{"id":94479,"date":"2025-02-05T20:23:04","date_gmt":"2025-02-06T01:23:04","guid":{"rendered":"https:\/\/danielschristian.com\/learning-ecosystems\/?p=94479"},"modified":"2025-02-05T20:29:08","modified_gmt":"2025-02-06T01:29:08","slug":"10-extreme-challenges-facing-schools-bauschard-other-items-re-the-k12-learning-ecosystem","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2025\/02\/05\/10-extreme-challenges-facing-schools-bauschard-other-items-re-the-k12-learning-ecosystem\/","title":{"rendered":"“10 Extreme Challenges Facing Schools” [Bauschard] + other items re: the K12 learning ecosystem"},"content":{"rendered":"

10 Extreme Challenges Facing Schools<\/strong><\/a> — from stefanbauschard.substack.com by Stefan Bauschard<\/p>\n

TL;DR
\nSchools face 10 extreme challenges<\/p>\n

– assessment
\n– funding
\n– deportations
\n– opposition to trans students
\n– mental health
\n– AI\/AGI world
\n– a struggle to engage students
\n– too many hats
\n– war risks
\n– resource redistribution and civil conflict<\/p>\n

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Hundreds of thousands of students are entitled to training and help finding jobs. They don\u2019t get it<\/strong><\/a>\u00a0— from hechingerreport.org by Meredith Kolodner
\nThe best program to help students with disabilities get jobs is so hidden, \u2018It\u2019s like a secret society\u2019<\/span><\/strong><\/p>\n

There\u2019s a half-billion-dollar federal program that is supposed to help students with disabilities get into the workforce when they leave high school, but most parents \u2014 and even some school officials \u2014 don\u2019t know it exists.<\/strong><\/span> As a result, hundreds of thousands of students who could be getting help go without it. New Jersey had the nation\u2019s lowest proportion \u2014 roughly 2 percent \u2014 of eligible students receiving these services in 2023.<\/p>\n

More than a decade ago, Congress recognized the need to help young people with disabilities get jobs, and earmarked funding for pre-employment transition services to help students explore and train for careers and send them on a pathway to independence after high school. Yet, today, fewer than\u00a040 percent\u00a0of people with disabilities ages 16 to 64 are employed, even though experts say most are capable of working.<\/span><\/strong><\/p>\n

The article links to:<\/em><\/span><\/p>\n

Pre-Employment Transition Services<\/strong><\/a><\/p>\n

Both vocational rehabilitation agencies and schools are required by law to provide certain transition services and supports to improve post-school outcomes of students with disabilities.<\/p>\n

The Workforce Innovation and Opportunity Act (WIOA) amends the Rehabilitation Act of 1973 and requires vocational rehabilitation (VR) agencies to set aside at least 15% of their federal funds to provide\u00a0pre-employment transition services\u00a0(Pre-ETS) to students with disabilities who are eligible or potentially eligible for VR services. \u00a0The intent of pre-employment transition services is to:<\/p>\n

improve the transition of students with disabilities from school to postsecondary education or to an employment outcome, increase opportunities for students with disabilities to practice and improve workplace readiness skills, through work-based learning experiences in a competitive, integrated work setting and increase opportunities for students with disabilities to explore post-secondary training options, leading to more industry recognized credentials, and meaningful post-secondary employment.<\/p>\n

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Repurposing Furniture to Support Learning in the Early Grades<\/strong><\/a> — from edutopia.org by Kendall Stallings
\nA kindergarten teacher gives five practical examples of repurposing classroom furniture to serve multiple uses.<\/em><\/p>\n

I\u2019m a supporter of evolving classroom spaces\u2014of redesigning the layout of the room as the needs and interests of students develop. The easiest way to accommodate students, I\u2019ve found, is to use the furniture itself to set up a functional, spacious, and logical classroom. There are several benefits to this approach. It provides children with safe, low-stakes environmental changes; fosters flexibility; and creates opportunities for spatial adaptation and problem-solving. Additionally, rearranging the room throughout the school year enables teachers to address potential catalysts for challenging behaviors and social conflicts that may arise, while sparking curiosity in an otherwise-familiar space.<\/p>\n

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How Teacher-Generated Videos Support Students in Science<\/strong><\/a> — from edutopia.org by\u00a0Shawn Sutton
\nA five-minute video can help students get a refresher on important science concepts at their own pace.<\/em><\/p>\n

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While instructional videos were prepared out of necessity in the past, I\u2019ve rediscovered their utility as\u00a0a quick, flexible, and personal way to enhance classroom teaching<\/a>. Instructional videos can be created through free screencasting software such as\u00a0Screencastify<\/a>,\u00a0ScreenRec<\/a>,\u00a0Loom<\/a>, or\u00a0OBS Studio<\/a>. Screencasting would be ideal for the direct presentation of information, like a slide deck of notes. Phone cameras make practical recording devices for live content beyond the computer screen, like a science demo. A teacher could invest in a phone stand and ring light at a nominal cost to assist in this type of recording.<\/p>\n

However, not all teacher videos are created equal, and I\u2019ve discovered four benefits and strategies that help make these teaching tools more effective.<\/p>\n

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