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Saturday, March 6, 2010

California Subject Examinations for Teachers Multiple or Single Subject


The California Subject Examinations for Teachers® (CSET®) have been developed by the California Commission on Teacher Credentialing (CTC) for prospective teachers who choose to or are required to meet specific requirements for certification by taking examinations. The CTC contracted the Evaluation Systems group of Pearson to assist in the development, administration, and scoring of the CSET. The CSET program includes examinations designed to help candidates meet the following certification requirements:
  • Basic skills requirement. Candidates may satisfy all components of the state basic skills requirement by passing all three subtests of CSET: Multiple Subjects and the CSET: Writing Skills test.
  • Subject matter competence requirement. All candidates who need to meet the subject matter competence requirement for a Multiple Subject Teaching Credential must earn passing scores on CSET: Multiple Subjects. Candidates applying for a Single Subject Teaching Credential or an Education Specialist Instruction Credential may pass the appropiate examination(s) of the CSET as one method of satisfying the subject matter competence requirement.
  • No Child Left Behind (NCLB) subject matter requirement. For candidates who need to satisfy the NCLB subject matter requirement, candidates for a Multiple Subject Teaching Credential must use CSET: Multiple Subjects and candidates for a Single Subject Teaching Credential may use CSET: Single Subjects.
  • Educational technology requirement. CSET: Preliminary Educational Technology is the current approved examination that candidates may use to fulfill the basic educational technology requirement for Multiple Subject and Single Subject Teaching Credentials and Education Specialist Instruction Credentials.
  • Competence requirement for effective teaching of English Learners. CSET: Languages Other Than English (LOTE) may be used in conjunction with other valid examinations to demonstrate competence in the knowledge and skill areas necessary for effective teaching of English Learners and for the purpose of earning a Bilingual Authorization. Specific CSET: LOTE subtests have replaced the Bilingual, Crosscultural, Language and Academic Development (BCLAD™) Examinations as the required credential tests for this purpose.

For more information about certification requirements and the examinations of the CSET, see "Certification Requirements."


Source:

CSET


Spedlifecebu

Thursday, February 18, 2010

New Special Education Clear Credential Reforms for 2010

Special Education Clear Credential
Frequently Asked Questions


Current Level I/Level II Credentials
1. In the current Level II program, who can recommend for a Level II-Education Specialist Credential?
Only an approved program sponsor program may recommend a candidate for the Level II Education Specialist credential. This must be an institution of higher education (IHE)or a district or county sponsored Education Specialist Internship.

2. Can an IHE recommend online for the Level I Education Specialist credential instead of the Certificate of Eligibility without verification of employment?
Yes, the individual has a choice to apply for the Level I Education Specialist credential even if not employed. See the ‘Education Specialist Credential - Certificate of Eligibility’ section of Coded Correspondence 03-0020 at http://www.ctc.ca.gov/notices/coded/030020/030020.pdf.

3. Will the two years of experience to earn the Level II credential still be required?
Yes, the experience remains a requirement for the Level II Education Specialist credential. To assist program sponsors and employing agencies, the proposed regulations include a clarification on the type of experience that is acceptable.


New Clear Credentials
4. Is the Certificate of Eligibility going away? Will candidates earn a preliminary?
The Certificate of Eligibility will not be issued to individuals who complete the new preliminary Education Specialist Credential programs. Instead, a five-year preliminary credential will be issued.

5. Does this also include the Administrative Services Credential Certificates of Eligibility?
No change has been made to the Administrative Services Credential option to obtain a Certificate of Eligibility.

6. Will an individual with an Education Specialist Certificate of Eligibility have to activate their Level I credential before they are enrolled in an induction program for the clear credential?
Yes, an individual will need to apply for the Level I Education Specialist credential. The candidate will submit a completed application form 41-4, the original Certificate of Eligibility, and one-half of the current application fee. The candidate will receive a Level I Education Specialist Teaching Credential valid for five years and may enroll in a special education induction program.

7. Will the two years of teaching experience be required for the new clear credential?
No, the two years of experience will not be a requirement to earn the new clear Education Specialist Credential.

8. When the new programs go into effect, how long will candidates have to earn a clear credential after their preliminary credential is issued?
Five years from date of issuance of the Preliminary Education Specialist Credential.

9. Will coursework in the Individualized Induction Plan (IIP) count toward a Masters degree?
The decision whether to accept the coursework towards a Masters degree for coursework taken for the clear Education Specialist credential rests with the institution of higher education.

10. Teachers have been informed that they no longer will need to complete ANY university courses to earn a clear Education Specialist credential. Is that correct?
Candidates must complete an approved Education Specialist clear credential induction program which may be offered by a BTSA program or a college or university. The new clear programs may include no more than 12 semester units of coursework. This is an option and an individual may not need to complete any coursework, may opt to complete some, or complete up to 12 semester units of coursework at a college or university.

If an individual holds the Level I Education Specialist credential (1997 standards), he or she must complete the content required by the 1997 Level II Education Specialist program. Should a candidate decide to wait for the new clear Education Specialist credential program (2008-09 Standards), the program sponsor will need to assure through the IIP that the teacher completed the content addressed in the 1997 Level II credential content. Content previously included in the Level II program has been moved to the new preliminary Education Specialist programs program including, but not limited to, transition, technology, and more on behavioral, emotional and environmental supports. It is highly likely that the individual would need to complete coursework at a college or university to satisfy the requirements of the 1997 Level II Education Specialist credential. (See Level I content lists for each of the 6 content areas.)

11. How would you advise the holder of a Level I Education Specialist whose credential expires in 2 years? Should they finish their Level I program at a college or university or should they wait so they can complete the new clear Education Specialist induction program?
This is a decision that the candidate must make depending on the expiration date of their Level I credential and the availability of the new clear Induction Programs. Candidates are strongly encouraged to finish the current Level II credential program for the Education Specialist credential. However, should a candidate decide to wait for the new clear Education Specialist credential Induction program, the program sponsor will need to assure through the IIP that the teacher has learned and has completed the 1997 Level II credential content that has been moved to the new preliminary education specialist program including, but not limited to, transition, technology, and more on behavioral, emotional and environmental supports. (See Level I content lists for each of the 6 content areas.) The candidate will also need to hold a valid Education Specialist Credential before enrolling in the induction program.

12. What about the lack of BTSA Induction Programs and/or support providers for Education Specialists in rural areas?
When the regulations are final and there are approved induction program for the clear Education Specialist Credential, t he holder of a Level I or the new preliminary Education Specialist Credential has the option to select an approved clear Education Specialist program sponsored by either an institution of higher education or a BTSA Induction program.. In addition, the holder of a Level I credential may complete the Level II program at an approved institution of higher education.

13. There are many multiple subject credential holders who did not find a job and are finishing a special education credential program. How will that work with induction?
When the regulations are final, an individual may concurrently complete one induction program for both general and special education. However, the induction program must have both a Commission-approved general and special education induction program.

14. Several induction candidates are demanding to be cleared for both general and special education. Can a BTSA induction program clear both special education and general education credentials now?
No not currently. Once the regulations are final and the program has received Commission approval for both programs, this will be a possibility.

15. Can an induction program require verification of employment?
Not for the special education induction program.

16. If a candidate has more than one specialty area on his or her Education Specialist Teaching Credential, can the individual complete only one induction program or does he or she have to complete requirements for each specialty area?
Under the new special education induction programs, it is possible. The IIP needs to address all specialty areas listed on the individual’s Education Specialist Credential.

17. How does the holder of both a preliminary general education and preliminary special education credential complete both induction programs if they are only employed in either general or special education?
Employment is not a criteria for concurrently completing the clear education specialist credential.

18. What does an individual who already holds a clear general education credential earned by completing induction have to complete for their clear education specialist credential?
The individual will need to develop an IIP that will include the completion of the extra components required in the special education induction program.


Glossary

Definition
Beginning Teacher Support and Assessment (BTSA) BTSA is a state-funded program designed to support the professional development of beginning teachers. It is one option to earn a clear multiple or single subject credential if the individual was enrolled in the program prior to 1/1/2004. It is required for all individuals who earn their initial preliminary multiple or single subject credential on or after 8/30/2004 based on completion of an SB 2042 teacher education program. Following approval of regulations, it will also be an option for individuals to earn a clear Education Specialist Teaching Credential.

Clear Education Specialist Teaching Credential Starting in 2010, this is the advanced level Education Specialist Credential issued for five years following completion of a Commission-approved induction program.
Individualized Induction Plan Participants in an approved induction program must have an induction plan that is developed cooperatively with the candidate and the support provider in order to guide the professional development of the beginning teacher during the induction period.

Induction Program Sponsor An induction program sponsor is an institution or agency that operates a Commission-approved induction program and is responsible for the recommendation for a credential when the approved program is completed. All induction programs participate in the Commission’s accreditation system.
Level I Education Specialist Teaching Credential Starting in 1997, this is the entry level Education Specialist Credential issued for five years following completion of a specific set of requirements including but not limited to bachelor’s degree, special education preparation program including student teaching, and specific content coursework.

Level II Education Specialist Teaching Credential Starting in 1997, this is the advanced level Education Specialist Credential issued for five years following completion of a Commission-approved program at a college or university and two years of teaching experience.

Preliminary Education Specialist Teaching Credential Starting in 2010, this is the entry level Education Specialist Credential issued for five years following completion of a specific set of requirements including but not limited to bachelor’s degree, special education preparation program including student teaching, and specific content coursework.

Special Education Induction Program Induction is a program of support and formative assessment. This is the route to earn a clear credential (advanced certification) for Level I and preliminary Education Specialist Credential holders when regulations are completed.

Transition Plan The preliminary Education Specialist preparation program must develop a Transition Plan with each candidate prior to the completion of the preliminary program. The transition plan will guide and assist the developers of the Individualized Induction Plan (IIP) for the clear credential.


Source California Credential Commission
http://www.ctc.ca.gov/credentials/FAQ/faq-special-ed.html

Five In-Demand Careers That Make a Difference

by Jessica Hanley, FindtheRightSchool.com


If you're contemplating a career change, you may be interested in seeking work that makes a difference in peoples' lives. And many careers that give you opportunities to help others also offer job security in fast-growing fields.

Online education and other training options can prepare you for a career you feel good about, without forcing you to sacrifice your current income. Here are five such careers that are expected to grow faster than average in the next several years.

1. Special Education Teacher

Special education teachers teach students with cognitive, emotional, and physical disabilities. With school enrollment of special needs students rising, the Bureau of Labor Statistics (BLS) expects employment of special education teachers to rise by 17 percent from 2008 to 2018. In 2008, special education teachers in elementary schools earned an average of $52,970; those in high schools earned an average of $55,050.

State licensing for special education teachers generally requires a bachelor's degree in special education or completion of a state-approved licensing program. A master's degree in special education may be required. Several on-campus and online degree programs can help you prepare for this rewarding, in-demand career.

2. Occupational Therapist Assistant

Occupational therapists help people with physical and mental disabilities navigate everyday life and work. These therapists depend on their assistants to help patients perform exercises and to monitor patient activity and progress. In 2008, the average salary for occupational therapist assistants was $48,440, and the BLS expects the field to grow by 30 percent through 2018.

Occupational therapist assistants are required to earn an associate's degree in occupational therapy and pass a national licensing exam before beginning work. Associate's degree programs in occupational therapy take approximately two years to complete and include basic anatomy, health, and physiology courses, in addition to clinical experience.

3. Registered Nurse

Registered nurses work in hospitals, care centers, and medical offices to help evaluate and care for patients. According to the BLS, nurses earned an average of $65,130 in 2008, and employment is expected to grow by 22 percent from 2008 to 2018.

Registered nurses must be licensed by their state, and most prepare for licensing by earning either an associate's degree in nursing or a bachelor's of science in nursing from an accredited nursing school. Online degree programs in nursing are becoming more abundant and allow you to work toward a degree without giving up your current job.

4. Pharmacy Technician

Pharmacy technicians work with licensed pharmacists to fill prescriptions, assist customers, and stock the shelves of pharmacies. Pharmacy technicians earned an average of $28,500 in 2008, and the BLS expects their employment to increase by 31 percent through 2018.

Pharmacy technicians don't have strict educational requirements, but many employers prefer to hire technicians who have completed high school and a formal pharmacy technician education program. These programs range from six months to two years in length and ensure basic pharmaceutical knowledge and laboratory skills.

5. Mental Health Counselor

Mental health counselors work with individuals, families, and groups to improve overall mental health. Many patients of mental health counselors suffer from depression, anxiety, addiction, or stress, and counselors use a variety of therapeutic techniques to address these problems. The BLS expects employment of mental health counselors to increase by 24 percent from 2008 to 2018. In 2008, mental health counselors earned an average of $40,270.

Though licensing requirements vary by state, most mental health counselors are required to have a master's degree in psychology or clinical mental health counseling. Most mental health master's degree programs take between two and three years to complete and include a period of supervised clinical experience. Online degree programs in psychology allow you to work toward a master's degree without leaving your current job.

Making a Difference

Helping other people could be a way to help yourself to a more rewarding career. If you have compassion, dedication, and a desire to make the world a better place, seek out training centers, local colleges, and online degree programs that can help you make a transition.

Source Yahoo

http://hotjobs.yahoo.com/career-articles-five_in_demand_careers_that_make_a_difference-1127

Wednesday, January 20, 2010

New Mexico REAP Job Openings

EAP System: www.nmreap.net
From: REAP Administrator

Dear Reap Applicant,
We are pleased to announce that there are new job openings in one or more of the categories in which you have expressed an interest.
Each job description has a link identified by the words, "Click Here to View Details," to allow you see the actual job listing in REAP. The job details will be displayed in your web browser, and you can respond to the job from there.
Tip: After reading the details of the first job, minimize (don't close) your browser when you are ready to return to this message. Then click on the next job in this message. This will allow you to use your browser's "Back" button to retrieve your last job.
But act fast, these jobs tend to fill quickly!

Note: If you are no longer interested in receiving these notifications, please update your REAP Application:
If you are no longer seeking employment, place your REAP Application on "Hold."
Otherwise, update the "Job Preferences" section of your REAP Application to indicate whether you wish to receive email notifications.
Help is available at the REAP Help Desk: (800) 288-8115.

The following jobs have been posted since our last message:
District Name: Alamogordo Public Schools
Position Type: Teaching Positions
Position Name: Classroom Teacher
Subject Name: Special Education
Preferred Category: Special Education
Description (partial): SPECIAL ED TEACHER - Sacramento Elementary School. QUALIFICATIONS: Current NM Educator's License;
Click Here to View Details


Spedlifecebu

Source

VIF Program is seeking Mathematics, Science and Special Education teachers for Summer 2010

VIF Program is seeking Mathematics, Science and Special Education teachers for Summer 2010

Program Requirements
Before you complete an application, make sure you meet our minimum requirements:

The equivalent of a U.S. Bachelor’s degree with completion of a University teacher preparation program
3 or more years of experience teaching either Mathematics, Science or Special Education
English language proficiency
Valid Non-Professional or Professional driver’s license issued prior to August 2008.

We are currently searching for teachers in a variety of subject areas and considering applications for the 2010-11 school year for positions starting in August 2010. Your registration indicated that you teach one of the following subjects: Mathematics, Science or Special Education.

Application Process
If you meet the minimum Program Requirements and are interested in an international teaching experience in the U.S., we invite you to submit an application using the link provided. If your application is accepted, a VIF representative will contact you to speak further about this opportunity and schedule a phone interview.

The VIF Program upholds a very high standard for selection and considers a variety of factors when determining a teacher’s eligibility and compatibility with our program. To learn more about our application process and program requirements, visit http://www.vifprogram.com/apply/faqs.html.

Thank you for your interest in teaching with the VIF Program. We look forward to hearing from you.


VIF Program | PO BOX 3566 | Chapel Hill, NC, 27515 USA
Privacy Policy





Spedlifecebu


Source

Saturday, January 9, 2010

Cebu Pacific faces flak over discrimination issue

MANILA, Philippines – Legislators and cause-oriented groups scored Cebu Pacific for discriminating against special children on board a Manila-bound flight.

Two parents with special children publicly complained that the crew of the Gokongwei-led airline tried to bump them off before the flight departed from Hong Kong last December 23.

Marites Alcantara, mother of a 14-year old child with Global Development Delay, a development disorder, and Estella Santos, mother of a 4-year old child with Down Syndrome, individually recounted to ABS-CBN the trauma they experienced from the efforts of the flight crew to deplane them.

The crew members and the pilot misunderstood an aviation safety policy that disallows having two passengers with mental conditions on the same flight. The policy, however, was not intended for special children.

The airline has admitted the fault and apologized for it. Liability

“The incident exemplifies how various forms of discrimination against persons with disabilities persist in our society and how much work needs to be done to rectify these,” Sen. Pia Cayetano, the principal author of Republic Act 7277, or the Magna Carta on Disabled Persons, said in a statement.

Sen. Cayetano, however, welcomed the airline’s apology and stressed the importance for “all airlines and transport facilities to review their respective policies on conveying people with disabilities.”

She cited section 34 of RA 7277, which states that “any franchisees, operators or personnel of sea, land and air transportation facilities” are considered to be discriminating against special children when these “refuse to convey a passenger by reason of his or her disability."

For his part, Sen. Ramon Revilla Jr. warned about the possibility of revoking the franchise of Cebu Pacific.

The airline industry in the Philippines remains a highly regulated business with air routes for privately held airlines, like Cebu Pacific, still limited by bilateral or multi-lateral air services.

In a statement, Sen. Revilla Jr., who chairs the Senate committee on public services, said Cebu Pacific could lose its franchise for disallowing more than one special child on board.

"Their policy might be a ground for the revocation of their franchise," Sen. Revilla said, citing the law on Special Protection of Children Against Abuse.

“What Cebu Pacific did was highly humiliating to the mother, much more to the child." Sen. Revilla added. Awareness

The incident highlights the need for more information and awareness campaigns on the rights of children and persons with special disabilities, according to Gwen Pimentel, president of the Association of Child-Caring Agencies of the Philippines.

In a statement on Friday, Pimentel said, “The airline crew should have been more considerate towards Mrs. Alcantara and her son. Special children should be treated with sensitivity and compassion by society because of their difficult condition.”

She specifically cited section 34 on public transportation of the Magna Carta for Disabled Persons (Republic Act 7277) which provides: "It shall be considered discrimination for the franchisees or operators and personnel of sea, land and air transportation to charge higher fare or to refuse to convey a passenger, his orthopedic devices, personal effects, and merchandise by reason of his disability."

She said, while the reported public apology of airline management is welcomed, the incident should prod the Cebu Pacific and other aviation firms to review their respective policies in accommodating persons with disabilities and ensure that their rights and dignity as human beings are not disregarded or undermined.


http://ph.news.yahoo.com/abs/20100109/tph-cebu-pacific-faces-flak-over-discrim-85c5a6c.html


Spedlifecebu

Friday, December 11, 2009

Teacher loses fight to keep job Judge gives L.A. Unified permission to terminate Matthew Kim, who has done no work for seven years.

By Jason Song
July 14, 2009

A Los Angeles County Superior Court judge has given school district officials the go-ahead to fire a special education teacher seven years after they decided he did not belong in a classroom because of alleged sexual harassment.

In his decision made public Monday, Judge David P. Yaffe sharply criticized the state panel that oversees contested teacher firings for disregarding earlier judicial orders. The commission's decisions show their "profound contempt for, and disrespect of, the judgments and orders of the courts of this state," Yaffe wrote.

The ruling involves Matthew Kim, who was accused of touching co-workers' breasts and making improper advances toward students. He was featured in a Times article last spring as an example of the district's inability to act swiftly against teachers accused of egregious or immoral acts.

The decision is a result of years of legal wrangling before a state board that oversees contested teacher firings as well as Superior Court and appellate judges. All told, the Los Angeles Unified School District has spent nearly $2 million, including Kim's pay and benefits while he was barred from the classroom.

Known as a "housed" employee, he and about 160 others reported every day to administrative offices, where they were assigned no work.

Kim was born with cerebral palsy and uses a wheelchair; he has argued that any touching was involuntary, an assertion he made again Monday in an e-mail. "I have not touched anybody intentionally," Kim said.

After he was fired by the school board in 2003, Kim appealed to the state Commission on Professional Competence, which unanimously found that some of Kim's actions could have been considered sexual harassment but ruled that he should not be fired. The district appealed the decision and a higher court ordered the commission to rehear the case.

Late last year, without considering any new evidence, the same three-member panel again ordered that Kim be retained. The district appealed and Yaffe ruled in its favor.

Supt. Ramon C. Cortines said Monday that he would order the district to stop paying Kim, a move that the teacher's attorney opposes.

"I hope [the decision] sends a message that we need to do more to protect children and other employees," he said.

Kim, who was reassigned from a district office to his home last spring, plans to appeal. "I'm sure it'll work out my way," wrote Kim, who received his undergraduate degree in physics from UC Berkeley but said he became a teacher because he wanted to help disabled students.

Yaffe also criticized the state commission for changing its findings. In its second decision, the commission reversed itself and did not determine that his actions constituted sexual harassment.

"What the commission has done . . . is to try to change the facts of the case to support its prior decision, instead of changing its prior decision to one that is supported by the facts of the case," Yaffe wrote.

He also questioned why the commission did not consider -- as ordered -- the consequences of returning Kim to the classroom, especially because he required a full-time aide while teaching.

"Should the women who are hired [to work with Kim] be told that they must submit to 'non-volitional arm movements' by Kim that touch their breasts, in order to accommodate his disability?" Yaffe wrote.

Officials with the Department of General Services, which oversees the state panels, declined to comment because the case is still technically active. The district must still respond to Yaffe's order before it is finalized.

In 2002, while his case wound through the firing process, Kim was placed on administrative leave. He received his full annual salary of up to $68,000 and benefits.

Kim was one of about 160 district employees who were housed in district offices while allegations against them were investigated. Cases can take years to resolve and officials say they are prohibited from assigning the employees chores such as filing or answering telephones because of a clause in the teachers union contract.

The Times found that other school districts finish their investigations faster and give their employees work while they are reassigned.

Kim's case was featured in a Times story in May about the practice. He declined to comment for the original story but after it was published, he asked for an interview to say that he had never willfully touched anyone and that he was the victim of discrimination.

In commission and court documents, a co-worker said Kim touched her breast with his left hand, the only one over which he has some control. Another co-worker made similar allegations. A student said he asked her if she had a boyfriend and if she was a virgin and another said Kim stared at her and urged her not to change her hair color, documents showed. Over a one-year period at Grant High School in Van Nuys, he was accused four times of sexual harassment, according to a court document.

Kim's attorney, Lawrence Trygstad, said the judge's directives to the commission were unclear and that his client was eager to return to work.

"He wants to go back to the classroom," Trygstad said.

jason.song@latimes.com

source http://www.latimes.com/news/local/la-me-teachers-kim14-2009jul14,0,3479234.story

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1 million California children who qualify for free breakfast at school go without

December 11, 2009 | 12:30 pm

More than 1 million low-income California children who receive for free or reduced-price school lunches do not get breakfast at school even though they would qualify, and about a fifth of the schools in the state do not even offer breakfast, according to two reports from the Food Research and Action Center.

California ranked 33rd in low-income-student participation in the School Breakfast Program for 2008-09, the same ranking it received a year earlier. In terms of the number of schools that offer breakfast, California’s ranking fell from 35th to 40th, the Washington-based group said.

In the 2008-09 school year, 8,756 schools that took part in the National School Lunch Program also offered breakfast, compared with 8,922 schools the previous year. Nationally, fewer than half of the eligible children receive breakfast at school, according to the reports released Monday.

In 2008-09, 8.8 million children took part in the breakfast program on an average day; the lunch program served 18.9 million children.

“The program is seriously underutilized,” center president James Weill said Monday.

Children have consistently increased their participation since the early 1990s, but “it’s not across the board, and it’s not fast enough,” Weill said.

“We really think of the School Breakfast Program as a modest miracle of good public policy,” he said.

The program, which began as a pilot project in 1966 and became permanent in 1975, helps alleviate hunger, improves student achievement and reduces levels of absenteeism, the group said. One way to improve participation is to “fit the program to the actual lives of children in schools," Weill said.

"When you serve breakfast only in the cafeteria, 30 to 40 to 50 minutes before school starts, too many kids don’t get there on their school bus or public transportation or they understandably want” to be with their friends rather than in the cafeteria, he said.

Solutions include serving breakfast in class and providing carts from which students can grab a bagged or boxed meal. About 1 million low-income California children took advantage of the breakfast program in 2008-09, compared with 2.4 million for the lunch program, according to the center’s research.

In the Los Angeles Unified School District, all schools serve breakfast, and all but 250 of the 711 schools offer a “second-chance” breakfast, which is served during a break, said Laura Benavidez, deputy director in charge of operations for the district’s food services.

The portion of students who qualify for free or reduced-price lunches is on the rise in this difficult economy, from about 76% a few years ago to 80% to 82% this year, Benavidez said.

In one report, the research group looked at 25 urban school districts. The San Diego Unified School District increased the share of low-income students participating in school breakfast and lunch in 2008-09 to 51.2% from 38.4% the previous year.

L.A. Unified’s gain was 0.9 percentage points, while the Oakland Unified School District’s participation fell by 1.5 percentage points.

In addition to nutrition and hunger issues, the lack of participation in the breakfast program represented a lost opportunity to bring in more federal dollars — because the federal government reimburses the state for meals eaten under the programs, advocates said.

For California, if 60 of every 100 children who ate free or reduced-price lunch also had breakfast, the state would receive nearly $98 million more in federal reimbursements, the food research center said.

-- Mary MacVean

Photo: L.A. Times file


Source http://latimesblogs.latimes.com/lanow/2009/12/1-million-california-children-who-qualify-for-free-breakfast-at-school-go-without.html

Spedlifecebu.com

Saturday, December 5, 2009

Langley Resource Teachers Speak Out



Langley teachers, members of the Langley Teachers' Association and the British Columbia Teachers' Federation - speak out about the lack of resources for children with special needs in the Langley system.

Source: Youtube

Early Childhood Education Center Giving Hope To At-Risk Kids

A video about early childhood education center for at risk kids.


http://www.youtube.com/watch?v=CRcfYZyQ3UQ

Hallmark and 2,000 shelters want people to adopt “A Dog Named Christmas”

By AARON BARNHART


A funny thing happened to Olathe lawyer Greg Kincaid after his novel, “A Dog Named Christmas,” was published last year.

A reader named Pam, who worked at a veterinary clinic in Florida, got inspired by the audacious offer made by Hayley, the manager of the animal shelter in Kincaid’s book. Hayley is so upset at seeing her kennels full that she calls up the news media and puts out the word that anyone who agrees to take a pet home for Christmas can return it afterward.

So Pam did the same thing. “Foster a Lonely Pet for the Holidays,” she called it — and within 24 hours of the story appearing on a Pensacola TV station, the clinic’s 37 strays were all claimed. More than 100 viewers asked to be put on a waiting list.

Here’s the funny part. Kincaid made up the whole promotion — made it up while writing a little story for his newly blended family a few Christmases ago. While developing the story into a novel, he said, he asked a couple of shelter workers in the Kansas City area if they had ever lent out pets for the holidays. They looked at him like he’d asked to be neutered.

“It’s not the way they do things,” Kincaid recalled recently. “I didn’t know all the reasons this wouldn’t work, and Pam didn’t know better, either.”

This weekend, TV’s “Hallmark Hall of Fame” will make “A Dog Named Christmas” its 237th presentation, after fast-tracking the novel into production in January. It will air at 8 p.m. Sunday on CBS (KCTV) and, in conjunction with the broadcast, CBS agreed to sponsor a nationwide “Foster a Lonely Pet” program with Petfinder.com.

If you watch to the end, you’ll see a public-service announcement with Kincaid describing the promotion, in which — ready for this? — more than 2,000 shelters and animal-rescue groups across North America have agreed to participate, potentially matching tens of thousands of abandoned pets with new owners.

“We do a lot of nice things at Christmas,” Kincaid said. “I was thinking, ‘Why is it that we have all these shelters with animals in them, and people don’t seem interested in extending the same generosity to them?’ ”

It was in that holiday spirit that Kincaid, 52, a graduate of Olathe North, drafted his story almost a decade ago. Between him and his new wife, Michale Ann, they had five children ages 9 to 13, and he thought that writing a Christmas tale to read to them would prove a bonding experience.

He was right: They all hated it.

“My kids said, ‘Dad, that’s an awful story,’ ” he recalled.

Kincaid had thought a less-than-happy ending would make the story seem more contemporary. (In his defense, Kincaid said, the ending “wasn’t as bad as the end of ‘Old Yeller.’ ”)

Over the next year, Kincaid rewrote the story and expanded it to 30 pages. It was about the McCrays, a family who lived on the farm in eastern Kansas, just as they did, and loved animals as they did. In the story, George and Mary Ann McCray’s youngest son, Todd, is still at home, as he is developmentally disabled.

It is Todd’s instinct for animals, his ability to nurse lame critters found around the farm back to health, that draws him to push his parents to take part in the shelter’s adopt-a-dog program. All five Kincaid children had a character named for them in the story — and the new ending didn’t depress the kids.

Source:

http://www.kansascity.com/211/story/1597155.html?storylink=omni_popular

Wednesday, October 28, 2009

Federal complaint: Filipino teachers held in 'servitude'

BATON ROUGE — It has been more than two years since Ingrid Cruz aced a middle-of-the-night video interview in Manila, borrowed $10,000 from her parents and flew halfway around the world to take a job here teaching middle school science.

She was seeking that most American of dreams: a new life, and opportunities she couldn't approach back home. But along the way, Cruz says she has endured intimidation, humiliation, extortion and a long, painful separation from her young daughters.

Cruz is one of more than 300 teachers imported to Louisiana from the Philippines since 2007, a group of educators who say collectively they paid millions of dollars in cash to a Filipino recruiting firm, PARS International Placement Agency, and its sister company, Los Angeles-based Universal Placement International Inc.

Cases like those of Cruz and others prompted the American Federation of Teachers and its state affiliate, the Louisiana Federation of Teachers, to file a complaint on Sept. 30 with the state Workforce Commission and attorney general. On Oct. 20, AFT filed a lengthier complaint with the U.S. Department of Labor. The unions allege the companies kept the teachers in "virtual servitude" by holding onto their U.S. work visas unless they kept paying inflated fees, commissions and rents.

Teachers paid upward of $16,000 apiece — about four times what they could earn annually as teachers in the Philippines — to get and keep jobs with public schools here.

USA TODAY was unsuccessful in repeated attempts since Oct. 16 to get a response to the allegations from Lourdes "Lulu" Navarro, the owner of Universal, or a spokesperson.

The situation underscores the vulnerabilities of a small but growing corner of teacher recruitment: the H-1B visa program, which last year brought an estimated 6,000 teachers to the USA to fill hard-to-staff jobs in subjects such as math, foreign languages and special education. An estimated 19,000 migrant teachers work in U.S. schools, according to AFT, which last month warned of "widespread and egregious" abuses of imported teachers.

"I'm very concerned that there are more places like this," says American Federation of Teachers President Randi Weingarten. "Even if it was an isolated incident, it would be horrible, but my hunch right now is that it's not isolated."

H-1Bs are reserved for skilled professionals. The law overseeing them relies heavily on employers to protect against fraud and abuse. In this case, critics contend that several Louisiana school districts — including East Baton Rouge, Jefferson, Caddo and the state-controlled Recovery School District (RSD) in New Orleans — at best were negligent in not looking out for the best interests of teachers.

"At some point there was an issue of vetting that was not done," says LFT President Steve Monaghan.

If they violated state or federal labor laws, the districts could face substantial penalties: Federal law says they could be on the hook for millions in fees. Already, the Caddo Parish school district in northwestern Louisiana has agreed to pay $1,660 to each of the district's 43 teachers recruited by Universal — and has reserved $400,000 for "reimbursement for any potential claims sustained" by teachers.

Before they set foot on a plane in the Philippines, most of the teachers put down cash for a placement fee set at 20% of their expected first-year salary in Louisiana. In a few districts, the teachers stood to earn $40,000.

Federal law prohibits charging most fees to H-1B workers — employers are supposed to pay them. If they charge any fees, employers aren't allowed to collect them until workers draw their first paycheck in the USA.

Hard to say no

The teachers interviewed say they knew they were being charged an excessive amount. But for the possibility of earning nearly $40,000 a year — most of which they hoped to send back to their families — they scrambled to sell cars, mortgage homes, borrow from friends and family and, in a few cases, take out bank loans at inflated interest rates. One teacher sold a steer from his family farm.

"Here's an opportunity for you to grow and pursue your dreams, get a better profession and a better opportunity for your kids," says Cruz, 30, one of a few of the teachers willing to speak on the record about the case. "It would be impractical not to go for it."

High school math teacher Ian Cainglet remembers a wave of fees that just kept coming and coming: a $1,000 "marketing fee," then, a week later, a $3,920 "processing fee." A week later came a $595 "evaluation and transcript" fee, then $100 for a classroom management seminar in Manila that Cainglet thought was useless.

"You would just find a way to produce that money," he says.

"We're thinking, 'If we go to America, it's going to end there,' " says teacher Bernard Pagusara.

It didn't.

In interviews and sworn statements, dozens of teachers say things deteriorated once they landed at Los Angeles International Airport.

After a series of flights lasting up to 16 hours, they say, Universal's president Navarro and her employees met the teachers at LAX and took them to get Social Security cards and U.S. checking accounts.

Then Navarro, herself a Filipino, presented them with a second contract — this time for Universal's share of their placement. It usually amounted to 10% of both their first- and second-year salaries. They'd already paid PARS, run by Navarro's brother, Emilio Villarba, 20% of their first year's salary in cash before leaving the Philippines. Now they were asked to give Navarro more, payable in back-dated monthly checks — due immediately.

Anyone who didn't sign was threatened with instant deportation, Cruz and others say in their statements.

Teachers say they repeatedly were forced to weigh two unacceptable options: Move forward and pay more in hopes of getting a good job — or refuse, go back to the Philippines and face a mountain of debt with no job.

"We were already in deep, deep trouble with debts because we were paying all these people," says Luzellene Perez, a teacher in Jefferson Parish, near New Orleans.

All of them boarded their flights to Louisiana on schedule.

Crossing the line

For the East Baton Rouge Parish teachers, Navarro signed leases on their behalf for shared apartments at a run-down complex known as the Savoy. On a recent visit to one unit, roaches dotted tile shower stalls and scattered inside a kitchen cabinet when a teacher opened it.

The complex advertises two-bedroom apartments starting at $815 a month. The teachers say Navarro collected $310 monthly from each teacher — four of them sharing a two-bedroom apartment paid a total of $1,240.

At the height of its commitment to Universal last year, the complex housed 160 teachers.

Meanwhile, teachers over the past two years have devoted much of their salary to debt payments. For Cainglet, they eat up nearly his entire take-home paycheck of $2,100 a month: After $1,950 in loan payments and rent, he's left with $150. "And I've still got to send money home to my family."

Most H-1B visa-holders keep the visas for three years, with a chance to renew for another three. And unless a broker is paying the worker's salary, the law requires the employer to pay any fees and ensure that a worker's visa is renewed, says lawyer John Miano, a fellow at the Washington, D.C.-based Center for Immigration Studies.

In the Louisiana teachers' case, allowing Navarro to apply for the visas may have crossed the line "from questionable to illegal," he says.

In most cases, Universal served as a free recruiter. It also apparently paid for officials from at least two districts to fly to Manila to meet prospective teachers.

East Baton Rouge schools' general counsel Domoine Rutledge says the district "does not have any formal relationship" with Universal, but records in the case show that the company in 2007 wrote a $20,241.90 check to the district that equaled the cost of sending seven district officials to Manila. Rutledge calls it an unrelated, "unconditional donation" to the district. He also says East Baton Rouge severed its ties to Universal after learning about the teachers' poor treatment. "We in no way want to be complicit in the ill treatment of anybody."

In Northwest Louisiana's Caddo Parish, home to Shreveport public schools, Universal reimbursed the district $8,362 for a June 2008 trip by three officials. It produced 43 teacher hires in hard-to-staff areas, but parish school board members say they didn't know about the trip until two months after it happened.

East Baton Rouge officials defended their arrangement with Universal last year even after a federal agent with the U.S. State Department in Manila wrote to the district with suspicions about the company. And documents in the LFT complaint show that they actually revoked a job offer of a prospective teacher who complained about Universal's fees.

They also apparently didn't balk when Navarro secured not three-year but one-year visas for teachers — charging each one $1,745 for renewal at the end of the year. The usual fee: $320.

East Baton Rouge spokesman Chris Trahan says the district routinely seeks one-year visas for untenured foreign teachers. "There's no mandate" to get them three-year visas, he says.

Cruz recalls confronting Navarro over the fee, telling her an outside attorney might charge less. She says Navarro shot back, "What if I make an example out of you and sue one of the teachers, just to give you a lesson?"

After that, Cruz says, "everybody got a one-year visa except me — I got six months."

She eventually got another renewal, but the move had its intended effect. "Everybody was so scared after that," she says.

And since Navarro controlled their visas, Cruz and others believed they couldn't leave the USA or bring their families over. Cruz didn't see her two daughters, ages 7 and 8, for two years. As she speaks about it, her anger dissolves into tears.

Then, on Nov. 2, 2008, a few teachers began posting to a new blog called Pinoy Teachers Hub. ("Pinoy" is an informal term of pride for Filipinos, the equivalent of "Yankee" for a New Englander.) Within days it compiled more than a year's worth of grievances against Navarro.

The blog and both the federal and state complaints also allege that she was a convicted felon — charges confirmed by legal records, which show that Navarro, 50, admitted defrauding California's Medi-Cal program of more than $1 million in 2000. She also was convicted of money laundering in New Jersey in 2003 and served two years of probation. That should have raised a red flag had Navarro applied for a Louisiana "employment service" license — but she never did, the union says.

Teachers say that within two weeks after the blog began, Navarro lowered their rent at the Savoy and cut their visa renewal fee in half.

Easily the most outspoken of the teachers, Cruz says she had nothing to do with the blog.

But Navarro accused Cruz of starting it and sued her for libel in a lawsuit that eventually was dismissed. Navarro has appealed, but it caught the attention of LFT, which began investigating teachers' complaints.

Cruz hopes it stops what she and others call the mistreatment of a new wave of Filipino teachers. "Somebody needs to speak up and tell their story because we can't keep on," she says. "If she was just threatening us over small things and we're done with her in two years, then no problem with that. But lives are being destroyed."

Fernandez writes for The (Shreveport, La.) Times.

Monday, October 26, 2009

Hiring Special Education Teacher; Visit Total Education Solutions (TES)




Total Education Solutions (TES) is a leading national provider of special education compliance and staffing solutions to public and private education organizations. TES provides quality special education solutions under contract with school districts; county offices of education; special education governing entities; public, charter, and private schools; and institutes of higher learning.

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arivera@tesidea.com



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Sunday, October 25, 2009

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Phone: 505-721-1000 | Fax: 505-721-1199

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