Monday, February 27, 2012

Federal government helps keep workers safe


For years, so-called "conservative" politicians and their boosters have advocated the wanton abolition of federal regulatory agencies, as if it were a cure-all that will return the nation to prosperity and well-being for all. I'm reminded that the hero of most politicians who self-identify as conservative is Ronald Reagan, who often expressed a desire to abolish OSHA Training, the Occupational Safety and Health Administration, as if that somehow would be good for working people.

I wonder whether the survivors and loved ones of the 29 miners killed in the explosion and collapse of the Massey Coal Corporation's Upper Big Branch mine in West Virginia two years ago, whatever their politics, would agree. After all, it was the federal Mine Safety and Health Administration (MSHA) that sought justice for the survivors of those killed by that avoidable disaster, which has been proved to be the result of Massey's systematic negligence and disregard for mining safety laws and refusal to follow best-industry practices. The $209.5 million settlement secured by the hard work of federal employees of the MSHA, and the upcoming criminal prosecution of at least one of the Massey executives responsible for the deaths of 29 honest, hard-working employees, should give pause to anyone who would like to believe that all federal agencies and employees are ineffective and redundant. Does anyone really think that local or state officials in West Virginia would have had the wherewithal to take up the case for providing justice to the widows, orphans and other loved ones of those killed in Massey's mine?

How amazingly silent conservative politicians, their boosters and right-wing media outlets have been on this issue! I wonder why. Anyone espousing anti-federal government rhetoric (many of the strident voices of the so-called Tea Party come to mind) might well want to consider how many more would be killed or maimed in dangerous industries nationwide were it not for highly competent federal inspectors in sufficient numbers in our mines, meat packing plants and other dangerous workplaces.

Such vital inspection is in constant danger of being gutted by politicians who look first at the bottom line and not at the human toll of their flailing budget axes. I'm willing to bet that in West Virginia these days, thousands and thousands of people are glad to pay federal taxes that are dedicated to the MSHA and to the federal attorneys whose actions are the best hope of preventing needless deaths in the nation's mines and guaranteeing that there will be no impunity for those who place a corporation's profits above the lives and safety of their employees. Robust protection of the health and safety of any household's breadwinners is a vital federal responsibility to all in this nation and a family value. Just ask anybody who knows a coal miner.

Mark Trafton

Read Main Article

Hospital incident deserves investigation, disclosure


It’s called the Health Insurance Portability and Accountability Act. Most who have a passing familiarity with it simply use the acronym, HIPAA Training.

And like anything created by government, it has multiple sides, angles and provisions. It also comes with reams of confounding, jargon-filled paperwork.

People from all walks of life encounter it every day for a variety of reasons but many are unaware of precisely what it is or does. The most common instances, though, involve privacy for patients of doctors, in hospitals or myriad medical facilities.

Citing a government website, the HIPAA Privacy Rule “provides federal protections for personal health information held by covered entities and gives patients an array of rights with respect to that information. At the same time, the Privacy Rule is balanced so that it permits the disclosure of personal health information needed for patient care and other important purposes. The Security Rule specifies a series of administrative, physical, and technical safeguards for covered entities to use to assure the confidentiality, integrity, and availability of electronic protected health information.”

That’s a long way of saying that HIPAA keeps information about patients from being released to people or entities patients don’t wish to receive it. The regulation was created as a way to protect the privacy of the public on a case-by-case basis. As a result, it changed the way hospitals and other organizations release conditions of injured patients for example. It also altered the way newspapers or other media outlets — and even police or other investigating agencies — do their jobs.

All of this is prelude to a larger point concerning a troubling incident that allegedly occurred last week at Alamance Regional Medical Center. According to Burlington police and hospital officials, a Greensboro man was taken into custody on an allegation that he raped a woman while both were patients at the hospital. Such events are exceedingly rare. Police and those with ARMC could not think of another similar case at the hospital.

At the moment, largely because of HIPAA privacy regulations, there are more questions than answers about an alleged crime that potentially occurred at a place most would logically consider and reasonably expect to be a secure environment. How and why really only constitute a beginning.

The matter first came to public attention Monday night after Dennis Patrick Cronin, 29, was arrested earlier in the day on a warrant charging him with second-degree rape. Authorities say the alleged rape occurred in the 27-year-old woman’s room Thursday. She reported it to hospital personnel on Friday after Cronin was discharged.

Citing HIPAA regulations, neither police nor hospital representatives can say why either patient required hospitalization or what unit their rooms were in. Hospital spokeswoman Tracey Grayzer could only say that patients receive frequent visits by staff members and that nurses are available by call buttons in individual rooms.

“Under federal law, we are obligated to protect patient privacy — both the privacy of the patient and the suspect — and are unable to comment further,” Grayzer said.

For the moment that leaves people in the community with only sketchy information about an incident of concern. Patients in hospitals are often incapacitated and in a vulnerable position. Where and how the alleged attack occurred leads to questions about whether security measures at ARMC are tight enough or what could or should have been done to prevent this or future incidents?

Officials at ARMC are cooperating with the police investigation and we applaud them for doing so. It’s also our hope that an outside agency will look into how things were handled in this particular case and issue a report that will be available to the public.

HIPAA was enacted to protect the privacy of individuals, not shield the public at-large from important information it has a right to know.

Read Full Article

West Prairie Board approves three-year technology plan

Sciota, Ill. —




West Prairie School District’s three-year technology plan, approved by the district’s board of education Thursday night, includes steps to move the district towards implementing a one-to-one digital learning program that would provide students with their own device, such as a laptop computer or iPad.

The plan, which is submitted to the Illinois State Board of Education for approval, will allow the school district to access federal E-Rate funds for lower telecommunications and Internet costs. The E-Rate program discounts range from 20 to 90 percent, depending on the cost of eligible services, the low-income level of the district and urban/rural status.

Scott Sullivan, the district’s technology coordinator, prepared the technology plan and presented some details to the board. The plan not only includes a purchasing plan for network upgrades and new hardware, but instructional goals for integrating technology in the classroom to enhance learning.

Sullivan said the district spent about $114,000 last year on network upgrades, including a new computer server, and will spend around $150,000 the next fiscal year. Network upgrades that will next be completed include new switch boxes — devices that connect computers to a network and enhance connectivity between buildings.

Sullivan said those upgrades are necessary as the district moves towards a one-on-one digital learning environment.

While the district has not yet decided what kind of device, such as an iPad or laptop computer, will be used, Sullivan said the cost will be about $2.50 per student, per day, and added that cost is comparable to what other school districts have spent to implement one-to-one digital learning programs.

He also said he doesn’t expect the district to begin looking at purchasing any devices until this summer for possible implementation in the fall, starting with the high school.

Sullivan has visited a number of other school districts, including Mendon and United, to see how they have implemented one-to-one digital devices.

“I think this is going to help us move forward,” Sullivan said about the technology plan.

Superintendent Jonathan Heerboth said students in high school agriculture teacher Corinne Galvan’s classes are already getting to experience one-to-one digital learning with their own iPads to enhance instruction.

“It’s kind of a first baby step,” Heerboth commented.

In other business Thursday night, the board:
• Accepted the resignation of Eunice Lutz, middle school principal.

• Set a special board meeting for 7 p.m. Wednesday, March 14, at the West Prairie Middle School in Colchester to discuss personnel matters, maintenance matters and long-range planning. The next regular board of education meeting will be held at 7 p.m. Thursday, March 22, at the West Prairie High School.


Sen. Rogers: Digital Learning Can Make Georgia a Leader in Education

[youtube http://ping.fm/7I7k6]


Digital learning, teachers are the main subjects of Sen. Chip Rogers weekly legislative address.

Rogers said SB 289, the Digital Learning bill, will give Georgia the opportunity to be a leader in education instead of continuing to trail the nation.

The Republican senator said most of the time digital learning would take place in the classroom, at each student's own pace.

Places in the state without the abiltiy to pay teachers for small numbers of students in subjects such as physics and languages such as Japanese will be able to offer them through digital learning, Rogers said.

Digital Learning Bill Passes State Senate

The Digital Learning Act passed the Senate with a bi-partisan vote of 36-15. The bill was sponsored by Senate Majority Leader Chip Rogers (R-Woodstock) is expected to make Georgia a national leader in online elearning.

“This bill would significantly broaden learning opportunities for Georgia students. Based on current virtual classes already being offered we have the opportunity to increase student achievement at significantly lower costs,” said Sen. Rogers.  “Right now, there are 16,000 students participating in this program, and that number is quickly growing. These programs are vital to ensuring that our students are able to meet the ever-changing demands of the 21st century marketplace.”

SB 289 focuses on the importance of virtual and digital learning in today’s modern learning environment. Under this bill, students entering the ninth grade during the 2013–2014 school year will complete at least one online learning course prior to graduation.  Options to meet this requirement include the following:

• Online courses offered by the Georgia Virtual School;

• Online duel enrollment courses offered by a postsecondary institution; or

• Online courses offered by a provider approved by the Georgia Department of Education

The bill also requires all end-of-year core subject assessments to be administered online by the 2014-2015 school year, a move expected to dramatically reduce the opportunity for cheating.

In addition, the passage of SB 289 would allow local school systems to enter into contracts with virtual learning providers approved by the Georgia Department of Education.

The bill has received support from the Department of Education, specifically from Bob Swiggum, the Chief Information Officer for the Georgia Department of Education and Thomas Wilson, Director of Governmental Affairs at the Department of Education.

“SB289 provides more opportunities for Georgia’s students to participate in online courses, a common instructional method of post-secondary institutions,” said Bob Swiggum, Chief Information Officer for the Georgia Department of Education. “Our students will be better prepared for success, instructional costs will be reduced, and a wider variety of courses will be offered.”

Sen. Rogers, along with several of his Senate colleagues, are working to find solutions to address the educational needs of 21st Century students. This bill is a key component to the Republican Caucus’ ongoing commitment to education reform.

RELEASE
For Immediate Release:
February 24, 2012

Contact:
Natalie Dale, Director
natalie.dale@senate.ga.gov
404.656.0028

Abersychan school students benefit from �14m digital learning project

THIS week a Torfaen secondary school went live with laptops and a contemporary learning management system as part of a £14 million digital learning project.

Abersychan Secondary School along with Monmouth Comprehensive School in Monmouthshire were the first schools to pilot the learning management system and receive laptops for all pupils aged 14 to 16.

The aim is to have laptops, broadband access and the learning management system in all eleven Torfaen and Monmouthshire secondary schools before the end of the summer term.

The introduction of innovative learning technologies will support Torfaen and Monmouthshire's aspirations to raise student attainment levels at key stage 4.

The initial investment will be spent on the eleven secondary schools in the two counties to develop schools' ICT infrastructure onto a common, future-proof platform and ensure every pupil has access to digital learning via a laptop.

Teachers will be able to digitally access classroom resources such as lesson plans and learning materials and parents will also have secure online access to their children's educational resources and performance as well as coursework and learning materials.

Councillor Mary Barnett, Torfaen Executive Member for Children and Young People, said: "This is a significant day for the 14 to 16 digital learning project in Torfaen and Monmouthshire.

"A huge amount of work has gone into this project that could revolutionise digital education and it will be great to see the students using the technology in schools. "The Torfaen and Monmouthshire partnership will transform the delivery of education and help drive up achievement levels across all schools."

Federal government helps keep workers safe


For years, so-called "conservative" politicians and their boosters have advocated the wanton abolition of federal regulatory agencies, as if it were a cure-all that will return the nation to prosperity and well-being for all. I'm reminded that the hero of most politicians who self-identify as conservative is Ronald Reagan, who often expressed a desire to abolish OSHA Training, the Occupational Safety and Health Administration, as if that somehow would be good for working people.

I wonder whether the survivors and loved ones of the 29 miners killed in the explosion and collapse of the Massey Coal Corporation's Upper Big Branch mine in West Virginia two years ago, whatever their politics, would agree. After all, it was the federal Mine Safety and Health Administration (MSHA) that sought justice for the survivors of those killed by that avoidable disaster, which has been proved to be the result of Massey's systematic negligence and disregard for mining safety laws and refusal to follow best-industry practices. The $209.5 million settlement secured by the hard work of federal employees of the MSHA, and the upcoming criminal prosecution of at least one of the Massey executives responsible for the deaths of 29 honest, hard-working employees, should give pause to anyone who would like to believe that all federal agencies and employees are ineffective and redundant. Does anyone really think that local or state officials in West Virginia would have had the wherewithal to take up the case for providing justice to the widows, orphans and other loved ones of those killed in Massey's mine?

How amazingly silent conservative politicians, their boosters and right-wing media outlets have been on this issue! I wonder why. Anyone espousing anti-federal government rhetoric (many of the strident voices of the so-called Tea Party come to mind) might well want to consider how many more would be killed or maimed in dangerous industries nationwide were it not for highly competent federal inspectors in sufficient numbers in our mines, meat packing plants and other dangerous workplaces.

Such vital inspection is in constant danger of being gutted by politicians who look first at the bottom line and not at the human toll of their flailing budget axes. I'm willing to bet that in West Virginia these days, thousands and thousands of people are glad to pay federal taxes that are dedicated to the MSHA and to the federal attorneys whose actions are the best hope of preventing needless deaths in the nation's mines and guaranteeing that there will be no impunity for those who place a corporation's profits above the lives and safety of their employees. Robust protection of the health and safety of any household's breadwinners is a vital federal responsibility to all in this nation and a family value. Just ask anybody who knows a coal miner.

Mark Trafton

Read Main Article

Hospital incident deserves investigation, disclosure


It’s called the Health Insurance Portability and Accountability Act. Most who have a passing familiarity with it simply use the acronym, HIPAA Training.

And like anything created by government, it has multiple sides, angles and provisions. It also comes with reams of confounding, jargon-filled paperwork.

People from all walks of life encounter it every day for a variety of reasons but many are unaware of precisely what it is or does. The most common instances, though, involve privacy for patients of doctors, in hospitals or myriad medical facilities.

Citing a government website, the HIPAA Privacy Rule “provides federal protections for personal health information held by covered entities and gives patients an array of rights with respect to that information. At the same time, the Privacy Rule is balanced so that it permits the disclosure of personal health information needed for patient care and other important purposes. The Security Rule specifies a series of administrative, physical, and technical safeguards for covered entities to use to assure the confidentiality, integrity, and availability of electronic protected health information.”

That’s a long way of saying that HIPAA keeps information about patients from being released to people or entities patients don’t wish to receive it. The regulation was created as a way to protect the privacy of the public on a case-by-case basis. As a result, it changed the way hospitals and other organizations release conditions of injured patients for example. It also altered the way newspapers or other media outlets — and even police or other investigating agencies — do their jobs.

All of this is prelude to a larger point concerning a troubling incident that allegedly occurred last week at Alamance Regional Medical Center. According to Burlington police and hospital officials, a Greensboro man was taken into custody on an allegation that he raped a woman while both were patients at the hospital. Such events are exceedingly rare. Police and those with ARMC could not think of another similar case at the hospital.

At the moment, largely because of HIPAA privacy regulations, there are more questions than answers about an alleged crime that potentially occurred at a place most would logically consider and reasonably expect to be a secure environment. How and why really only constitute a beginning.

The matter first came to public attention Monday night after Dennis Patrick Cronin, 29, was arrested earlier in the day on a warrant charging him with second-degree rape. Authorities say the alleged rape occurred in the 27-year-old woman’s room Thursday. She reported it to hospital personnel on Friday after Cronin was discharged.

Citing HIPAA regulations, neither police nor hospital representatives can say why either patient required hospitalization or what unit their rooms were in. Hospital spokeswoman Tracey Grayzer could only say that patients receive frequent visits by staff members and that nurses are available by call buttons in individual rooms.

“Under federal law, we are obligated to protect patient privacy — both the privacy of the patient and the suspect — and are unable to comment further,” Grayzer said.

For the moment that leaves people in the community with only sketchy information about an incident of concern. Patients in hospitals are often incapacitated and in a vulnerable position. Where and how the alleged attack occurred leads to questions about whether security measures at ARMC are tight enough or what could or should have been done to prevent this or future incidents?

Officials at ARMC are cooperating with the police investigation and we applaud them for doing so. It’s also our hope that an outside agency will look into how things were handled in this particular case and issue a report that will be available to the public.

HIPAA was enacted to protect the privacy of individuals, not shield the public at-large from important information it has a right to know.

Read Full Article

Thursday, February 23, 2012

?Mass Customized Learning?: The key to education reform?

[caption id="" align="alignleft" width="300" caption="Technology helps make this mass customization possible through personalized digital learning."][/caption]

Would you still drive a car if it was the Ford Model T? No? Even if the paint was new and it had air conditioning? The answer would always be “no,” said one education reform expert, because no matter how much you spruce up an old model, there’s always a maximum capacity … and the same applies to education.

During the American Association of School Administrators’ National Conference on Education Julie Mathiesen, director of Technology &  Innovation in Education (TIE), a professional development organization based in Rapid City, S.D., argued that the only way to achieve true education reform is to redesign student learning from class time to curriculum, and from teaching styles to learning spaces.

A key way to accomplish this reform, said Mathiesen, is to implement “Mass Customized Learning,” in which the instruction is tailored to each student’s needs and interests. And technology helps make this mass customization possible through personalized digital learning.

“The current Industrial Age system of education is working perfectly,” she said, “if you’re looking for 25 percent skilled and 75 percent unskilled students—[or] if you’re looking to have around one million students fail to graduate high school every year. We need to completely revamp the system.”

According to Mathiesen, the old way of learning doesn’t work anymore, because students are living in a world where they are no longer “told” how to think and don’t process and learn through “telling.” Instead, students learn by doing and by learning anytime, anywhere.

“One way to accomplish this is through the use of technology. I heard a great quote recently,” said Mathiesen, smiling: “‘The web and technology are setting out a great buffet of teaching and learning tools; however, most schools are just eating the napkins.’ If schools could learn about some of the great, free resources available, and learn how to engage students, true reform could start to take hold. We can’t keep simply tinkering with education.”

Along with the Model T reference, Mathiesen also discussed the book Finding Flow: The Psychology of Engagement with Everyday Life, by Mihaly Csikszentmihalyi.

According to the theory of “Flow,” there’s a boredom threshold and a challenge threshold. For example, we’re all skilled at clapping our hands but would find this too boring to do for fun. Like clapping hands, class activities can’t be based solely on skills—they have to be exciting and engaging as well.

Now take the example of knitting: People who knit like to apply skills to a challenging task to stimulate their mind. But if you say to those people, “You must knit a sweater and accomplish it all, perfectly, in one hour,” most will find it too challenging and quit.

“The classroom must be a place that balances both skill and engagement, and it can’t be limited to a time and place. One way to accomplish this engaging, successful, 24-7 learning environment is through customization that’s currently available through a number of resources,” said Mathiesen.

According to TIE, Mass Customized Learning (MCL) is described in this scenario: “What if every day, every learner came to school and was met with customized learning activities at his or her precise developmental and achievement level, was learning in his or her most effective elearning style with content of interest, was challenged, was successful, and left school eager to come back tomorrow?”

An example of MCL can be seen in this video, which theorizes what a student’s MCL experience would look like:

[yframe url='http://ping.fm/YuBH0']

Mathiesen also named a number of free online resources that educators can use to reach and engage their students. Examples include:

iTunesU: K-12 curriculum videos are also included.

Google Earth: It’s not just a map; it also includes activities such as looking at classical art in museums in Italy and mapping shark and whale migratory patterns, to name a few.

Wolfram Alpha: A computational knowledge engine.

Khan Academy: Free online lectures and videos.

CK-12.org: These free online textbooks are also customizable and include many interactive components.

A full list of online resources and tools, as well as Mathiesen’s presentation, can be found on her TIE wiki page.

More information about TIE’s approach to MCL, including a rubric to get started, can be found in the book Inevitable: Mass Customized Learning, Learning in the Age of Empowerment, by Chuck Schwann and Beatrice McGarvey. Information can be found here.

TIE also is collaborating with the authors of this book to produce a field book of resources to support educational leaders in implementing MCL. A sample of resources from the soon-to-be published field book can be found here.

“Obviously, you can’t go into your school tomorrow and say, ‘OK, let’s implement MCL in one day,’” Mathiesen said, “but you can start by identifying important content and skills today’s students need [and] determining how best students can learn these, by customizing content and by redefining space and time constraints.”

Read Full Article

10 educational iPad apps recommended by Explore Knowledge Academy

[caption id="" align="alignleft" width="150" caption="EKA students as young as kindergartners use the iPad to learn traditional subjects in math, English, social studies, and science."][/caption]

When Explore Knowledge Academy has its grand opening celebration in March 2012, it will become the first “iSchool” in Nevada, with a 1-to-1 ratio of iPad tablets to students.

EKA students as young as kindergartners use the iPad to learn traditional subjects in math, English, social studies, and science. (To read about their experience, click here.)

Here are the 10 iPad applications used by educators at the public charter school and recommended for other schools and families with iPads.

BrainPop

BrainPOP is a subscription-based application that brings 750 or more movies and quizzes in science, math, social studies, English, engineering, art, and health to the iPad. Users can watch an animated movie on a particular subject and then test their knowledge by taking an interactive quiz. The iPad application is free, but it costs between $1.99 and $6.99 per student, per month to access education materials.

Cell and Cell Structure

Cell and Cell Structure is a graphic application that teaches middle school students about cells, cell structure, and function. Users can view 3D interactive graphics on different cell types and parts, take quizzes to test their knowledge, and use flashcards to review and memorize information. Videos also give users a microscopic view of the cell. The app costs $2.99 in the App Store.

ConjuVerb

ConjuVerb is a foreign language application that allows students to look up more than 600 commonly used Spanish verbs and their conjugations. Quizzes and flashcards help students memorize and test their knowledge. It’s free in the App Store.

Dinopedia

Dinopedia is a reference guide created by National Geographic for dinosaur connoisseurs. Students can look up more than 700 dinosaur types using the application and get audio pronunciations, vital statistics, size comparison, and videos about each of the dinosaurs. A visual table of contents and an interactive family tree allow students to quickly search for their favorite dinosaurs. It costs $4.99 in the App Store.

Discover

Discover is a reference application for the iPad that repurposes Wikipedia articles for the tablet user. It’s free in the App Store.

Math Bingo

Math Bingo is an educational iPad game modeled after bingo. Elementary school students try to get five “Bingo Bugs” in a row by correctly answering math problems. Scores are determined by how fast students complete a game, and students are assessed a two-second penalty for every incorrect answer. It costs 99 cents in the App Store.

Math Drills

Math Drills is an educational application that tests up to 50 students in addition, subtraction, multiplication, and division. Students can use number lines, wooden blocks, facts, and hints to solve problems. Teachers can view an individual student’s scores and test history to see which concepts need to be reviewed. The app costs $1.99 in the App Store.

Penultimate

Penultimate is a handwriting and note-taking application for the iPad. Students can scribble notes on digital pages and sort them into notebooks. They can also import photos into the application and annotate them. It costs 99 cents in the App Store.

Scientific Graphic Calculator

Scientific Graphic Calculator is a math application for the iPad that allows students to solve math problems needing a scientific calculator or a graphing calculator. The application also contains a triangle solver, which solves for a missing side or angle in geometry problems. Students can also use a unit converter and a constants reference to complete math problems. It costs $1.99 in the App Store.

Word Wizard

Word Wizard is a spelling application for the iPad that allows students to hear sounds of letters and words using an interactive alphabet. The application also provides a spelling quiz with more than 1,400 questions and answers. Elementary school students can tap on alphabetic or QWERTY keyboards. It costs $2.99 in the App Store.

Copyright (c) 2012, the Las Vegas Sun. Visit the Las Vegas Sun online at www.lasvegassun.com. Distributed by MCT Information Services.

Jeb Bush?s Rally For Education Reform


Last year the Florida legislature passed CS/CS/HB 7197, the Digital Learning Now Act. The bill, which passed with support from both sides of the aisle and was signed by Governor Rick Scott on June 12, 2011, expands school choice by increasing digital learning options for students.

Specifically, the legislation authorizes establishment of virtual charter schools, authorizes blended learning courses, and allows K-12 students from anywhere in the state to enroll in Florida Virtual School Full Time (FLVS FT). Previously, students could only enroll in the school if they lived in approved school districts. Also, students used to be required to attend a brick-and-mortar public school before enrolling in FLVS FT – but, the Act removes that restriction.

Now, students in kindergarten, 1st grade, and grades 6-12 can directly enroll in the comprehensive program. Students in grades 2-5 must still meet the “prior public school enrollment” requirement, however.

Parents, students, teachers, supporters of last year’s measure were initially ecstatic about the prospects of the 2012 school year, especially with regard to virtual charter schools. Unfortunately, the promise of expanded education options has not panned out for all Floridians.

Last week the Florida Chapter of the National Coalition for Public School Options (NCPSO) called for the Florida School Boards to follow the law and provide parents with more school choice options. The group, which is made up of parents that support and defend parental access to the best public school options, is calling the Florida School Boards out on the lack of virtual charter school applications that have been approved. In a statement, the Florida Chapter of NCPSO said:

“Since the passage of this law, 33% of all charter school applications have been approved; while in contract only 3 of the 53 applications for virtual charter schools have been approved.”

According to some parents, there are boards which are not even providing a public forum for applications to be considered.

To raise awareness and to move Florida School Boards to make good on what the legislation promises, NCPSO is holding a rally tomorrow, February 22 in Tallahassee.

In a pre-rally teleconference last week Governor Jeb Bush, founder and chairman of the Board of the Foundation for Excellence in Education, spoke to teleconference attendees about education reform.

“In monopolies you’re told where you go and how you’re child is going to learn,” said Bush. “And historically we’ve accepted that. But, in Florida and all across the country there are many more options available… Passing laws that make it easier and more transparent for schools to start or expand charter programs is critical.”

The Foundation for Excellence in Education, whose mission is to ignite a movement of education reform state by state, believes in three main principles:

All children can learn;
All children should learn at least a year’s worth of knowledge in a year’s time;
All children will achieve when education is organized around the singular goal of student success


Bush travels the nation advocating broad base reform including each child’s right to learn at his or her own pace and that they achieve maximize learning potential. He noted that digital classrooms are really the way to accomplish the task at hand.

“We should create great learning opportunities recognizing the uniqueness of each child,” the former Governor argued. “Children learn at different paces and in different ways. The beauty of digital learning is that it can be combined with all sorts of software and learning/teaching techniques where you move to a customized learning experience.”

He said that despite Florida being a leader in education reform he said,

“You have to stay engaged. I hope you’ll be able to go to Tallahassee to put a human face and human context around these laws to provide support for the sponsors of these bills that mediate some of the problems that exist and open the system up a bit more… People sometimes in frustration think that their voice cannot be heard, but I respectfully disagree. There are great things you can do to get involved.”

Registration for School Choice Day at the Capitol rally begins at 10:00am. The rally begins at 12:15pm and is free to participate.

For more information on the rally, click here.

Read Full Article

Tuesday, February 21, 2012

Of Profits and Power: Education Establishment Attacks Digital Learning

The education establishment is pulling out all the stops to stifle the movement to expand the use of technology to modernize the way students learn.

Digital education is a growing form of school choice. Virtual charter schools are a natural way to provide access to top-notch instruction for students, regardless of their geographical location. But the protectors of the status quo are doing everything they can do stop it.

Finally, their true colors are showing.

Debbie Squires, a representative of a school principal’s association, recently told the Michigan House Education Committee that while parents do indeed care for their children, they’re not knowledgeable enough about what is best for their children.

[youtube=http://www.youtube.com/watch?v=7WpaDkezM7Y&w=640&h=360]

This is a standard line of thinking – those with the background and “expertise” know what’s best for children, not their parents.  See recent articles on the “school food police” for further evidence.

The other line of attack is that “profits” are evil and that no one should be making money in education, even if for-profit  companies provide quality instruction for children.

Michigan Parents for Schools (but apparently not virtual charter schools) recently urged its members to contact lawmakers and demand that they reject the virtual charter bill, which would remove the cap on the number of schools allowed in the state.  The subject line of the email read, “Let’s make sure online schools help kids, not pad profits.”

This is an interesting criticism because ultimately, lots of people make money off education.  Textbook companies make money.  Contractors make money.  Teachers make money.  Administrators make money.

But who’s accountable when taxpayers are ripped off by government schools that aren’t delivering results?

Say, for example, Muskegon Heights school district in my own quaint community in western Michigan.

Recent data shows that 6.8% of 11th graders are proficient in reading and writing while only 2.2% of students are proficient in math. Meanwhile,  the school district is nearly broke and may not be able to meet its payroll for the rest of the academic year.

Someone is grossly mismanaging district funds (perhaps making a profit?) while the children go without a decent education.  Where is the outrage from the establishment about that?

Perhaps the Michigan Parents for Schools group should call a few Muskegon Heights parents, to see what they think.

My bet is that most, if not all, of those parents would welcome a digital education option, a charter school option, a school voucher option – anything to get their kids out of that miserable “not-for-profit” government school district.

And they probably wouldn’t care if some company was making money while teaching their children, as long as their children learned.

Perception, Work-Life Balance Key Factors in Workplace Safety, Study Says




Companies that run in a smooth and effective manner and have minimal constraints on worker performance can decrease injuries by 38 percent as worker opinions improve, according to survey results.

According to a recent University of Georgia study, a worker’s perception of safety in the workplace and the work-life balance established by businesses has a significant effect on on-the-job injury.

“We’ve known for some time that certain occupations are more dangerous than others due to a variety of physical and other hazards,” said Dave DeJoy, UGA professor of health promotion and behavior. “But in the last 20 years, there has been growing evidence that management and organizational factors also play a critical role. That is, actions taken or not taken at the organizational level can either set the stage for injuries or help prevent them.”

DeJoy and Todd Smith, a recent graduate of the Health Promotion and Behavior doctoral program in the UGA College of Public Health, authored a study to examine U.S. safety climate perceptions among a diverse sample of occupations and worker groups—from offices to factories—and to highlight the factors linked to injury. The results will appear in the March issue of the Journal of Safety Research.

Companies that run in a smooth and effective manner and have minimal constraints on worker performance can decrease injuries by 38 percent as worker opinions improve, according to survey results. A worker’s perception of a positive safety climate can decrease injuries by 32 percent. The safety climate category assessed worker perceptions on the importance of their safety in their work organization.

“We can design the best safety controls, but they must be maintained, and that falls on management,” Smith said. “Enacted policies and procedures—not formalized ones but those acted upon—define a climate of safety.”

In addition to factors identified by the study to decrease injuries, work-family interference was established as a significant risk for occupational injury.

“We used to think work was one thing and family was another, but now there is a realization that work-life balance affects performance and productivity,” DeJoy said.

The study looked at the mutual interference between job and family demands. In situations where work interferes with family life or family demands affect job performance, they found that the risk for injury increased 37 percent.

Consistent with previous studies performed by the Department of Labor Statistics, they found whites had higher injury rates than blacks, but both had lower rates than the “other” category, which is predominately made up of Hispanics.

“These results provide guidance for targeting interventions and protective measures to curtail occupational injury in the U.S.,” Smith said.

DeJoy was part of a team of researchers that worked with NIOSH to put together a quality of work life survey module that featured a number of scales and measures assessing different job and organizational factors. This module was included as part of the General Social Survey and administered to a national representative sample of American adults.

In their study, DeJoy and Smith assessed occupational injury risk in terms of socio-demographic factors, employment characteristics, and organizational factors for 1,525 respondents using data from the quality of work life module. The study identified race, occupational category, and work-family interferences as risk factors for occupational injury and safety climate and organizational effectiveness as protective factors.

“The data suggests effects are pronounced and generalized across all occupations,” Smith said.

“Most prior research on organizational factors has focused on single occupations or single organizations,” DeJoy said. “There has been a clear need to examine these factors across a diverse array of occupations and employment circumstances to see how generalizable or pervasive these factors are.”

The nine factors they examined were participation, work-family interference, management-employee relations, organizational effectiveness, safety climate, job content, advancement potential, resource adequacy, and supervisor support.

This Article Originally Posted here 

Efforts to Reduce Injuries and Fatalities in Residential Construction Extended by OSHA


OSHA has added another 6 months to its temporary enforcement measures in residential construction. The temporary enforcement measures, now extended through Sept. 15, include priority, free, on-site compliance assistance; penalty reductions; extended abatement dates; measures to assure consistency; and increased outreach.

Over the past year, OSHA has worked closely with the residential construction industry, conducting over 1,000 outreach sessions nationwide to assist employers in complying with the new directive. OSHA Training will continue to work with employers to ensure a clear understanding of, and to facilitate compliance with, the new policy.






Falls are the leading cause of death for residential construction workers.




Falls are the leading cause of death for residential construction workers.

Falls are the leading cause of death for workers engaged in residential construction. Under 29 CFR 1926.501(b)(13), workers engaged in residential construction six (6) feet or more above lower levels must be protected by conventional fall protection (in other words, guardrail systems, safety net systems, or personal fall arrest systems) or other fall protection measures allowed elsewhere in 1926.501(b).
(Although the standard does not mention personal fall restraint systems, OSHA will accept a properly utilized fall restraint system in lieu of a personal fall arrest system when the restraint system is rigged in such a way that the worker cannot get to the fall hazard.)

If an employer can demonstrate that the fall protection required under 1926.501(b)(13) is infeasible or presents a greater hazard, it must instead implement a written fall protection plan meeting the requirements of 1926.502(k).

OSHA's Web page also has a wide variety of educational and training materials to assist employers with compliance. Multiple easy-to-read fact sheets, PowerPoint and slide presentations, as well as other educational materials are available on the Fall Protection in Residential Construction page.

Monday, February 20, 2012

Professional development for digital learning is a TALL order

In my previous EDCompass blog posts, I described our journey at Lebanon High School researching technology implementation and development of the SMART Worldwide Effective Learning Lab (SWELL). For this post I am excited to share our unique way of facilitating professional development at Lebanon High School.

Dialogue that always occurs when discussing the proper use of technology and the impact it makes on the 21st Century learner, is how should schools provide the necessary professional growth for teachers to be able to offer a rich digital learning environment?

One of the major factors at play is the vast array of differences in where staff members are on the digital/technology learning curve. A one-size fits all system of professional development will not work where technology is involved (or any other educational subject for that matter). Lebanon High School has developed a process that has proven very valuable to meet this need. To eliminate the traditional “one-shot” professional development time, where information is thrown out to teachers with hopes that some of the material caught on, in the spring of 2009, our school implemented TALL (Tiger Academy of Lessons Learned).

This process was a product of the studies of Garvin (2000) in the area of the elearning organization. TALL is modeled after the U.S. Army’s Center for Army Lessons Learned (CALL). It is a process with no hierarchy that involves teachers working in groups to learn new techniques. They all share similar interests and knowledge, research together, try new practices and technology, and read books. Groups meet formally in the morning each week, and have a reporting form on the school’s shared network file that can be broadcast to the entire staff, as well as using Ning (internet social network) forums. We are now also using Indiana’s new Learning Connection Network (Indiana Department of Education, 2009). Many groups meet outside the normal school day to work. Groups can start up and dissolve as necessary.

This strategy enables teachers to use the group genius created to improve teaching skills and gain best practices from each other, thus improving student achievement. These self-directed professional development groups provide for teacher-researcher-based discourse about teaching and learning (Weinbaum, Allen, Blythe, Simon, Seidel, & Rubin, 2004).  TALL teacher inquiry groups allow for both knowledge production and sharing (Weinbaum, et al., 2004).

As of the writing of this article, Lebanon High School has TALL groups specifically relating to technology including the use of computers, SMART Board interactive whiteboards, web 2.0, and teacher blogs and websites. When it comes to technology, many of our more seasoned teachers who were finding it difficult to move toward a more digital environment say that TALL has given them the confidence and skills to match the technology with their pedagogy. This will become even more important this fall when all classrooms will have SMART Board interactive whiteboards and other SMART products like the SMART Document Camera and SMART Response interactive response system.

A SWELL Vision for Providing Innovative Technology Solutions

Through the SWELL Classroom and other duplications of this throughout Lebanon High School, the Agriculture Department has become a leader in providing innovative networking and information technology solutions to student learning. By proceeding in stages, Lebanon will be able to develop skilled staff right from the start, so first round teachers will be able provide support and training, and share lessons (Fishtrom, 2009). The SWELL Classroom allows for designing each lesson to meet the individual student’s needs, and then deliver that lesson in such a way that is effective each student.

Students always come to class enthusiastic and ready to connect to a global society brought together through technology. The plans are to add 24/7 remote and self-guided learning through technology to further differentiate learning and offer an even wider range of classes.

Using SMART education solutions, we’re also be able to offer distance learning and connect with other schools. The idea of one-size-fits-all schools will not always work for all students because the same teaching techniques do not work equally for every student. But the SWELL Classroom model creates an inclusive environment that adjusts to meet the educational needs of all students.

References
Fishtrom, R. (2009). Best in tech 2009. Scholastic Administrator, 9(3).
Garvin, D. A. (2000). Learning in action: A guide to putting the learning organization to work. Boston, MA: Harvard Business School Press.
Indiana Department of Education (2009). Retrieved on August 13, 2010 from: http.//learningconnection.doe.gov.
Weinbaum, A., Allen, D., Blythe, T., Simon, K., Seidel, S., & Rubin, C. (2004). Teaching as inquiry: Asking hard questions to improve practice and student achievement. New York, NY: Teachers College Press.

About the Author

Byron Ernest is a multiple award winning educator and the Department Head for Agriculture and FFA at Lebanon Community School Corporation. Ernest was recruited to start the department in 2005, which now has four teachers and an enrollment of 586 students in grades 8-12, making it the largest Agriculture Department in the state of Indiana.

Ernest holds two Bachelor of Science Degrees from Purdue University in Agricultural Education and Animal Science, and a Masters in Science in Agricultural Education, also from Purdue. Ernest is currently finishing his Ed.D. in Administrative and Teacher Leadership from Walden University.

Byron Ernest can be reached directly at ernestb@leb.k12.in.us.

This article was originally posted at http://ping.fm/Y18zE

 

Digital textbooks hinge on connectivity

I wrote earlier this month about Lamar County School District Superintendent Ben Burnett's goal this semester of finalizing a policy on student use of iPads and other handheld electronic devices.

Burnett wants to move towards eventually using digital textbooks in the district. His first step is to allow students to bring their own personal electronic devices to school to use as learning tools.

"If we wait two to three years to begin thinking about this, our students will be behind," Burnett told me.

Also, earlier this month, at a news conference in Washington, D.C., Federal Communications Chairman Julius Genachowski, along with U.S. Secretary of Education Arne Duncan, said the time was now for American students to transition to digital textbooks.

Genachowski issued a challenge at the press conference - to companies, government officials, schools and teachers - to do their part to make sure every student in America has a digital textbook within the next five years.

The U.S. trails countries like South Korea in transitioning to digital textbooks. That country has announced it will begin moving all students to digital textbooks next year.

Genachowski imagined how a digital textbook could help a student who was having trouble doing his geometry homework by automatically inserting a supplemental lesson.

Or, he suggested, a teacher could get instant access to the results of a pop quiz and immediately see which students didn't understand the concepts so she could offer an extra lesson.

Genachowski said digital textbooks are being used in pockets around the country, but adoption is not widespread and is too skewed to wealthier areas.

"We spend $7 billion a year on textbooks in this country, but digital textbooks - this massive innovation - remain the exception, not the rule," he said.

Genachowski said one major obstacle remains to implementing digital textbooks nationwide - connectivity.

"About a third of Americans - 100 million people - still haven't adopted broadband at home," he said. "Digital textbooks can't work without this home connectivity."

The FCC is working to address this problem, Genachowski said.

It's launched a public-private initiative called Connect-to-Compete.

"We've seen major companies like Microsoft, Best Buy and the cable companies step forward with significant commitments to promote adoption," Genachowski said.

Education and communications officials say digital learning is crucial.

Technology-based instruction can reduce the time students take to reach a learning objective by 30 percent to 80 percent, according to the U.S. Department of Education.

And a Federal Reserve study found that students with a PC and broadband at home have six percentage to eight percentage point higher graduation rates than students who don't have home access to the Internet.

Keep up with information like that found in this column by accessing me on Twitter at http://ping.fm/60a2H.

Ellen Ciurczak is the American's K-12 education reporter. She can be reached at eciurczak@hattiesburgamerican.com or 584-3116.

Friday, February 17, 2012

District begins rolling out ?e-Learning? environment

The Reynoldsburg school district has taken steps this year to implement districtwide digital learning and education technology.

Reynoldsburg High School assistant principal Denise Lutz, who is overseeing the development and rollout of the systems, said the focus is on improving student learning.

Lutz said that since September, efforts have begun to build capacity around “e-Learning,” in which students use technology in or out of the classroom to personalize the educational experience.

Teachers could provide contents of the coursework online for the students to access on their computers or other digital devices at anytime.

The district is using an online tool called “itsLearning,” where students log in online to participate in a class.

The website address is www.reynoldsburg.itslearning.com. Teachers upload content in a written or video format, allowing students to log in and view it anytime during or after school hours, Lutz said.

“You can learn anything, from kindergarten math all the way up through college-level mathematics, where you watch a video and learn how to do the problem at night for homework,” she said. “Then when you’re with the teacher the next day, you’re working through the questions and getting the individualized attention that you need. É Instead of doing problems for homework, you’re learning the content for homework.”

The district is installing SMART Boards in all classrooms to enhance the digital technology application.

“With SMART Boards, teachers have the ability to video or record a 10-minute lecture, audio or by capturing the screen, post it on the website and say, ‘Here’s your homework for tonight,’” Lutz said.

Teachers are using this technology at the Summit Road high school STEM academy.

Lutz said that in the next few weeks, all classrooms throughout the district would have SMART Boards installed.

Lutz said teachers and staff members in all grade levels have been trained on how to use the system specific to their individual needs.

“We’ve been systematic at rolling out training. It’s a K-through-12 platform, so there’s different looks and feels for a kindergartner or first-grader when they log in, as opposed to an 11th-grader,” she said.

Lutz, who has worked in education and technology-based systems for 22 years — the past three in Reynoldsburg — said another advantage of using online technology is that a school building would not have to use a calamity day.

“The learning would continue online, so you could be exempt from a calamity day, but the requisite is that every teacher in your building has to have a site and maintain it so lessons are current,” Lutz said. “It extends learning beyond the classroom. A teacher has a class for 50 minutes, and, say, they have started this great discussion or something really engaging. How do you continue the conversation once the student has left the classroom and building?

“Using the itsLearning system, with built-in discussion features and conferencing features, allows kids to continue what was so vital in the classroom,” she said.

Also, Lutz said, using the online technology offers advantages to students, allowing them to view the coursework and content multiple times.

“That’s another piece to posting the content online,” she said. “If you’re a student that needs to watch or read it six times, stop it or pause it or rewind it, you can do that. It’s anytime, anywhere learning. They always have access to their courses or content.”

Read More Here

Kids and Ebooks: The Future of Digital Learning

Kids make up a large portion of the ebook audience. Very often when a parent buys a new device--whether a tablet, smartphone, or ereader--the previous device gets turned over to the kids. As a result, the amount of electronic children's offerings available is growing, both revamped classics as well as new titles designed as ebooks from the start.

Let's face it, picture books are expensive, both to manufacture and to purchase. The price of illustrations, color pages, nice paper, shipping (most likely from China), all add up. Parents can save a lot of money with an ereader and, just maybe, it keeps their child's attention longer. And a happy, engaged child makes for a happy parent.

Children's books are at a pivotal point in their evolution. Interactivity has always been something to strive for, to keep children's interests going. Pop-up books and choose-your-own-adventure books are just two examples, but with the advent of digital ebooks, the interactive options are almost limitless. The reading experience can be personalized for each child. Characters can move, making it possible for kids to control what they're reading and watching.

Bright colors, flashing lights, and moving images aren't just for cartoons and video games. Now books can have the same effects, along with an interactivity that no paper book can compete with. Not to mention the tablets that can actually read the book aloud, no parent required. Books are not just books anymore, and the line between what is an ebook and what is interactive media is blurring.

But are kids and ereaders a good thing? There hasn't been enough time to do in-depth research on the effect of digital media on the early development of eyes and brains, but one group that is starting to research the effects of the digital age on children's learning. Years ago, the Joan Ganz Cooney Center at the Sesame Workshop explored the possibilities of television as an educational tool. Now, the Center is looking at digital elearning tools and the effects on education. Just as it predicted television in the classroom to aid in education, the Cooney Center's latest report (January 2012) iLearn II (an update to its 2007 study on apps in the Education category on iTunes) predicts the almost inevitable use of mobile devices as tools in the classroom of the not-too-distant future.

Two of the report's key findings show a distinct trend on the marketing of educational apps. First, while the number of adult educational apps is decreasing, the percentage of apps for children has risen in every age category. Secondly, toddlers and pre-schoolers are the most popular age category in Education (at 58%) and experienced the greatest growth over the past four years, a 23% increase.

Are we raising a generation destined to never know what it's like to gnaw on paper-over-board picture books? Will they need reading glasses by age 18? And perhaps more importantly, how will it affect their developing imaginations?

Tuesday, February 14, 2012

School district seeks shift to digital textbooks




The Oshkosh school district doesn't want to fall on the wrong side of the digital divide.

Everything the district has done for the last 18 months has been aiming toward a shift: putting smart devices in the hands of every student and incorporating digital technology into standard curriculum. From infrastructure changes to setting up wireless networks to buying rights to electronic textbooks, the district has taken steps toward achieving this goal — a goal that several nearby districts have already reached.

The Oshkosh school district made a foray into teaching with smart devices this year. With grant funding, the district has bought more than 400 iPads in the last year — a small step toward one for each of its 10,000 students. Most of them are in Jefferson, Merrill, Roosevelt and Washington elementary schools — schools given the "School of Recognition" title because their students test better on state standardized tests than would be anticipated based on their poverty levels. A handful of the devices are also at West and North high schools.

"Are we going to be a district that is competitive or not?" said Deputy Superintendent Dave Gundlach, as he ran through a list of local districts.

Menasha's middle school has one device for every student. Neenah will soon have the same ratio at every grade level, and Ripon and Rosendale are already there. The Fond du Lac school district is buying 3,000 Chromebooks for its high school students.

"If you're a parent coming into the community, that's probably going to be part of your consideration of where you want your kids to go to school," Gundlach said.

The shift is occurring at a national level, too. Earlier this month, Education Secretary Arne Duncan and Federal Communications Commission chairman Julius Genachowski challenged schools and companies to get digital textbooks in students' hands within five years — a call that came just two weeks after Apple Inc. announced it would start to sell electronic versions of a few standard high-school textbooks for use on its iPad tablet. Florida, Idaho, Utah and California, as well as individual schools and districts throughout the country, have already embraced digital learning environments.

The process is not an easy one, and it doesn't come without cost. The district needs to work with textbook companies to set up an "institutional license" when purchasing digital books. The most fiscally challenging aspect is making sure students have access to devices on a permanent basis so they can actually read the books. There are also policies to rewrite. Relatively new "acceptable use" policies outlawing the use of cell phones and other electronic devices during class are already antiquated, as the district will soon encourage students and staff to bring personal technology to school.

Those leading the charge believe the payoff will be significant. Gundlach said current discussions of the achievement gap use measures developed 10-20 years ago, but the digital achievement gap will be even starker. He compared districts using digital textbooks, which can be updated immediately with new information, to districts using five-year-old textbooks as an example.

"This isn't just a digital version of a book," Gundlach said. "What's really useful is when you can embed different types of media in the books. That totally changes what you're trying to explain to the students. You can link out to the most up-to-date resources."


Integrating technology


Merrill Elementary has 90 iPads for its 267 students. Teachers received professional development training to learn how to use the devices effectively, and the school uses them at every grade level.

"I think it is the direction schools are going, because at school it's really our job to try to make that connection as seamlessly as possible," said Merrill principal Sarah Poquette. "There are so many digital pieces of technology out in the real world, and we need to keep up with that so we're preparing 21st century learners."
Students use the iPads to create multimedia presentations and to facilitate discussions about class readings, along with practicing basic math and reading skills with educational apps. Poquette said the more experience teachers have with the iPads, the more ideas they come up with for how to incorporate them into learning activities. The school is currently planning a "family technology night" to bring parents into the loop of what their children are doing at school.

"I love infusing technology in the classroom," said kindergarten teacher Rocco Marchionda. "IPads bring rich, dynamic content in front of students at an affordable price. It's all about getting kids interacting with dynamic media."

Marchionda has used iPads with third-graders and kindergarteners, and said the constantly developing content allows teachers to target specific skills and concepts for every grade level.

Other schools are exploring the possibilities of other devices along with iPads. Teachers at Oaklawn Elementary have received grants for iPads and for Kindle Fire devices. Oaklawn principal Scott Johanknecht said digital devices are another tool to be used, adding that it's up to teachers to seek opportunities.
"It's a fun way for us to learn," said Juliette Mattair, a fifth grade student at Merrill. "It's like super technology."
Mattair, who had never used a smart device before, said learning to use the iPad came naturally to her. Her favorite apps are a math game called Hungry Fish and a painting application called Kids Doodle, despite the fact that her favorite subject in school is writing.

Poquette said students received instructions, as with any other school-issued equipment, to take good care of the iPads, and there have not been any damage issues so far. The only problem is that she wishes they had more — and she plans to apply for more grants to try to make that happen.


Budget issues


Despite that, current budget restraints leave the district with no concrete timeline to pursue the plan. The money has to come from somewhere, and right now, Oshkosh doesn't have the revenue stream to make it a reality. Some districts have reallocated money spent on other resources, while others have had referendums to fund a sustainable technology budget. The pros and cons of different approaches, including a "bring your own technology" plan or leasing devices, are being considered.



Gundlach said the districts that have succeeded with similar initiatives have provided extensive training to staff, students and families. Providing professional development opportunities is key. Gundlach said the district hasn't done a good job of spending professional development time on technology until recently.



"You can't expect teachers to redesign what they do without having the tool in their hand," Gundlach said.
Right now, the district is putting all of its energy into the referendum to rebuild Oaklawn Elementary, Gundlach said, adding that there haven't been discussions about any other options after that. Since so many pieces of the technology plan have been put in place, the district would be able to plan for the shift very quickly, Gundlach said.



"It's a retooling of education," Gundlach said. "And it's a retooling that other districts are already done with and are beginning to see their benefits."

Blended learning as future of education


Much like everything else that worries the enhancement of world and development of lifestyle and understanding, the area of education has certainly seen several advancements and improvements with regards to how to better train a student, make better the deliverance of the correct knowledge, and assist in better conception and understanding of knowledge application. There have been many attempts into new methods like the digital learning and online learning and incorporation of these new techniques with the traditional techniques in order to come up with a better way to enlighten the education of the students. Various research and tests have been done in different educational institutes around the world on these new techniques, which is now known among all the people as "blended learning".

Blended learning is a combination of classroom training along with online learning. Training that takes place in the classroom is done with the help of a teacher. In this type of learning the student –teacher interaction is direct and face to face and the teacher handles the content and the speed of the class going on. In spite of many misunderstandings, online learning can also be directed by the teacher.  Through the online learning or digital learning the teacher can instruct her students through the webcast where they can see and interact with their teacher through the projector screen or the computer screen. Teachers can also post classes and make projects that learners complete on their own. The trainer still handles the content of the lessons and sets up the final time limit, but in online learning students are independent to choose how, when and where they want to learn.

Through blended learning, students get the opportunity to benefit from the type of learning i.e. classroom learning and as well as online learning. In classroom learning student gets direct training, he/she participates in various activities and learns to socialize with other peers in the class.  At the same time in online learning, students have the opportunity to work in relaxed surroundings of their choice, they can learn at their own speed, and they even learn the importance of managing their own time. Thus Blended learning allows students to get personal attention through eLearning or digital learning and learns the importance of discipline in classroom training along with this they become independent through online learning.

The most reported benefit of online learning is that it allows learners to learn place. It has helped many universities rise who are offering online learning solely.  There are many more traditional universities that are offering their health science classes and management training through the online learning strategy. As a result, online learning or digital learning courses help save money   by avoiding travelling for the classes unnecessarily. The best part of online learning is that students have the freedom to study the material provided as per their convenience. The students can schedule his class as per his personal, academic or professional planning for the day, week or month.

Thus Blended learning gives students the exposure to work online and allowing them to enhance their computer skills. With the help of the syllabus, students are able to use the computer on regular basis to be a active part of the class, quiz, exams and be able to communicate with their teacher and other students of the online learning class. With the help of such tools students learn the course book but also the computer skills that is very important part in building their future.

About emPower 


emPower  is a leading provider of comprehensive Healthcare Compliance Solutions through Learning Management System (LMS). Its mission is to provide innovative security solutions to enable compliance with applicable laws and regulations and maximize business performance. empower provides range of courses to manage compliance required by regulatory bodies such as OSHA, HIPAA, Joint commission and Red Flag Rule etc. Apart from this emPower also offers custom demos and tutorials for your website, business process management and software implementation.

Its Learning Management system (LMS) allows students to retrieve all the courses 24/7/365 by accessing the portal. emPower e-learning training program is an interactive mode of learning that guides students to progress at their own pace.

For additional information, please visit http://ping.fm/FN0pz.

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District 1 considers online schooling

In an effort to curb future losses in enrollment caused by outside online learning programs, Yuma Elementary School District 1 ratified a submission of an application to become a state-approved online instruction provider.

Last week, District 1 sent an application to the Arizona State Board of Education to form the Yuma Digital Learning Academy. It would serve as a separate school in the district with its own set of administration and teachers.

Although District 1 board members said they are wary of starting an online school in the district, they unanimously decided to approve the application in hopes of learning more about the endeavor down the road as plans are become finalized. Board members explained that they were worried that some students may apply for the program who are not self-motivated, thus falling far behind in their classes.

While making a presentation on the topic, Duane Sheppard, associate superintendent of curriculum and instruction, explained that they are purely in the application stage at this point and said that the application was written in broad terms to allow for flexibility later on.
He added that the state board of education will not make any final determinations on approving providers until a meeting on April 24.

Some of the benefits of having the program, he said, is that full-time online students will be funded at 95 percent of the level that other full-time public school students are. Sheppard added that students across the state will be able to enroll in the academy.

The targeted population for the academy would include parents seeking alternative forms of education for their child, students needing acceleration or remediation, students seeking technology-based instruction, homebound students or home school students.

The district has narrowed down the configuration of the academy into two options: online-only or a blended learning approach. The blended model would allow for 60-74 percent online learning and 30-26 percent “brick and mortar” learning at a district school site with unused classroom space.

Regardless of which route parents decide to have their children take, Sheppard said, students will be required to fulfill the same amount of hours per state law. They will also still be required to take the AIMS test and other proctored exams.

Sheppard said that staff will form individualized learning contracts with students to focus on learning goals specific to each child.

Sarah Womer can be reached at swomer@yumasun.com or 539-6858. Find her on Facebook at Facebook.com/YSSarahWomer or on Twitter at @YSSarahWomer.

Read more: http://ping.fm/WXm10

Cathedral High plans iPads for all

Cathedral Catholic High School plans to put iPads in the hands of every student and teacher next fall, becoming the first school in the region to do so.

Cathedral’s decision to embrace digital elearning began five years ago when officials initially looked into acquiring notebook computers for students. The school shifted its focus to Apple iPad tablets about a year ago and purchased 200 of the tablets to test out this year in classrooms to make teachers more familiar with the technology and figure out teaching methods they’ll employ.

Parents at the private parochial school will be paying a $350 technology fee that will cover the cost of renting an iPad as well as service and support for their student, said Principal Mike Deely. At the end of the contract period, students will have the option of buying the devices at a discounted price.

The iPads will be used by the school’s 1,700 students as well as 110 teachers and support staff.

On average, Cathedral parents typically spend between $800 to $1,000 buying textbooks every year. Deely said the textbook expense likely will be cut in half because teachers plan to substitute less-expensive digital textbooks for many texts they now use.

“We figured out a way we didn’t have to add to tuition,” Deely said. “Instead of $100 for science books, they will spend $14” for electronic versions.

Several schools in the region are introducing iPads and digital tablets in the classroom, giving students the tools to access the Internet and explore digital textbooks. But none have introduced the devices schoolwide as Cathedral is planning, said Greg Ottinger, director of online learning for the county Office of Education.

Deely said teachers have been very involved in preparing for iPads during the year, picking out books they no longer are going to use in their classroom and doing lessons on the devices with their classes.

Cathedral staff members also have talked frequently with their counterparts at a Catholic school in Santa Ana, Mater Dei High School, which issued iPads to its students a year ago.

There were concerns about students losing or damaging the devices, but that hasn’t been a problem.

“We’ve had only one iPad broken out of 200. It was an accident; he dropped it and the screen broke,” Deely said. “Most kids are pretty safe with them, because they care and they are really excited to use it.”

Using iPads in school may help increase student engagement with subjects because students can watch videos or create presentations on subjects they are learning about, said Matt Baier, an American government and economics teacher who has helped train teachers on technology at Cathedral.

Having the devices in class also will allow teachers to instruct students — many who already use such social media tools as Facebook and Twitter — on how to be good digital citizens and use technology appropriately, Baier said.

Read more here.

Thursday, February 9, 2012

Litigating Workplace Safety and Health Disputes


Attorney Michael Taylor offers a tutorial to help you understand the litigation process required when your employer contests an OSHA citation before the Occupational Safety and Health Review Commission.

Despite the fact that the Occupational Safety and Health Review Commission (OSHRC) recently celebrated its 40th anniversary, many employers still do not fully understand the make-up of the OSHRC, the process for litigating OSHA citations and the reasons why they might want to litigate citations, proposed penalties and proposed abatements. Without this knowledge, employers cannot effectively evaluate their decision to litigate.

The OSHRC is the independent federal agency that adjudicates workplace safety and health disputes between OSHA and private industry. In the early 1970s, members of Congress feared that allowing one federal agency to set standards and regulations, conduct inspections and enforce the standards and regulations would be unfair to the regulated community, so the OSHRC was created.

As Senator Jacob Javits, R-N.Y., the author of the amendment to create OSHRC, artfully stated: “I feel very strongly that a great element of confidence will be restored in how this very new and very wide-ranging piece of legislation [the Occupational Safety and Health Act]will be administered if the power to adjudicate violations is in the hands of an autonomous body, more than one man, and more than in the Department of Labor itself. … We have a difficult piece of legislation reaching the whole of American business, involving millions of employees and tens of thousands of employers. This will give them a greater measure of confidence.”




Staffing for the OSHRC

The administrative law judges of the OSHRC perform, among other things, the duties of ruling on motions, making findings of fact and conclusions of law. Currently, there are offices in Washington, D.C. (headquarters),
Atlanta and Denver.

In addition to the judges, the OSHRC has a chairman and two commissioners who are located in the Washington office and are otherwise known as the supreme court of workplace safety and health law. They are confirmed by the United States Senate, and they serve a 6-year interval term at the pleasure of the president of the United States.

The Office of the General Counsel provides legal support to the chairman and the two commissioners. This office provides, among other things, legal advice to the members of the OSHRC regarding Petitions for Interlocutory Review and Petitions for Discretionary Review. In general, a Petition for Interlocutory Review is a request to rule on an issue before a trial has ended. A Petition for Discretionary Review is a request to rule on an issue after a trial has ended.

Why Litigiate?

There are many reasons why an employer may litigate citations, proposed penalties and proposed abatements.

First, an employer may litigate in response to administrative liability. Under the OSH Act, 29 C.F.R. § 651 et seq., a citation may be characterized as serious, willful, repeat or failure to abate. Case law also dictates that OSHA may issue a per instance or per employee penalty if the language in the standard or regulation authorizes such penalty. This is otherwise known as an “egregious violation.”

A serious violation has a maximum penalty of $7,000, a willful or repeat violation has a maximum penalty of $70,000 and a failure-to-abate violation has a maximum penalty of $7,000 per day. An egregious violation may be characterized as willful and could carry the maximum penalty of $70,000. An employer may receive, for example, 10 proposed willful violations for allegedly failing to train 10 employees. Each proposed willful violation may carry the maximum penalty of $70,000 for a total proposed penalty of $700,000.

An employer may litigate in response to the existing proposed characterizations and penalties because they are grave. If the existing proposed characterizations and penalties are not grave, an employer still might want to litigate to minimize the risk of receiving grave characterizations and penalties in the future.

An employer does not have to carry the case to trial in order to minimize the risk. In fact, a substantial portion of the contested cases settle and do not make it to a trial. An employer can minimize the risk through settlement negotiations before, during and after discovery.

Second, an employer may litigate to minimize the risk of civil liability. Approximately 32 states authorize the use of OSHA standards and citations as evidence of negligence at trial, and approximately 14 states authorize the use of OSHA standards and citations as negligence per se at trial.

Regarding the former, an employer would still be allowed to argue that it did not owe the plaintiff a duty of care nor did it breach a duty of care, the first two elements needed to establish a negligence cause of action. Regarding the latter, an employer would be prohibited from presenting a defense that it did not owe the plaintiff a duty of care nor did it breach a duty of care. In essence, an employer would only be able to present a defense regarding causation and damages, the last two elements needed to establish a negligence cause of action. These issues may arise only if an employee can get out of the state workers’ compensation exclusivity provisions, or the employee is not an employee of the employer. Many experienced plaintiff counsel will allow OSHA to do a significant portion of the legwork, and then use the OSHA case in the civil case.

Third, an employer may litigate in order to avoid criminal liability in the future. Section 17(e) of the OSH Act states that if an employer willfully violated the law and the violation caused the death to an employee, that employer shall be guilty of a misdemeanor with a maximum of 6 months in prison. Under the Criminal Fine Enforcement Act, an individual can receive a maximum criminal penalty of $250,000, and the organization can receive a maximum criminal penalty of $500,000. The United States Department of Justice handles the criminal prosecution. There may be state criminal prosecution as well. Typically, administrative litigation is stayed pending the criminal prosecution.

Fourth, an employer may litigate in order to avoid abatement. Abatement can be extremely expensive and have minimal or no safety or health benefit. When evaluating the potential cost, employers should analyze the initial and ongoing capital and labor costs needed in order to implement the abatement. When evaluating the potential safety or health benefit, employers should consult with internal or external experts. Abatement costs often are a key factor in deciding whether to proceed with administrative litigation.

Fifth, an employer may litigate because OSHA has issued a negative press release. Currently, OSHA has been issuing negative press releases with very harsh language shortly after issuing citations and proposed penalties, but prior to employers defending themselves during litigation. Dr. David Michaels, assistant secretary of labor for OSHA, calls such press releases “regulation by shaming” and asserts that press releases can be “very effective.”






OSHA Administrator Dr. David Michaels calls the agency’s negative press releases “regulation by shaming.”




A negative press release can damage an employer’s relationships with current customers and employees as well as the employer’s ability to obtain relationships with potential customers. Negative press also can damage an employer’s reputation within the local community. During settlement negotiations, an employer may want to request that any negative press releases be removed from the Internet; otherwise, the press release will live forever.

Sixth, an employer may litigate to minimize the risk of OSHA conducting a follow-up inspection. In general, history and experience indicate that employers who tend to roll over after receiving significant citations and notifications of proposed penalties often receive more follow-up inspections (and therefore more citations and notifications of proposed penalties) than employers who politely push-back. It is a misperception in the regulated community that if an employer accepts the citations and pays the penalties as proposed, OSHA will not come back to the worksite for a follow-up inspection. History and experience indicate that employers who tend to fight everything at no cost often find themselves having repeated visits from OSHA.

Seventh, an employer may litigate to get out of the Severe Violator Enforcement Program. Certain criteria must be met before an employer can be put in the program. Once an employer is in the program, OSHA may conduct nationwide inspections of the employer at the same time or over a certain period of time. This can pose a significant risk to an employer and cause major business interruptions. There is no way to get out of the program unless an employer litigates.

Eighth, an employer may litigate to eliminate an increase in workers’ compensation costs. Several states have statutes or regulations that authorize the increase in workers’ compensation payments based on safety or health violations. The commonwealth of Massachusetts, for example, requires workers’ compensation payments to be doubled when an employee “is injured by reason of serious and willful misconduct of an employer.”

Ninth, an employer may litigate to eliminate the use of citations as leverage in collective bargaining process. Many unions use citations and penalties as leverage in the collective bargaining process in attempt to force an employer to agree to develop and implement other things related to safety or health in the workplace. Ignoring the fact that an employer has already abated the citation item, unions nevertheless try to use the citations as an indication that the worksite is dangerous and therefore in need of serious safety or health improvements.

Finally, an employer may want to litigate because it has pride in its workplace safety and health program. In this regard, many employers will litigate because the cited standard or regulation does not apply to them, they did not violate the terms of the cited standard or regulation, no employee was exposed to alleged violation or no one in management knew of the alleged violation. They take pride in the fact that their written program contains safety and health rules beyond what is required in a standard or regulation; they effectively communicate those rules to employees; they take affirmative steps to discover violations of the rules through internal and external auditing; and they discipline employees accordingly when they discover violations of the rules.

Reasons to Litigate
➤The existing proposed characterizations and penalties are grave and characterized as willful, repeat or egregious.
➤To minimize the risk of civil liability.
➤To avoid criminal liability in the future.
➤To avoid the costs and/or business disruption associated with abatement.
➤To force OSHA to recall a negative press release.
➤To minimize the risk of follow-up OSHA inspections.
➤To avoid being placed in the Severe Violator Enforcement Program.
➤To eliminate an increase in workers’ compensation premiums.
➤To eliminate the use of citations as leverage in the collective bargaining process.
➤The cited standard or regulation does not apply, the employer did not violate the terms of the cited standard or regulation, no employee was exposed to alleged violation or no one in management knew of the alleged violation.

The Litigation Process

Pursuant to section 9(a) of the OSH Act, an employer has 15 working days from the receipt of the citations and notification of proposed penalties to file a notice of contest with OSHA. In general, an employer loses its rights to challenge the validity of the citations and notification of proposed penalty if the notice of contest is not filed within the 15-day period. The 15-day period does not give an employer a significant amount of time to evaluate the impact of the citations and notification of proposed penalty. That is why it is very important for an employer to understand in advance why it may want to litigate.



During the 15-day period, an employer has the right to schedule an informal conference with OSHA Training. During the informal conference, OSHA may reduce the total proposed penalty by a few dollars and re-characterize a citation item from serious to an other-than-serious violation. In general, OSHA does not make significant concessions at this stage in the process. After receipt of the notice of contest, OSHA has 15 working days to forward the notice of contest to the OSHRC for docketing. The OSHRC assigns a docket number to the notice of contest. This starts the formal litigation process.

There are two types of trial proceedings, simplified and conventional. A case qualifies for simplified proceedings if:
➤ There are relatively few citation items;
➤ The aggregate penalty is not more than $20,000;
➤ There are no allegations of willful or repeat violation;
➤ There are no fatalities;
➤ A hearing is expected to take less than 2 days; or
➤ The case involves a small employer.

A motion to remove the case from simplified proceedings must show good cause for removal. A joint motion, however, does not require a showing of good cause. In general, simplified proceedings involve the waiver of pleadings, minimal discovery and a less formal trial. Very few cases in Simplified Proceedings go to trial.

A conventional proceeding involves pleadings, discovery and a formal trial. If the proposed penalty is $100,000 or greater, the chief administrative law judge must assign a settlement judge (not the trial judge), and the parties are required to attend a settlement conference. Typically, the settlement conference is held after discovery is complete. Some settlement judges require the parties to submit a position paper that explains the strengths and weaknesses of their case and what it will take to actually settle the case and will use the information to try to persuade each party to reach a middle ground. Other settlement judges do not require a position paper and take a more hands-off approach. Experience indicates that the latter type of settlement judge tends to be less successful in resolving the case.

Very few cases actually proceed to trial. When a case actually settles depends, for the most part, on the attorney representing OSHA. Some attorneys for OSHA attempt to initiate settlement discussions early in the case after receiving the inspection file. Some attorneys for OSHA only will talk settlement after discovery is complete because it is not until after discovery is complete that counsel on both sides fully can evaluate the strengths and weaknesses of their case and advise their clients where a middle ground might be reached. Some attorneys for OSHA will only talk settlement at the eve of trial. This is designed, for the most part, to gain the most leverage as possible.

Employers must be prepared in the event that the case does not settle. This includes drafting a pre-hearing statement, preparing fact and expert witnesses for examination and assembling exhibits to be used at trial.

After the trial is completed, the administrative law judge will issue a written decision with findings of fact and conclusions of law. The administrative law judge either will affirm, modify or vacate the citations, characterizations or proposed penalties. The written decision becomes a final order 30 days from the date of docketing unless one of the parties files a Petition for Discretionary Review and the petition is granted.

If the Petition for Discretionary Review is granted, the parties will be asked to file briefs and will be given time to respond. Oral arguments may be requested, but that is rare and takes place only when there is a significant issue that affects the regulated community as a whole.

After reviewing the briefs, and oral argument if heard, the chairman and commissioners will issue a written decision. A party has 60 days from the date of the final order to file an appeal with the appropriate U.S. Court of Appeals. An employer is authorized to file an appeal in the circuit in which the violation is alleged to have occurred, where the employer has its principle office or in the Court of Appeals for the District of Columbia Circuit. OSHA is authorized to file an appeal in the circuit in which the violation is alleged to have occurred or where the employer has its principle office, but not in the Court of Appeals for the District of Columbia Circuit.

If the appeals court reverses an OSHRC decision, the administrative law judges are bound to follow the legal precedent in the OSHRC decision, not the legal precedent in the U.S. Court of Appeals decision.

Michael T. Taylor, Esq., is counsel in the Washington, D.C., office of Pillsbury Winthrop Shaw Pittman LLP. He focuses on all aspects of occupational safety and health law. He represents employers and trade associations during federal and state OSHA enforcement litigation and rulemaking proceedings. He also provides OSHA inspection counseling, safety and health compliance counseling, catastrophe management, safety and health audits, safety and health due diligence reviews and whistleblower representation for clients. In addition, he represents employers and trade associations in a wide range of industries. He previously served as acting general counsel of the OSHRC. He can be reached at michael.taylor@pillsburylaw.com or 202-663-8041.