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OPEN THE WORLD THROUGH EDUCATION: EF's Global Intern 2018 - Duration: 0:51.
For more infomation >> OPEN THE WORLD THROUGH EDUCATION: EF's Global Intern 2018 - Duration: 0:51. -------------------------------------------
Congressman Lewis' Floor Statement opposing H.R. 620, the ADA Education and Reform Act - Duration: 1:48.
For more infomation >> Congressman Lewis' Floor Statement opposing H.R. 620, the ADA Education and Reform Act - Duration: 1:48. -------------------------------------------
Digging Into President Trump's Education Budget & Congress's Budget Deal - Duration: 4:54.
Hello and welcome to Federal Flash.
I'm Nikki McKinney and I'm joined by Jason Amos.
Today we'll focus on the budget deal in Congress and President Trump's budget proposal for
fiscal year 2019 as well as his recently released infrastructure plan.
For a rundown of the budget deal, let's turn to Jason.
Thanks, Nikki.
After several months of near shutdowns and actual shutdowns, Congress passed a bill last
Friday to fund the federal government until March 23.
Of most interest to education advocates is the inclusion of $131 billion over two years
to boost domestic spending.
Decisions about how much of this additional funding will go to education programs will
be made between now and March 23 as Congress negotiates a bill to fund the federal government
for the remainder of the fiscal year.
Thanks, Jason.
On the heels of that deal, President Trump released his budget request for federal agencies
and programs for fiscal year 2019.
It is important to remember that the budget request is not a binding document and primarily
is used as a messaging tool.
However, it does provide important information on where the President wishes to see federal
resources directed.
Overall, the president's budget provides $63.2 billion in discretionary funding for the U.S.
Department of Education, a 5 percent decrease below the 2017 enacted level.
The budget request: Maintains current funding levels for Title I,
special education, and career and technical education;
Eliminates funding for several large K-12 programs, including Comprehensive Literacy
Development Grants, Title II grants to support teacher professional development, after school
programs, and Title IV-A grants that are designed to provide flexibility to districts in addressing
particular needs, including programs aimed and health and safety, well-rounded education,
and the effective use of education technology.
The budget also proposes new funding for a $1 billion Opportunity Grants program for
private and public-school choice and a $43 million "School Climate Transformation" initiative
to help school districts address the opioid epidemic.
The President also requested $500 million in federal charter school funding, nearly
doubling the program's funding level.
Use the link below to read the President's budget request for the Education Department.
In addition to rolling out his budget request, the President also released his long-awaited
infrastructure plan, which includes several implications for education.
Part 4 of the plan focuses on workforce development, and lays out the President's priorities for
a reauthorization of the Carl D. Perkins Career and Technical Education Act (or CTE) and builds
on principles included in his budget request.
Specifically the plan calls for: Directing more funding to high schools to
promote strategies such as work-based learning and dual-enrollment,
Expanding apprenticeships, Increasing high-quality programs in high schools
by promoting science, technology, engineering and math CTE offerings,
Allowing states to pool funds to create regional centers that support multiple districts in
partnership with local businesses and other community stakeholders.
Targeting funds more heavily towards disadvantaged students, and increasing the minimum award
to school districts from $15,000 to $50,000.
Of note, there were no explicit resources for refurbishing, renovating, or constructing
schools included in the plan.
Visit the link below to read the plan.
Also of note, the Senate Education Committee is working on the reauthorization of the Higher
Education Act and is seeking comments.
You can submit your comments by Friday, February 23, 2018 at HigherEducation2018@help.senate.gov.
Before we close, the Alliance for Excellent Education would like to extend our thoughts
and prayers to the students, teachers, and families of Marjory Stoneman Douglas High
School-the site of the 18th school shootings since the start of 2018.
We can talk about implementation of the Every Student Succeeds Act, college access and affordability,
or expanding opportunities for all students, but does any of it really matter if a child
doesn't come home alive at the end of the school day?
That's all for now.
For an alert when the next episode of Federal Flash is available, email us at alliance@all4ed.org.
Thanks for watching.
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Yerry Mina Lifestyle , Net Worth, Salary, House, Cars , Awards, Education, Biography And Family - Duration: 2:58.
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Elizabeth II Lifestyle, Net Worth, Salary,House,Cars, Awards, Education, Biography And Family - Duration: 4:46.
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Career and Technical Education Month: Students at J. Everett Light prepare for college, careers - Duration: 2:15.
For more infomation >> Career and Technical Education Month: Students at J. Everett Light prepare for college, careers - Duration: 2:15. -------------------------------------------
Thomas Müller Lifestyle , Net Worth, Salary, House, Cars , Awards, Education, Biography And Family - Duration: 3:37.
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HAYES GRIER Lifestyle, Net Worth, Salary,House,Cars, Awards, Education, Biography And Family - Duration: 4:08.
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Education Officer - George Bunn - Duration: 3:16.
For more infomation >> Education Officer - George Bunn - Duration: 3:16. -------------------------------------------
Workforce Development STEM Education - SOL Traveler: A Portable Solar Energy Classroom - Duration: 2:15.
(Upbeat music)
- My role in Nexus project is to direct several
STEM education and work for its development programs.
STEM stands for science, technology,
engineering, and mathematics.
There's a huge need to continue or to grow
the number of students who get careers in this area
and to get them into college programs.
And so, we've designed these programs for students
to get experience, to learn what different
STEM careers are, engage them, do research,
so that we can meet the future job demands
in the STEM areas.
One of the main activities that we're doing
is doing a solar energy education with students at schools.
So we bring solar kits that show students
the advantages, disadvantages of how solar energy works.
Recently, we started another program
where we have a teacher training program
on engineering design, and we use our solar kits
for the basis of how to go through
the engineering design process.
In the end, they have their own solar kit.
So, not only can they teach engineering design,
but they can also teach
about solar energy in their classroom.
Another program that we've been doing
is called SISTEM, Students Interactions with STEM.
We brought in guest speakers from STEM disciplines
all throughout the Las Vegas area,
talking about different science or engineering careers.
So, we had a lot of partnerships
with different businesses and agencies.
We are really interested right now
in trying to find funding so that
we can replicate these programs and get more students
who know about STEM careers and who have an interest
in engaging in STEM research.
So, I feel that these activities,
these four-course development and outreach activities,
are really important.
Sometimes it takes just one experience
to really get a student interested
and find that future career path.
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Secondary Religious Education at the University of Huddersfield - Liam Matthews - Duration: 1:00.
I initially applied for Religion and Education, at the open day they said
would I be interested in Secondary Religious Education with QTS because I
had on my personal statement that I would been interested in teaching. The
teaching here allows you to develop as a person because they give you unique
advice and tailor your learning to you. There's a lot of trips that we go on
which allow us to see things for ourselves that we aren't able to see
within a classroom environment. There's also artifacts that we look over to
understand different types of religions. We can also get people in to the
university to speak to us which allow us to get their point of view as well. You
could have a placement at the end of every year, I liked an idea of going in and
applying what I've learned within the course. The supports always been there
within the University, you feel like you're a person rather than just a
number. I love it so much here that I'd love to go and pursue an MA and then go
into teaching afterwards.
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Federal Resources for Fire Affected LEAs (CA Dept of Education) - Duration: 23:44.
All right, well thanks for joining us
this morning again this is Margaret
Ries from the California Department of
Education so you know unfortunately I
wish we weren't here today but we are
here to help, as you know there were
severe wildfires in primarily Northern
California in October of this year and
then wildfires primarily in Southern
California in December of this year and
when the wildfires took place in October
in Northern California the US Department
of Education reached out to the
California Department of Education to
offer their assistance and particularly
to let us know about a grant called
Project SERV and I'll go more into
these details today but this webinar is
targeted for the folks in Southern
California that were impacted by the
December fires so we'll just go ahead
and get started if at any point you have
questions feel free to type them into
the chat box
I'll also open it up at the end if you
have any questions and hopefully we can
get those answered for you today.
I imagine this webinar I'll take 10-15
minutes it's a pretty quick one and I
also include my contact information and
these slides should be posted to our
website tomorrow
so you can download them as well. We're
having a little trouble advancing the
slides give me one moment and we'll get
started. All right, so this is
information on our website related
hopefully that's helpful for you for
this information and as you begin to
recover from the impact of the wildfires
of course as I mentioned we'll have the
slides from today's webinar and they
should be posted tomorrow they're not
available at this moment and then
there's also a document that you're
going to need and it is the project
serve application it's also known as the
LEA
needs-assessment and I'll show you an
example later on but we intentionally
tried to create it as a very simple
one-page document for school districts
to fill out so that is a link to the
resources page as well as the
application to the Project SERV grant
also known as the needs assessment. Okay
so this is a slide that we used in the
October wildfires in response because
initially just because there were so
many counties involved so much immediate
need and I guess fortunately it has been
such a long time since schools had been
in sort of the danger zone and in
evacuation areas for an emergency that
we reminded folks of how school
districts or LEA's can interact with
state resources and particularly those
are through Cal OES or the governor's
office of emergency services Cal OES and
so it sounds like particularly in Santa
Barbara County and Ventura counties and
others that have been impacted you do
have regular communication with your
County EOC or your Emergency Operations
Center that is the hub that is where
school districts need to be involved as
we're working with the folks in Santa
Barbara County who have been impacted by
the mudslides this month it's been
reassuring to see what a strong
connection there is between the County
Office of Education, the local school
districts, and then the County Emergency
Operations Center and so if you're
LEA has a really specific need that
cannot immediately be met we suggest
and encourage you to work closely with
your County EOC to report that need the
county EOC will do its best with
available resources to address that need
and for some reason it cannot be met
with available resources the County EOC
submits a request to Cal OES and then as
needed Cal OES creates something called a
mission task and then coordinates with
the various state and federal agencies
to provide resources back to that County
the resources then provide
right as you'll see in that dark blue
circle or square rectangle and then
hopefully the LEA needs are met so
if you have a large need or something
that just can't be tackled locally
please please please begin to
communicate with your County EOC okay so
Project SERV is an acronym for the
School Emergency Response to Violence
and it's a grant dedicated is a few
dedicated federal funding used to
provide education related services to
LEAs in which the learning environment
was disrupted due to a traumatic crisis
and so typically actually this is an
atypical grant that we're doing and
I'll explain that in just a minute. Typically it's
a grant awarded to an LEA or on a
school level basis after the October
wildfires as I mentioned the US
Department of Education reached out to
CDE and provided the opportunity to
apply for a larger grant or a larger
amount of funding as the state
educational agency on behalf of those
impacted LEA's and so the CDE is indeed
applying for projects or grant on behalf
of the October impacted LEA's and given
the events in Southern California there
will be a separate Project SERV
application for the December impact so
CDE will have two Project SERV
applications. We are still in the process
of determining with the US Department of
Education if there will be a separate a
third grant for those counties or LEAs
impacted by the mudslides in Santa
Barbara County if I had to bet a dollar
I would say that we will likely couple
that application with our December
wildfire application but we will provide
that update to our website. For example
Project SERV grants were distributed in
this way to New York after Hurricane
sandy and the state of Louisiana after
their hurricanes and subsequent flooding
and 2016. So the application process we
hope is a straightforward as possible
and this is a relatively unique federal
grant because it is
flexible and fluid by design because the
US Department of Education knows that
each disaster, incident, emergency comes
with its unique needs circumstances and
so the way it will work is LEA's will
need to complete that one-page form that
needs assessment I linked to earlier and
it's also available here
by the end of February initially we have
recorded that date to be January 31st
but we received some feedback that
school districts just needed more time
and so we are happy to provide more time
as needed and so we've pushed back that
due date for this December application
until the end of February so our
website will be updated accordingly but
feel free to tell your colleagues who
also will be applying for this grant but
you have more time and we need those
those needs assessments back to CDE by
the end of February and so the process
will be that LEA's complete those
applications submit them to CDE and then
the CDE reviews those needs assessments
for allowable expenses in just a moment
I'll go through some examples of
allowable and unallowable expenses. We
may at that point call your school
district and ask for additional
information just based on how you
describe the needs assessment we want to
keep the application as simple as
possible but we may call you just ask
for some additional justification and
then we send those needs assessments
that we've sort of edited for allowable
expenses to the US Department of
Education and then they review them as
well for what they deem to be
allowable expenses. I know it may be
somewhat frustrating that there isn't a
black and white list of this expenses
allowable and this one is unallowable
but as I mentioned this grant is
flexible by design and so the US
Department of Education didn't want to
publish or create a list of a hard and
fast rules of things that can and cannot
be reimbursable under this grant so my
advice to you as folks filling out this
application is err on the side of
listing everything that you think may be
eligible for this grant, it won't hurt
your application in any way. We will
review the grant
and if we think that something, or the US
Department of Education might think is an
unallowable expense, we just will remove
it from your application we will send
you a note letting you know that it was
removed so you can use that information
for your own planning so at that point
the US Department of Education once they
receive the information from CDE makes a
funding determination based on the LEA
needs assessments. We have not fully
submitted our October applications, so we
don't know how much funding we will
receive. In talking with other states
most impacted in Gulf states when
they've applied they're asked has been
greater than what their grant award has
been and so I feel very confident that
California will receive funding for both
and the October and December incidents
but it likely will not be a hundred
percent of our ask and so I'm just
making this up if California's ask is
two million dollars and we only receive
$1 million in funding from the US
Department of Education the CDE will have
to make a determination of how we will
fund those needs assessments and those
requests based on the funding we do
receive and so that information will be
detailed in your subsequent award letter.
And so once you receive those letters
from CDE and funding has been approved
LEAs may submit reimbursement request
to the CDE for reimbursement I'll go
into that a little more in detail in the
future slides and so this is a image of
what the needs assessment form looks
like and so again hopefully it's pretty
simple just list your you know LEA name,
contact information, a description of the
item, a justification of the need, an
estimate of the number of students that
will benefit if you're aware of any
other funding sources that may pay for
this and so in most incidences we
believe that the FEMA public assistance
program and/or private insurance will
likely cover many if not most of your
expenses, but we also know that both web
paths FEMA and public and private
insurance will take some time.
First for the district to analyze what
your need is to submit claims through
both of those processes and others that
may be available and so you may not know
exactly what your ask is at this point
so approximations are okay at this point
because for example let's say that you
request $5,000 - as an allowable expense
for additional substitute teachers, but
in the end you only use $4,000
worth of substitute time and so
because you're submitting reimbursements
to CDE you would only submit the $4,000
claim to CDE and so you
would only be reimbursed for those
actual expenses so I think that goes
through that let's move on to the next
slide.
All right so funds are intended to
provide education related services to
LEA's in which the learning environment
was disrupted due to a traumatic crisis
all cost must be in addition to cost the
LEAs incurred in the absence of the
December 27 wildfire so the example I
gave of substitute teachers I imagine in
most school districts you have sort of a
regular cost built-in for substitute
teachers again just making up numbers
but for your school districts if you
typically have five substitute teachers
a day you would need to subtract those
five substitute teachers a day from your
request to the CDE so let's say at the
peak of the wildfires you needed 12
substitute teachers a day then your
request through this application would
only be for seven substitute teachers
because you would need to include sort
of your regular substitute allocation.
So here are some examples of allowable
expenses they have to be directly
related to the December 27 wildfires,
they are considered necessary to restore
the learning environment and as I
mentioned before cannot be funded by any
other recovery funding or insurance
reimbursement here are some examples:
targeted mental health assessments
referrals and services if you brought on
temporary like crisis counselors on site
more provided other services that
theoretically is a reimbursable expense
over time for teachers, counselors, law
enforcement security officers, and other
staff in our October SERv applications we
certainly and understandably had many
school districts you know note that for
example they had additional custodial
staff time but they didn't designate
that it was over time and so it's
important to specify, particularly for
staff time, so this was time above and
beyond their regular duties because of
course you would normally without the
incident of the fires need to support
your custodial staff but let's say that
staff worked overtime to restore school
to its learning environments that school
could reopen, you would want to note the
difference and only ask for
reimbursement for that extra time for
the overtime. Again substitute teachers
could be an allowable expense. Labor
costs needed to repair the learning
environment, in most cases this is
additional staff time cost to transport
students to and from temporary
facilities or temporary housing, cost to
operative school an alternative site, so
if you need to these additional
portables or classroom space
this also is theoretically allowable
under this grant. And as I mentioned,
there isn't an exhaustive list of these
allowable expenses so I would suggest
that you err on the side of listing
anything you think may be allowable and
we will go through both the California
Department of Education the US
Department of Education and make a
determination. And cost may be considered
if they were incurred on or after the
date that the incident began, starting in
December 2017, so for some school
districts they've needed to lease
temporary space certainly throughout the
rest of the school year and maybe into
the next school year.
One thing I will mention is that and
it's not clear on the needs assessment, and
we'll find a way to rectify this
but the project SERV that CDE will
receive and subsequently pass on to the
school districts is for one year and so
let's say theoretically that we are
funded on March 1st of 2018 probably
won't happen that quickly but let's say
that California is funded on March 1st,
the grant then will be for 12 months
after March 1st so claims can be from
essentially March 1st of 2018 through
February 28th of 2019 but costs can also
go back to the date of the incident so
really, cost can be from in my example
the date of the incident from December
2017 all the way through theoretically
February 28th of 2019. I hope that makes
sense.
Once you submit a needs assessment and
we work with you to determine what costs
are we can sort of pro-rate what the cost
would be for those sort of more
long-term expenses. All right so here are
some examples of things that are not
considered allowable under project SERV.
so purchases of permanent value, or it's what a
few folks have referred to as "the stuff." So
computers, supplies, textbooks, buses you
can certainly rent a van or a bus they
cannot buy the bus or van in the Sonoma
County fires we learned of course that
many students and teachers lost their
homes and of course as part of that
their textbooks may have been in
their home during the fire unfortunately
textbooks are not something that can be
considered reimbursable under this grant.
Any construction related costs cannot be
included and then a big one particularly
for Northern California unfortunately
that cannot be considered are things
such as air quality testing, soot and
smoke removal or abatement,
the cost for air filters, face masks, and
the reason particularly for these last
two bullets is because these are
expensive and certainly that we know
that school districts likely incurred
after the fire,
but we believe should be covered either
by private insurance or the FEMA public
assistance program which is why they are
not allowable through this grant. Again
claims recoverable under your private
insurance including any
Medicaid or Medicare reimbursements many
services normally provided by the LEA
and any activity for which other
recovery or insurance funds are
available. So here's an example that we
actually borrowed from the state of
Louisiana they've been great partners
with us and thinking through how
California would set up our grant
application because of course they went
through this in a big way in 2016. So
you'll see how they filled it out in the
first line reimbursements for
substitutes needed to replace displaced
teachers and they talked about how this
one particular school district had more
than 100 staff just placed from their
personal homes they talked about the
number of students that would be
benefited they didn't believe that there
were any other sources of funding for
this reimbursement they guessed through
a cost and then they listed the length
of time they thought they would need
funding for this reimbursement and then
also at the bottom they listed overtime
costs associated with the flood. One
thing that probably would have been
helpful in this final line is to detail
a little further overtime costs for for
what custodial staff school
administrative staff, communication staff,
you know whatever is applicable but to
to detail a little further who those
people were and for what duration of
time because that is likely one that I
will call your school district back and
say can you just provide me a little
more information like a breakdown and
again it's a very informal process which
I know feels funny to a lot of us
because often federal grants are
typically very restrictive and you know
have certain requirements, and this one
just feels a little different and
that's by design.
And here's another example of from
Louisiana but school districts releasing
temporary space and then leasing school
buses to
resume somewhat normal activity for
their school district. And so it's also
worth noting and I think this will be
important particularly for a few
districts and or a few counties in
Southern California where there's a high
concentration is impacted private
schools. School districts receiving funds
under projects are must provide for
equitable participation by private
school students and teachers including
engaging in timely and meaningful
context consultation with appropriate
private school officials. This is much
like the private school consultation
requirement of Title One and so it's
very important to include the private
school community as you decide to create
your needs assessment and submit your
application. So as I mentioned it's
similar to the Title One requirement and
the purpose of the consultation is to
assess needs and provide services from
the resources allocated by the grant. The
way it will work if your LEA applies
on behalf of a private school is that
and this is an oversimplification but
the private school will essentially be
treated for the purposes of this grant
like an additional school within your
LEA and so, I'm just making this up,
let's say your school district receives
$100,000 based on your
needs assessment and the private school
sum was $25,000 of
that application, CDE will fund or allow
for allowable expenses to your School
District up for $100,000
but those claims from the
private school have to be funneled
through the local LEA and so the
private school cannot claim directly to
the California Department of Education
for this reimbursement. A local agreement
of some kind is going to have to be
struck between the local LEA in the
private school for the funds to flow
first from the US Department of
Education to CDE, and then most
importantly from CDE to the local
educational agency and then from the LEA
to the private school. If anyone has
more specific
questions about that, feel free to
contact me directly and we can talk
through that at greater length so here's
my contact information where you can get
in touch with me at any time about this
grant. I am happy to answer any questions, I
hope that the additional time provided
allows folks to sort of collect all of
their needs I know it's just been a
hectic and unusual time for for all of
us and if there ways the CDE can be
generally supportive, this email address
is really important. The emergencyservices@cde.ca.gov
many staff
throughout our building check this
account multiple times a day so for
example I sit in our Government Affairs
Division I check this account regularly
but staff from our school facilities
office check it our nutrition office
checks it, special education, our school
fiscal office which processes those
J 13 waivers if you're trying to
recoup some of your allocations for your
ADA we all check that account, so
hopefully it's meant to be a one-stop
shop for your disaster emergency related
questions to go to one place and the
appropriate CDE contact
person will respond to those
inquiries. So just a couple housekeeping
things, we will post this slide just a
slide deck sometime tomorrow or later
this week you can contact me at this
emergency services address any time
feel free to call me that's my direct
line at my desk, and please help us
spread the word that the due date has
been pushed back until the end of
February until February 28th. So I see no
questions I'll wait just a moment to see
if anyone wants to type those questions
into the Q&A box, but other than that we
will conclude the webinar for today.
Thanks so much for joining.
All right, well hearing no questions we
will end the webinar and again feel free
to contact me at any time thank you for
your time this morning,
bye bye.
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YEERY MINA Lifestyle, Net Worth, Salary,House,Cars, Awards, Education, Biography And Family - Duration: 3:21.
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