Latest news with #ELA


American Press
5 days ago
- Science
- American Press
Local educators present cutting-edge energy-themed research projects
Michael Romine teaches gifted students in grades second through eighth, and algebra and pre-calculus dual enrollment college courses for Jefferson Davis parish schools. (Special to the American Press) The energy at Sowela Technical Community College Oakdale campus on Friday morning was energized as 40 teachers prepared to show off their energy-themed research projects. Over the past week, teachers from Allen Parish and the surrounding school districts participated in the STEM Energy Professional Development Program, a collaboration between the Sowela, Allen Parish School Board, Exxon Mobil, Rice University's Tapia Center and Future Use of Energy in Louisiana (FUEL). The participating teachers are from all disciplines, from high school technology educators to elementary English teachers. They spent their week developing a project on one of four energy-related topics: wind power, solar power, carbon capture sequestration and heat transfer. Led by facilitators from the Tapia Center, the teachers participated in hands-on activities relating to the themes before splitting off into groups to choose one topic to center their project around, all while getting paid. The end result is not only a complete project, but a fully-developed and adaptable curriculum, complete with lesson plans for four lessons, rubrics and every necessary documentation to implement the project in any classroom. Heather Cross is an educator at Fairview High School who teaches gifted courses and middle school English language arts. Like her peers, she was encouraged to sign up for the professional development course by her administrators. She wasn't fully aware of the scope of work she would need to complete at the STEM Energy Professional Development Program Showcase, which she called an 'amazing' experience. Her group developed a project about carbon capture sequestration, with a focus on scientific research. The curriculum will encourage students to research carbon sequestration and form their own scenic-backed opinions. The project culminates into a hands-on model that lets students simulate the process of carbon sequestration. The work done by the teachers is a step to make STEM more accessible and intersectional for students. She said the reality is that STEM education does not have to be expensive or exclusive. Since her group's project is research-based, she will be able to incorporate the lessons into her ELA class by focusing the lessons on research, fact-validation and claim-building. 'You don't have to have the fanciest equipment or spend the most money,' she said. 'With a little bit of innovation and creativity, you can make STEM happen within your classroom.' Mike Butler, public and government affairs manager, ExxonMobil, said STEM is at the core of ExxonMobil's community outreach, and the work of the teachers is 'truly inspirational.' The projects they completed lets students know they, too, can succeed in an industrial STEM field, he said. 'We believe that exposing students to science, technology, engineering and mathematics is a way to inspire these young minds, and that anyone can have a career, a meaningful future.' The program was funded by a $100,000 grant from FUEL, a new state coalition which resulted from a large-scale grant from the National Science Foundation. The goal of FUEL is to compete for and secure $160 million in energy innovation investment in Louisiana over the next 10 years, which is key to the state's future prosperity, said Lacy McManus, director of workforce development, FUEL. Over six months, FUEL has worked to determine which 'levers' need to be pulled to accomplish that goal, and educating the workforce is a priority. 'When it comes to workforce development, every single one of you (teachers) is one of those levers,' she said. 'Our teachers and your understanding of what is happening overall in Louisiana in the energy space, the ability to communicate that back to your students, to your administrators, that is absolutely vital.' Sowela is an institution known for simultaneously developing a trained workforce and employment pipelines for several employment sectors — including industry, one of Louisiana's main economic drivers. But Sowela does more than just provide technical education, said Sowela Chancellor Niel Aispenwall. The college is on a mission to create a culture of continuous learning. 'We also encourage our students not to end with us, continue their education and get as much knowledge as they can.' Michael Romine, who is always seeking opportunities to learn more about incorporating STEM into the classroom, said this program was right up his alley. He teaches gifted students in grades second through eighth, and algebra and pre-calculus dual enrollment college courses for Jefferson Davis parish schools. Over the week, he was able to learn about problem-based learning, where students identify a problem and conceive a solution. 'I've been reading about problem-based learning my whole career, but I never really understood it until this week,' he said. 'They did a fantastic job of developing the programming channels. … I'm already starting to think of other things I can do in the future.' Both Cross and Romane agreed that the STEM Energy Professional Development Program was a unique professional development opportunity. 'Typically professional development presents you with a skill,' Cross said. 'However, with this professional development … it's ready to go. If I want to teach this the first day of school, I can teach this the first day of school.' The ready-to-go curriculum is just one of the benefits, Romane added. The teachers had an opportunity to bond with their peers, network and grow as professionals in an exciting and collaborative space. 'We've got a diverse group of teachers in there. We've got a teacher who taught English now doing science. We've got new teachers. We've got new teachers,' he said. 'It they do something like this again, I'd love to do it again.'
Yahoo
25-06-2025
- General
- Yahoo
Should students go back to learning cursive? Georgia schools say 'Yes'
Remember all the loops, curls, and swirls involved with learning how to write in cursive? Well, movies aren't the only thing that can be rebooted. Georgia Department of Education has revised its standards for English Language Arts to require cursive writing after disappearing from the Common Core State Standards for more than a decade. A packet has been issued to schools providing guidance on how they may frame and implement these lessons. Cursive has been made part of the ELA Standards' "Foundations" for grades 3-5. This involves learning how to read in cursive as well as developing the fine motor skills to form legible letters and words in cursive. Each school is encouraged to establish a uniform cursive writing style or method. The packet gives details on the commonly-used Zaner-Bloser and D'Nealian styles, but there are other styles to choose from as well. Some are more simplistic and almost print-like, while others may look like something off the Declaration of Independence. But before learning to do any style, students must first develop a strong foundation in print handwriting (AKA "normal" writing) including proper spacing of letters and accurate formation of individual letters. Guidance has also been given on how to support left-handed writers in these lessons. These standards have been set for the upcoming 2025-2026 school year. It's unclear when specifically during the school year they will start learning this and will likely vary by school and even by teacher. Learning cursive has become a controversial subject, with the National Education Association laying out pros and cons on both sides in 2022: Those for teaching cursive point to studies that have shown learning cursive improves retention and comprehension, engages the brain on a deep level, enhances fine motor dexterity, and gives kids a better idea of how words work in combination. Georgia's education officials used similar arguments. In a college lecture hall, for example, longhand note-takers may not be able to write everything said, but they will be able to recall more of the information. Those against writing cursive say the curriculum is already packed and is a step backwards as the world becomes more and more digital. In a college lecture hall, those with a laptop will be able to type notes much faster than someone writing them, and would be able to collect more information. So which is better? That debate has been going on for years and will likely continue for years to come. Miguel Legoas is a Deep South Connect Team Reporter for Gannett/USA Today. Find him on Instagram @miguelegoas and email at mlegoas@ This article originally appeared on Savannah Morning News: Georgia Department of Education brings cursive to schools 2025-2026


Newsweek
12-06-2025
- General
- Newsweek
Teacher on Road Trip With Daughter Unprepared for Assistant Superintendent's Warning
Based on facts, either observed and verified firsthand by the reporter, or reported and verified from knowledgeable sources. Newsweek AI is in beta. Translations may contain inaccuracies—please refer to the original content. A teacher who was on a cross-country road trip with their daughter was shocked when their school district's assistant superintendent called them with a warning. The teacher and original poster (OP), user Disgruntled_Veteran, shared their story on Reddit, explaining that the assistant superintendent—a friend—had called to let them know "about three-quarters of all the [English Language Arts] teachers at the high schools resigned or non-renewed". "A pretty high percentage," the OP noted. "We had a lot of 1st/2nd year teachers in ELA last year." Stock image of an empty school classroom. Stock image of an empty school classroom. iStock According to the OP's friend, the school district planned to have HR contact staff with English Language Arts (ELA) certifications and "convince" them to move to the high schools if enough candidates don't apply. "And if they still can't fill the slots, to forcibly move teachers to the high schools," the OP continued. "My friend wanted to give me a heads-up and let me know to avoid calls from the district office for a while. He knows I am happy with my position for next year. "So I am going to be ghosting HR for the next 2 months. Ignoring calls and emails. Not that I wasn't going to already." Reddit users were quick to share their thoughts, with many noting they were having similar issues at their schools. "Our ELA resigned this year," one wrote. "They decided to start working at Costco because that's less stress." "What are the odds that central office will be doing any introspection about WHY exactly this mass resignation happened?" another asked rhetorically, to which a third replied, "Is there a percentage less than zero?" "Had a monstrous amount of teachers leave my FL district, me included," one Redditor noted. 'To each their own' "Almost all of them were teachers who were tasked with the freshmen, who were probably the worst collective grade I've seen come through since I started post-COVID." One user, however, felt differently: "After teaching [middle school] for 10 years, 2 years ago, I thought I'd try something different and started applying to [high school]," they wrote. "I am now an ELA co-teacher and can't believe I waited. I'll take this any day over dealing with the [middle school] ridiculousness. But to each their own." Teaching Troubles In a message to Newsweek, the OP said there were a range of reasons why the ELA teachers left, but "several" left the career field for better pay and working conditions. "What's most difficult about teaching right now is the politicians and the parents," the OP explained. "The politicians pretend to be pro-education, but they're really just about getting votes later on." They continued, "The parents, for the most part, don't want to take responsibility for their children's actions. It's not their fault. Their kid acts out, and it's not their kid's fault. It's the fault of the teacher somehow." 'Work with less and produce more' The OP added that it's important to know that the education system is "in a dark place right now" with COVID-19 funding gone. "They're going to cut staffing positions," they wrote. "That means larger class sizes. In addition to this, educators are not getting the support they need to be effective. And educators are being replaced by unqualified individuals. "Educators are being told to work with less and produce more. That's like asking a chef to go ahead and take a box of McDonald's leftovers and make a gourmet feast for a visiting head of state." Newsweek's "What Should I Do?" offers expert advice to readers. If you have a personal dilemma, let us know via life@ We can ask experts for advice on relationships, family, friends, money and work, and your story could be featured on WSID at Newsweek. To read how Newsweek uses AI as a newsroom tool, click here.
Yahoo
12-06-2025
- General
- Yahoo
CDE releases preliminary state assessment results
STATEWIDE, Colo. (KREX) – The Colorado Department of Education (CDE) released the preliminary results of the CMAS, PSAT, and SAT exams given to students in grades three through 11 in Colorado public schools this spring. There was a balanced performance across the state in English Language Arts (ELA). For the CMAS exams, besides grades four and eight, all scores are at or above where they were before the pandemic. In regard to the SAT, 11th graders showed improvement in reading, writing, and math. PSAT 9 scores have stayed steady besides in math, which declined. PSAT 10 scores rose in math but declined in writing and reading. 'We wanted families to have early access to their students' results so they could celebrate areas of strength and seek support where needed,' said Colorado Education Commissioner Susana Córdova. 'We're encouraged to see improvement in statewide scores in several areas. However, this release includes only limited data—we don't yet have information about how different student groups performed, which has historically been an area of concern for Colorado.' For families to access scores and results, they will need their student's State Assigned Student Identifier (SASID) and can go to the Family Score Report Portal. Growth information, disaggregated results, state, district and school-level data will all be released to the public in August. 'Providing timely access to assessment results gives families a clear view of year-end academic progress and helps identify summer support needs,' said Chief Assessment Officer Christina Wirth-Hawkins. 'By releasing preliminary state-level data now and making individual scores available through the Family Portal, we're reinforcing our commitment to informing families, educators and the community about Colorado student achievement before heading into the new school year.' For more information on the assessments, click here. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.


Muscat Daily
11-06-2025
- Business
- Muscat Daily
IMF lauds CBO for high transparency standards
Muscat – The International Monetary Fund (IMF) has published a report on the transparency of the Central Bank of Oman (CBO), based on the IMF's best practices for central bank transparency (CBT). Released on Tuesday, the IMR report outlines the findings of a voluntary assessment carried out to review the CBO's transparency and disclosure practices. The assessment focused on five key areas defined by the IMF: governance, transparency of policies, operations, outcomes, and official relations of central banks. The evaluation aims to enhance the CBO's independence, strengthen engagement with relevant stakeholders, and encourage knowledge-sharing and intellectual exchange with peer institutions. The IMF concluded that the CBO attaches considerable importance to transparency in its operations, aligning its practices with international standards. This reflects the CBO's commitment to reinforcing its position as a vital public institution through a robust transparency framework. Oman is the first country in the GCC and the second among Arab nations to undergo this voluntary review by the IMF. This underscores the CBO's dedication to achieving the highest international standards in central banking practices. During its visit, the IMF team held extensive meetings with stakeholders from the CBO as well as representatives from government bodies, the private sector, and civil society organisations. These discussions helped assess the CBO's governance structures and transparency measures, promoting constructive dialogue to support more effective monetary and banking policy outcomes. The report's key findings include evidence of strong governance and a sound legal framework. The CBO benefits from a clear legal structure and broad institutional powers that enhance decision-making and accountability. The report also commended the CBO's transparency in monetary policy. The IMF report noted that the bank maintains open communication regarding its monetary policy framework and financial system stability, including regular publications and coordination with other financial institutions in Oman. Additionally, the IMF highlighted the CBO's development of effective financial stability tools, particularly its focus on improving Emergency Liquidity Assistance (ELA) mechanisms and macro-financial stability frameworks. These efforts are contributing to greater transparency in managing financial system risks. The report further noted the CBO's ongoing initiatives to enhance stakeholder communication. This includes making key policy decisions accessible and understandable to the public via its website and social media platforms. Moreover, the CBO was praised for its work to strengthen its anti-money laundering and countering the financing of terrorism (AML/CFT) framework. The review encouraged the CBO to continue enhancing transparency in its supervisory and oversight responsibilities in this area. The IMF's Central Bank Transparency Code, introduced in 2020, reflects the expanding responsibilities of central banks and the growing need for them to clarify the purpose, nature, and methods of their operations. This enhanced transparency fosters greater public understanding of central bank roles, bolsters institutional independence, and strengthens the impact of monetary and financial policies. In response to the IMF's recommendations, the CBO has committed to further strengthening transparency in alignment with Oman Vision 2040 and global best practices, while respecting the national legal and regulatory context. The mission offered a valuable opportunity for self-assessment, complementing the CBO's ongoing efforts to modernise its legal and institutional frameworks. The CBO will develop a detailed plan to implement the IMF's findings and recommendations. This initiative is expected to further improve the transparency of the CBO's operations, policies, and practices, ultimately contributing to sustainable economic development in the sultanate.