replace Rep. Foxx as Chair of the Subcommittee. With the retirement of Rep. Ruben Hinojosa, the Subcommittee will get a new Ranking Member as well.

In the Senate:

• Sen. Barbara Mikulski (D-MD), the Ranking Member on the Senate Appropriations Committee, is retiring. Sen. Patty Murray (D-WA) and Sen. Richard Durbin (D-IL) would be among the top contenders to replace her. Murray and Durbin are also rumored to be contending for the Number 2 spot in the Democratic leadership.

• Sen. Lamar Alexander (R-TN) is likely to remain Chair of the Senate HELP (Health, Education, Labor and Pensions) Committee and Sen. Patty Murray (D-WA) is likely to remain the senior Democrat. The loss of Sen. Mark Kirk (R-IL) means that there will be a vacancy on both the HELP Committee and the Senate Labor-HHS-Education Appropriations Subcommittee.

The Lame Duck Session:

The lame duck session was supposed to be short, if not sweet. The Trump victory probably shuts the door on any chance that spending caps will be raised. It also adds a degree of uncertainty. Before the election, both sides seemed interested in completing work on a CR (Continuing Resolution to maintain funding levels) or Omnibus (lumping all the appropriation bills together) to clear the decks for the new Administration. Now, some Republicans are arguing for a short-term CR to give the new Republican Administration an opportunity to put its stamp on the final product.

The Trump campaign offered very little insight into its approach to non-defense discretionary spending beyond a proposal dubbed the "penny plan" which called for cutting one cent from every dollar appropriated. This one percent cut sounds relatively innocuous but, when combined with the impact of inflation, would have serious consequences.

One ominous development is that President-elect Trump and other Republicans have also suggested the elimination of the sequester on defense funding to enable more defense spending, which would be funded by deeper cuts in non-defense spending. The Obama Administration has opposed treating defense spending differently from non-defense spending.

We can expect that opposition to domestic discretionary spending will continue unabated.

Education Policy in the New Administration:

We have no indication of how the Administration views Adult Education. There has been some speculation that Vice President-elect Pence will be handed the Education portfolio. Pence supported Adult Ed as governor. It is worth noting that federal support for Adult Education in Indiana amounted to $9.5 million, while the state contributed $25.4 million.

There is very little to guide us in this area. The President-elect didn't talk much about education except to attack the Common Core and advocate for school choice.

Given his position on regulation, we can hypothesize that the Administration will roll back regulations intended to implement ESSA as advocated by Sen. Lamar Alexander, Chair of the Senate HELP Committee. Presumably, it will also look at other regulations affecting school discipline.

It is likely that Congress will restore, and possibly expand, the voucher program for students in Washington, DC, to use to attend private schools. I would expect it to continue to promote charter schools as part of its strategy to improve urban schools, which Trump attacked for being of poor quality.

In the Higher Ed area, some analysts expect that the Administration will try to reduce the debt burden on students, get the government out of the student loan business, and perhaps try to use the tax code to induce private universities to reduce tuition. Finally, we might expect the new Administration to be more kindly disposed toward for-profit institutions.

Advice from a former staff on effective ways to connect with legislators and convince them to listen to you. 

Advice from Cynthia:

* Create formal class and school policies about bullying and harassment.  Post them publically.

* Ask school administrators to provide facts to students and reassure them about their safety.

* Attend School Board and Regional Consortium meetings and ask them how they plan to respond to any changes in policies in education funding and immigration policy. 

* Reach out to other schools and agencies in your Regional Consortium. Share resources and information. 

* If your school has a union, make formal statements against bullying and harassment and against deportation of the undocumented.  Talk to advisory councils of the larger bodies of CFT and AFT and ask what they plan to do in response to any changes.  Get involved on local, state, and national levels.

* If cuts and challenge come to K-12, they will come in worse form for Adult Ed.  Adult Ed is still the stepchild of the Public Education system, last in funding and understanding.  Under the circumstances, that won't change.  In fact, if things are really difficult, it will be worse than what happened these past seven years.  So keep on messaging that Adult Education Matters.  And be prepared to use the skills we've gained these last seven years for a much bigger cause.  Education is key in moving forward in a positive direction.

Here are some resources to help you when thinking about the impact of the Trump presidency and recent election results in Congress on Adult Ed and specifically on our immigrant students, both documented and undocumented.

Advice from Cynthia is at the bottom.

Statement by California Legislative Leaders De Leon and Rendon.  Very good, articulate statement -- available in both English and Spanish.  Note:  both de Leon and Rendon were educators, de Leon taught ESL, was first in family to graduate high school.  De Leon authored driver’s license bill.  

“The largest state of the union and the strongest driver of our nation’s economy has shown it has its surest conscience as well.  California is – and must always be – a refuge of justice and opportunity for people of all walks, talks, ages and aspirations – regardless of how you look, where you live, what language you speak, or who you love.”

Statement by Governor Jerry Brown. “We’ll need to build a wall around California.”

Statement by Head of CDE for California Tom Torlakson -

“In California, diversity is strength. Our students come from all kinds of backgrounds, cultures, languages, and religions, and they all come together to learn on their way to success in 21st century careers and college. California already has, and will always maintain, strong legal and state constitutional protections against any and all kinds of discrimination, regardless of a student’s race, ethnicity, faith, sexual orientation, or gender identity.

Edublogger Mercedes Schneider’s info about impact of Trump policy on education.   Schneider is amazing fact finder.  K12 probs always bleed over into Adult Ed probs.  It’s important to know how K12 will be affected by this. Basically, Trump will probably try to push the voucher route. He has appointed Ben Carson as his education advisor.

Post-Election: Recommendations for Teachers, Counselors, Administrators, and Undocumented Students.

On November 9, 2016, Donald Trump was elected as the forthcoming president of the United States. During his campaign, Trump has made a series of anti-immigrant remarks. He has stated that he would heighten immigration enforcement, end the Deferred Action for Childhood Arrivals (DACA) program, and increase the number of deportations. Undocumented students and their families all across the country are increasingly becoming anxious and fearful over what the Trump presidency will do in terms of immigration policies and amplifying the anti-immigrant sentiment that Trump’s campaign has fostered. Now, more than ever, undocumented students and their families need support from educators, counselors, and administrators.

At My Undocumented Life blog, we have identified steps that schools and universities can take to support undocumented students.

Advice from Teaching Tolerance about talking to kids after the election - can be adapted to talking to adults - some of whom are just 18.

Half-sheet about how to report a hate crime.  Adapt for your school or program.

Possible changes to DACA under a Trump Administration - from Educators for Fair Consideration.  "President-elect Donald Trump has pledged to end Deferred Action for Childhood Arrivals (DACA) when he becomes President. However, he will not become President until he is inaugurated on January 20, 2017, so meanwhile DACA will remain in place and USCIS will continue processing both initial and renewal DACA requests.

We do not know when or how the Trump administration will end the DACA program. It could end the program effective immediately and instantly revoke work permits, or it could allow current DACA recipients to keep their work permits until they expire but not renew them."

Know your rights cards - in English and in Spanish - you can order them for free.

From the San Mateo County Office of Immigration Resources:
Human Services Agency Public Benefits

Many clients and service providers may have questions or concerns regarding the status of a clients’ health insurance coverage under the Affordable Care Act or possible impacts to other services given the presidential election results.  While we can’t predict the future, HSA would like to share some information that they have at this time.

Covered California's enrollment for 2017 coverage should still be encouraged.  Coverage will remain intact for 2017.  For Medi-Cal, HSA is continuing to promote and process new enrollments and renewals as always.

While there’s some uncertainty, and concern, about potential changes to these important public programs, HSA will focus on the present and ensure their clients have the health insurance coverage that they are eligible for today and through next year. If these programs change in the future, they will respond to those changes at that time.

For further information regarding eligibility and programs HSA offers, refer clients to the benefits line at 1-800-223-8383

San Mateo County (and beyond) Resources for Immigrants - please read through to see what might be relevant for your community.

Legal Help for Low-Income Immigrants in San Mateo County Area

Bruce Neuburger's stand-up statement at San Mateo City Council Meeting.

Letter from Heads of California's three college systems - Community, CSU, UC - about DACA.

Resources for Teachers and Educators:
 

Teaching Tolerance- A project of the Southern Poverty Law Center

Preparing for Cultural Diversity: Resources for Teachers- George Lucas Educational Foundation

Help for Immigrant Families Post Election- ILRC

Info from COABE about impact of elections - Congress AND Trump - on Adult Ed:

We Need YOUR Help to Ensure Adult Education is Funded

Congress will shortly reconvene in a "lame duck session" to determine spending levels for FY 2017. We need to do whatever we can to ensure that, at a minimum, Adult Education funding is not cut, in the best of possible worlds, gets the increase Congress assumed when it passed the Workforce Innovation and Opportunity Act.

The next years are going to be challenging - pressure to cut federal funding will grow, while demand for Adult Education services is likely to increase. We need to work together to protect and grow funding for Adult Education so that more under educated and/or disadvantaged adults are able function effectively and get family supporting jobs or access post-secondary education.

In March, the new Administration will unveil its first budget. We need to make sure that it adequately funds Adult Education. Then, in April the Congress will begin the annual Appropriations process. Congress also needs to gets the message that Adult Education is a key component to any growth agenda.

We are asking you to weigh in now with Members of the House and Senate Appropriations Committees who will be making these decisions in the weeks and months to come. Please click HERE for a letter that you can use to send to your Senators and Representatives.

We are convinced that if we continue to work together, we can make good on COABE's mission of advocating for more services, more funding, and less waiting.

 

If you are interested in helping out with this, please notify us by clicking HERE.

Election Aftermath:

Official Washington is reeling after the election of Donald Trump as the next President of the United States. This was an election that most of the pundits, media, and political class got wrong. Not only is Washington coming to grips with a Trump victory, it is also pondering the effects of Republican victories in Senate races that supposedly favored Democrats, and a still substantial( majority in the House for Republicans.

Today, and for the next several months, Washington will be trying to figure out what it all means. In the short term, we can get some insight into what might happen by looking at changes in Congressional committee leadership and what happens during the lame duck session.

Election Day brings with it the obvious change in Administration, but it also means changes in Congress. Every Congress lasts for two years, and bills introduced but not passed when Congress adjourns at the end of two years must be reintroduced and go through the process again. House and Senate leadership positions, Committee chairpersonships, and even Committee memberships change.

Here are some of the major changes affecting Adult Education. The Republicans are expected to keep control of the House. There are two important positions on Committees: The Chair and the Ranking Member. The Chair is from the party in control (in this case the Republicans) and the Ranking member is the member with the most seniority from the party not in control (i.e., Democrats today).

In the House:

• Hal Rogers (R-KY), Chair of the Appropriations Committee is term-limited, creating a vacancy at the top of this extremely important Committee. Rep. Rodney Frelinghuysen (R-NJ) is expected to seek the Chairmanship. Frelinghuysen has emphasized defense and homeland security during his tenure on the Appropriations Committee. In 2012, he described himself as a moderate Republican.

• Rep. John Kline (R-MN) is retiring at the end of this Congress and Rep. Virginia Foxx (R-NC) is expected to become Chair of the Education and Workforce Committee. Foxx is currently Chair of the Subcommittee on Higher Education and Workforce Training. It is possible that Rep. Phil Roe (R-TN) a staunch supporter of Adult Education will replace Rep. Foxx as Chair of the Subcommittee. With the retirement of Rep. Ruben Hinojosa, the Subcommittee will get a new Ranking Member as well.

In the Senate:

• Sen. Barbara Mikulski (D-MD), the Ranking Member on the Senate Appropriations Committee, is retiring. Sen. Patty Murray (D-WA) and Sen. Richard Durbin (D-IL) would be among the top contenders to replace her. Murray and Durbin are also rumored to be contending for the Number 2 spot in the Democratic leadership.

• Sen. Lamar Alexander (R-TN) is likely to remain Chair of the Senate HELP (Health, Education, Labor and Pensions) Committee and Sen. Patty Murray (D-WA) is likely to remain the senior Democrat. The loss of Sen. Mark Kirk (R-IL) means that there will be a vacancy on both the HELP Committee and the Senate Labor-HHS-Education Appropriations Subcommittee.

The Lame Duck Session:

The lame duck session was supposed to be short, if not sweet. The Trump victory probably shuts the door on any chance that spending caps will be raised. It also adds a degree of uncertainty. Before the election, both sides seemed interested in completing work on a CR (Continuing Resolution to maintain funding levels) or Omnibus (lumping all the appropriation bills together) to clear the decks for the new Administration. Now, some Republicans are arguing for a short-term CR to give the new Republican Administration an opportunity to put its stamp on the final product.

The Trump campaign offered very little insight into its approach to non-defense discretionary spending beyond a proposal dubbed the "penny plan" which called for cutting one cent from every dollar appropriated. This one percent cut sounds relatively innocuous but, when combined with the impact of inflation, would have serious consequences.

One ominous development is that President-elect Trump and other Republicans have also suggested the elimination of the sequester on defense funding to enable more defense spending, which would be funded by deeper cuts in non-defense spending. The Obama Administration has opposed treating defense spending differently from non-defense spending.

We can expect that opposition to domestic discretionary spending will continue unabated.

Education Policy in the New Administration:

We have no indication of how the Administration views Adult Education. There has been some speculation that Vice President-elect Pence will be handed the Education portfolio. Pence supported Adult Ed as governor. It is worth noting that federal support for Adult Education in Indiana amounted to $9.5 million, while the state contributed $25.4 million.

There is very little to guide us in this area. The President-elect didn't talk much about education except to attack the Common Core and advocate for school choice.

Given his position on regulation, we can hypothesize that the Administration will roll back regulations intended to implement ESSA as advocated by Sen. Lamar Alexander, Chair of the Senate HELP Committee. Presumably, it will also look at other regulations affecting school discipline.

It is likely that Congress will restore, and possibly expand, the voucher program for students in Washington, DC, to use to attend private schools. I would expect it to continue to promote charter schools as part of its strategy to improve urban schools, which Trump attacked for being of poor quality.

In the Higher Ed area, some analysts expect that the Administration will try to reduce the debt burden on students, get the government out of the student loan business, and perhaps try to use the tax code to induce private universities to reduce tuition. Finally, we might expect the new Administration to be more kindly disposed toward for-profit institutions.

Advice from a former staff on effective ways to connect with legislators and convince them to listen to you. 

Advice from Cynthia:

* Create formal class and school policies about bullying and harassment.  Post them publically.

* Ask school administrators to provide facts to students and reassure them about their safety.

* Attend School Board and Regional Consortium meetings and ask them how they plan to respond to any changes in policies in education funding and immigration policy. 

* Reach out to other schools and agencies in your Regional Consortium. Share resources and information. 

* If your school has a union, make formal statements against bullying and harassment and against deportation of the undocumented.  Talk to advisory councils of the larger bodies of CFT and AFT and ask what they plan to do in response to any changes.  Get involved on local, state, and national levels.

* If cuts and challenge come to K-12, they will come in worse form for Adult Ed.  Adult Ed is still the stepchild of the Public Education system, last in funding and understanding.  Under the circumstances, that won't change.  In fact, if things are really difficult, it will be worse than what happened these past seven years.  So keep on messaging that Adult Education Matters.  And be prepared to use the skills we've gained these last seven years for a much bigger cause.  Education is key in moving forward in a positive direction.