Education

WGU Announces Learn Where You Live Scholarship

Published on May 31, 2023

New Scholarship Opens More Pathways to Higher Education for Rural Residents

Learn Where You Live Scholarship supports adult learners seeking a college degree in rural communities

SEATTLE, Wash. (May 31, 2023) – Wanting to stay in your hometown shouldn’t bar you from obtaining a college education that can help you reach your career goals. A new scholarship opportunity from Western Governors University (WGU) is aimed at adult learners who live in rural areas of the country, so they, too, can access a quality, affordable, accredited degree where they live.

The Learn Where You Live Scholarship is valued at up to $3,000 and is available to new students or returning graduates who want to further their education at WGU. Scholarship recipients will receive up to $750 per six-month term, renewable for up to four terms. Applicants must live in a rural area of the U.S. as is designated by the U.S. Census Bureau.

Brian Cameron, who lives on the Oregon Coast near Oceanside, said he would not have been able to pursue his bachelor’s degree in business management where he lived if not for the remote online program at WGU.

“It’s hard to find resources living in a rural community,” he said. “The online business program has allowed me to get a proper degree and do it from home. I can literally study anywhere when I have time away from work, whether that be at coffee shop or by the ocean.”

The launch of the new scholarship comes on the heels of WGU’s Northwest Regional team’s rural jobs report, Shifting Winds: Examining Employment Trends in Rural Northwest Regions. The research, conducted in partnership with WGU Labs, shows that while demand for talent shifted throughout the pandemic, rural healthcare job listings continue to dominate in these regions, and rural STEM-sector job postings are rising significantly — with up to a 183% increase in rural areas. Demand for bachelor’s degrees has also increased as a requirement compared to high school diplomas.

The most sought-after skills were auditing, marketing, computer science, business development, project management, accounting, Agile methodology, finance, workflow management and data analysis. With more than 60 bachelor’s and master’s degree programs in business, healthcare, IT, and education, WGU can prepare adult learners with the skills that employers are seeking.

“This is a commitment the university has made and certainly the Leavitt School of Health has made,” said WGU Senior Vice President of the Leavitt School of Health, Keith Smith, PhD. “We’re in the process of adding several non-clinical programs, a portfolio that meets the entire spectrum of needs for rural health.”

“Everything we do at Western Governors University is aimed at increasing accessibility and opportunity for each student, regardless of their location, background, motivations, or life situation,” added Tonya Drake, PhD., regional vice president of WGU.“Many students want to go back to school and pursue higher education, but the cost and location can be overwhelming and deter many students from attending college.”

Drake, who grew up Longview, Wash, had to leave her hometown to get her bachelor’s degree.

“A lot of people leave and don’t come back. Great strides have been made, but I still have nieces and nephews who live in rural parts of the state and wonder if they will have to leave their towns to get an education and a good-paying job,” she said. “The rural community is the backbone of our economy, and we look forward to helping people gain the degrees needed to obtain in-demand jobs in their hometowns.”

To find out more about the scholarship and apply by June 30, visit the Learn Where You Live Scholarship page.

Teachers In Seattle Vote To Suspend The Strike After Reaching ‘Tentative Agreement’ With School District

Published on September 13, 2022

The school year was supposed to start Sept 7th, however, the strike continues to be extended. That maybe over, however, as the teachers and the school district have reached a “tentative agreement”.

Washington state’s largest school district, Seattle Public Schools, announced late Monday it had reached a tentative agreement with Seattle Education Association on its educators’ contract. This comes as great news for many families as they try to get back to work and in the office.

Seattle Schools released a statement, acknowledging the tentative agreement but not really saying much on the matter according to ABC News, “For now, the details of the tentative agreement are confidential”. The Emerald City Journal was disappointed by all parties and the lack of transparency. The newspaper responded late Tuesday, “We go through this exercise just about every year and these are the employees we pay for with our taxes. They all work for us and they should all do their jobs better to represent the public. That includes all parties involved. If this was any other business, a lot of people would be shown the door and honestly, there are 100’s of others who would step up to replace them. Over time we’ve created a system that is poorly operated and not sustainable. The educational system has been ruined with privileged characters all protected by agreements, rules, bargaining parties, and the union. We will go through this again soon.”

On Tuesday, union members voted on whether to lift the strike. Among 78% of those voting, 57% approved a motion to suspend the strike, according to the union’s Twitter feed. School is expected to start on Wednesday.

As of late Monday night, the union was “excited” to have reached a tentative deal.

It was an “incredible effort” by both sides to reach an agreement, the school district stated.

All this comes, while today, the Dow dropped 1200 points devastating the financial savings across the country. It marks the worst drop since June 2020. Families are struggling to put food on their tables and inflation continues to run wild. Biden and the White House threw an ‘inflation reduction’ celebration with James Taylor on the South Lawn. Nothing to see here…. everything is going just great!

Photo by Peffs

Conflict Over Technology and Art Leads to Cancellation of the Microsoft vs Amazon Exhibition in Seattle

Published on July 26, 2022

The ‘Amazon vs. Microsoft’ display at a Seattle museum was canceled due to community outcry regarding the conflict between technology and the arts.

Because of criticism from Seattle’s artistic community and online commenters, organizers have scrapped plans for an exhibition including the work of Amazon and Microsoft workers.

The Museum of Museums (MoM) in Seattle’s First Hill neighborhood asked for contributions a few days ago for an upcoming exhibition titled “Amazon vs. Microsoft.” To promote the event, a picture was posted to Instagram that depicted Bill Gates (co-founder of Microsoft) and Jeff Bezos (co-founder of Amazon) trading blows while wearing boxing gloves.

Microsoft and Amazon employ nearly 1.5 million people, as stated in their Instagram posts. The two corporations have alternate and equally astonishing riches of creative skill to go along with the extraordinary wealth that has come to characterize them. Amazon versus. Microsoft is an exhibition that aims to “recalibrate the narrative surrounding what a tech worker is by showcasing the artists working in big tech.”

According to the museum, anybody working for either of the two computing giants anywhere in the globe was eligible to submit an item for display. The applications’ deadline was August 7, and the opening reception was scheduled for October 7.

However, the idea was met with immediate and negative backlash from Seattle residents, who seemed to be tapping into the widespread belief that the city’s art scene has been faltering in recent years due to the rise of big giants like Amazon and Microsoft.

On Monday, MoM director Greg Lundgren announced through Instagram that the museum had heard its patrons and would no longer be accepting proposals for the “Amazon vs. Microsoft” exhibit.

“A healthy environment for the arts is one that welcomes all types of participants”, Lundgren stated. “There are those with unusual views and those with common values as well as those who are poor and those with both. A vibrant cultural ecology in this city demands financial support, and plenty of it,” he said implying that Seattle is growing more costly by the day.

Lundgren said that he had received “loud and unambiguous” feedback that the show was not the appropriate venue for discussing “art, wealth, and the future cultural environment of our city” or that “giant tech should not be considered as the insurers of our long-term health and vitality.”

About the Museum of Museums in Seattle

The Museum of Museums was established in 2020 at a former medical facility on 900 Boylston Ave. There are permanent and temporary exhibition halls, theatrical performances, art lessons every week, temporary exhibitions, and a gift store.

The museum’s website states that it seeks “to enhance the artist community of Seattle and stimulate our local arts ecosystem via exhibition, education, and discourse about the responsibilities of the artist, benefactor, and collector.”

Microsoft and Amazon are not alone among IT giants in their predilection for decorating their offices with works of art. Since its inception in 1987, Microsoft has amassed a sizable art collection, which is now overseen by a group of fine art specialists.

Amazon’s “Artist in Residence” program promotes regional and up-and-coming artists and serves as a public service to the arts community. As the residency’s slogan states, artists are given the time and space to “dream large, inspire, and develop ambitious ideas”.

Photo: “Good and Evil Unicorns Battle For the Space Needle” by zoomar is licensed under CC BY-NC-SA 2.0

‘It’s never too late to complete your college degree’

Published on July 13, 2022

Senior citizen achieves three WGU degrees in less than three years

At 65 years old, Dena Royal is set to make a little history herself this coming weekend as she walks in Western Governors University’s (WGU) biggest Seattle commencement event in the school’s 25-year history. The former resident of both Whidbey Island and Friday Harbor will celebrate earning three degrees in just two and a half years.

Royal’s extraordinary accomplishments as an adult learner mirror WGU’s tradition of breaking traditions by creating more attainable pathways to education. She started college in the 1970s but like so many others, life got in the way, and she never completed her degree. After raising her children as a single mom, Royal decided it was time to prioritize her education.

“After extensively researching universities, WGU became the obvious choice due to affordability and flexibility,” she said.

With WGU’s flat-rate tuition being about half that of most other online colleges, there is a built-in incentive for students like Royal to accelerate their learning to make it even more affordable to earn their degree. Because the tuition per term is fixed, it doesn’t matter how many courses students complete—they’ll still pay the same rate. Nearly half of WGU students can complete their degrees without taking on any new student debt and among those who do borrow, the average student debt at graduation is less than half the national average.

To celebrate its 25^th anniversary, WGU is giving away $125,000 in scholarships to 25 people. (WGU 25th Anniversary Next Generation Scholarship) They will be awarded throughout 2022 and each is worth $5,000 in tuition.

The road to earning three degrees—one bachelor’s and two masters—came to fruition after Royal made some major life changes at 63 years old.

“I sold my yarn shop on Whidbey Island and moved aboard a vintage houseboat in Friday Harbor, Washington. I began working part-time as a paraeducator at the local elementary school and decided it was time to check off the first item on my bucket list: completing my college degree,” she said.

Royal started in the Elementary Education program in 2019 and completed 91 CUs in less than six months. She was accepted for student teaching in the fall of 2020, but the school district cancelled Demonstration Teaching (DT) due to Covid and remote learning. Royal would not give up, though.

“I would not be deterred. I had worked too hard,” she said.

Royal persevered and achieved her BA in Educational Studies in October of 2020 and immediately started her Master’s in Learning and Technology. She graduated with her masters in May 2021 and then began her Master’s in Elementary Education on June 1, 2021.

“I only had six weeks to complete my DT prerequisites, but I did it! I completed my student teaching in November 2021, graduating with my teaching certification in December 2021,” she said.

But then life happened, again, and threw even more obstacles in Royal’s path.

On December 26, 2021, her beloved houseboat sank in a storm along with all her possessions. Royal says she strongly believes that it was a sign from the Universe to try something new. So, she applied for remote teaching jobs in Alaska. In mid-March of this year, she was hired to teach in a remote, indigenous community in the Aleutian Islands. The school district asked her to finish out the school year, and she moved to Alaska with just five days’ notice.

“I absolutely love teaching a multi-grade classroom of K-5 students. WGU prepared me well in differentiated instruction and teaching in a culturally rich, diverse environment,” she said. “The superintendent wrote to me: ‘You have finished this year strong for our kids and community in a way I never thought we would!’”

Royal is back in her hometown on San Juan Island for the summer to visit family and attend the commencement for her three WGU degrees. She’ll return to the Aleutians in August, and she’s already halfway through her fourth degree. That’s right: nearly four degrees, in four years.

“I highly recommend completing your college degree, no matter what your age, and WGU will be your partner and biggest cheerleader in reaching your goals. I’m proud to be a Night Owl!”

Why Washington Needs to Enact Laws That Will Help Improve Charter Schools

Published on January 25, 2022

Charter schools in Washington have been met with significant opposition since they were authorized by an initiative by voters a decade ago, notably from the state teacher’s union. There are, in fact, two pieces of legislation that need to be passed this year to eliminate discriminatory hurdles to the development of outcomes-focused learning communities.

With Washington’s charters, low-income children may have a free and public alternative to costly private education. Traditional schools tend to have lower numbers of pupils of color, low-income children, and students with impairments.

Champions of public charter schools have long held that all children should be given the option to attend a top-notch public institution of higher learning. Millions of kids have beaten the odds to seek college degrees and rewarding professions and lives thanks to charter schools.

Compared to pupils in regular public schools, those who attend urban charter schools in 41 metropolitan zones obtain an additional year’s worth of instruction in mathematics and reading, according to a study by Stanford University.

Black and Hispanic English language learners fared much better than their white peers, according to the survey. In addition, data show that graduates of high schools in the Charter School Growth Fund’s portfolio are four times more likely to go to college than other low-income kids.

The Washington State Charter Schools Association says that the state only authorized 24 of the 40 charter schools available under the law well before the authorization window expired in April. At least two schools in the Puget Sound region are unable to go forward until that deadline is extended.

The authorization date would be extended to 2027 if House Bill 1962 is passed, allowing this and other parties more time to conclude their plans. As a past critic of charter schools, Rep. Debra Entenman (D-Kent) says she has grown to respect the role they play in bringing families together and assisting children of color.

“I see a diverse student body in many of the charter schools, as well as achievement,” stated Entenman. On Jan. 13, the House Education Committee forwarded Entenman’s measure. There should be a public hearing scheduled by Committee Chair Sharon Tomiko Santos (D-Seattle) so that individuals of the neighborhood may speak out for themselves.

“We don’t have a millionaire contributing money for us,” stated Oglala, Lakota Sarah Sense-Wilson. Currently, she serves as chair and co-founder of the Urban Native Education Alliance, which has been involved in the Seattle proposal. “There is no other choice than charter schools.”

Another plan, House Bill 1591, would correct the systemic underfunding of charter schools by granting charter schools an additional $1,550 per student in academic enrichment programs, levy equalization money for extracurricular activities, and key support personnel, among other things.

Local levy monies often used by conventional school districts to augment basic education earnings are not available to charter schools. According to the Charter Schools Association, it amounts to a $1,550-$3,000 per student shortfall for charters. The fundamental objective of the public charter school statute is betrayed when charter children are subjected to such an unfair disadvantage.

When it comes to these two concerns, this isn’t exactly the first time that legislators have debated them. This time, legislators must resist government pressure and do the right thing for children attending public schools.

*User submitted post. If you want to tell your story, contact us. Your voice is important so share it with us. Emerald City Journal – Seattle’s Newspaper

Photo Credit: “Seattle School Buses” by peffs

State Legislator and Seattle City Councilmembers Receive Washington Champions for Children Award

Published on September 17, 2018

Washington State Champions for Kids Sept 2018

Federal Way, Wash. (September 17, 2018) – State Representative Tana Senn (D-Mercer Island) and Seattle City Councilmembers Rob Johnson and Lorena González received the Washington State Champion for Children Award from Save the Children Action Network (SCAN) at SCAN’s annual advocacy summit over the weekend. This is the first time that SCAN has given Champions for Children awards in Washington State.

“In Washington, we’re fortunate to have strong champions for kids who understand the critical importance of early learning. I’m so glad that we were able to recognize three elected officials who worked hard to prioritize early learning this year,” said Kris Perry, President of SCAN. “Every child deserves a strong start in life, and thanks to our champions, more children in Washington will get one. SCAN looks forward to continuing to work with these policymakers to make continued progress for early learning and children’s issues.”
Perry described why each winner received the award.

“Rep. Tana Senn fiercely advocated for more home visiting funding, ultimately winning an additional $2.3 million state dollars for home visiting across the state. Thanks to her efforts, hundreds more families and young children will have access to vital home visiting services that prepare kids for kindergarten and support healthy early childhood development.”

“Seattle City Councilmembers Rob Johnson and Lorena González worked tirelessly to create a balanced Families, Education, Preschool and Promise (FEPP) Levy that supports children from cradle to career. Thanks to their leadership, the final FEPP Levy includes a significant and critical investment in preschool and early learning. If voters support the FEPP Levy on the November ballot, the Seattle Preschool Program will not only be sustained, it will grow by 1,000 slots, translating to thousands of kids getting access to affordable, high-quality preschool. ”
On Saturday, dozens of volunteer advocates traveled from all over Washington State for the annual advocacy summit, in which they engaged in a day of learning and training, with the goal of empowering volunteers to use their voice for kids.

Photo: From left, Seattle City Councilmembers Lorena González and Rob Johnson and state Rep. Tana Senn accept the Save the Children Action Network State Champion for Children Award in Federal Way on Saturday, September 15. Save the Children Action Network has worked at the local, state and federal levels in Washington since 2014 to expand access to high-quality early childhood education in the U.S. and end preventable deaths of mothers and children around the world.

Save the Children Action Network is the political voice for kids.

Op-Ed: Tacoma Teachers Strike 2018

Published on August 30, 2018

Tacoma Public School Strike

My name is Evelyn Cook and I am an 8th grade Language Arts teacher at a south end Tacoma middle school. After my TEA meeting tonight, I felt compelled to share a piece of writing that I intended to share at the Tacoma School Board meeting at the end of last year. I didn’t end up sharing it because I had not leaned into my fear and let nervousness get the best of me; in other words, I chickened out.

Tonight, I take a different stance as I’ve been reflecting deeply on the phrase “persevere in fear”. All day long, I’ve been planning and prepping lessons for my new students. On day 2 of this upcoming school year, I will challenge them to speak their truth. Well, I can’t call myself an educator and not model what that looks like although it comes with fear and apprehension. So here it is…

Written last April, 2017. Notes with an *asterick are my new insights.
Dear Tacoma Board members, fellow educators and valued community members,

I am still fairly new to teaching. I am about to complete my 3rd year teaching, my 2nd year in my current assignment.

I have been serving in the Tacoma community since before becoming a teacher though. Before I went to get my Master’s in Education, I was a social worker through multiple Tacoma non-profits. In these roles, I specialized with working with gang affiliated youth, teenage parents, drop outs, struggling students, undocumented youth, incarcerated youth, and unaccompanied refugees. In these roles, I’ve served our city’s bleeding young hearts. The world has chewed them up and spat them out.

I did not go into teaching, I was called into teaching. Like the great Nelson Mandela once said “Education is the most powerful weapon in which you can use to change the world”. I teach my students from day 1 that education is the most powerful weapon that they can use to change their lives and I work in a school where their life needs changing. They confront racism, community violence, poverty, family instability, homelessness, and lack of resources daily; all while trying to be a teenager, which is hard enough.

Before I get to the questions and I know at this point you are wondering if I am ever going to get there, I wanted to show you some numbers. Being a board, I am sure that quantifiable and qualitative data is important to you.

So here are some numbers for this year:
1. I come to work with our security guards 5 days a week.
2. I work through my lunch break 5 days a week.
3. I stay after school 3 days a week.
4. I average around 15-25 hours of unpaid work time a week, sacrificing time with my family and myself to do so.
5. I use 2 of my planning periods a week to plan, the other 3 are used dealing with hot messes.
6. I averaged out my workload, I work the equivalent of 35 hours a week, every week, 12 months a year, without a vacation, without holiday, without sick time, every single day.
7. That previous number doesn’t include the summer time, I give up for professional development, my reflections in the shower or before bedtime, my stack of PD books that I read for “funsies.”

*** This summer alone, I have spent 9 full days in training and have been working for the last two weeks in my classroom.

However, these numbers are not as important as the numbers coming up because they are about my students’ experiences.

8. I have been the first adult that 2 students have disclosed that they are suicidal to. One of them had recently attempted. I was the 1st adult they told.
9. I assisted one student with getting immigration help/resources as well as counseled them on DACA.
10. I had countless students tell me about being bullied.
11. One student told me about how she was sexual abused up to last year. I made sure she was safe, got her mental and medical care. She had cut her arms to the point that they were more cuts then not.
12. I assisted with getting other students mental health help and IEP evaluations.
13. I’ve physically broken up 3 fights and countless almost fights.
14. I swiftly kept my students safe during two real lockdowns, and countless drills.
15. I smile at EVERY student I see daily. I make sure that my classroom feels like a safe home.
16. I spend on average $20 a week on granola bars, applesauce, and raisins to feed my students. They are hungry and not just because they are growing.
17. I found 1 student this year who was a missing person. When that student was missing, I hugged her crying friends.
18. I motivate, push and support every student that comes into my classroom, every second of the day.
19. I have more students with reading skills that are behind their grade level then I do have of those on grade level.
20. I support multiple students who are at elementary reading levels, who tell me they feel stupid and have almost given up. I have got them engaging in their learning, challenging themselves, having academic discussions daily; because of this they don’t give up; they have hope. Some of them have told me they never thought they would be able to graduate high school.

So now that I’ve gone through my narrative and the numbers, I am finally here at the question.
Hearing all of this, how can you not fully stand behind your teachers? This experience of mine is not uncommon. All you would have to do is go to the classroom next to mine to see this again and again.

This year the union is still arguing with the district for a raise we should have got in September. Next year, there are talks of cutting our salaries. The district cites budget cuts but in reality, they are receiving the funding, have money in reserves, have created multiple new CAB positions (*11 new CAB positions last year), and are individually very well paid.

If we are truly a district that believes the potential in our youth, and I believe that we are, how is it that we can’t give the resources needed to the people who help form these impressionable future leaders? We, as teachers, are in their life daily. We, as teachers, are the ones doing the work. Don’t we deserve to be paid?

*I have been learning about the inequality in pay for other TPS employees like paras, bus drivers, janitors, etc. This is a system wide issue.

Sincerely,
Evelyn Cook

So here I sit and reflect upon these words that have poured out of my heart. Last spring Yes, they may be rough but let me tell you what would be far more of a harsh reality if TPS doesn’t step up. This reality affects not only myself as an educator but also as a parent of a TPS child and as a community member who has invested her whole professional career into Tacoma. If the central office in Tacoma does not meet us in the middle, they will lose MANY valuable educators that have made Tacoma the innovative, successful district that it is. If I can drive over to the next districts to make $15, 000 more a year, it will be Tacoma’s loss. I am higher up on the education scale (Master’s+ 45 credits), but yet, if I stay in Tacoma, I will make near to the same salary as someone entering the profession with a Bachelor’s degree in other districts.

But it is not about the money, really it is not. It is about what will HAPPEN to our schools if educators and other staff members are not paid a fair, competitive wage that they deserve. There will be a mass exodus of high quality teachers to other areas. All research cites again and again that high quality instruction by dedicated teachers will overcome any educational deficit. As a social worker, I have seen the students who Tacoma has failed. They need quality, they deserve quality.

This is not what Tacoma needs. This is not what our youth need. Our community will be hurt by this. This community, I have worked countless hours for will suffer. I have spoken my truth.

So what do we need?
Educators, other Tacoma Public School staff members, please come and demonstrate your right to vote. We are aiming to meet on Sept. 4th. We have seen what apathy can do to our country. It is your right to come vote, whatever way you believe, please exercise that right.

Community Members– families. We need you. We need you to call the central office and put pressure on them. We need you to stand with us.

Central Office, I really need you to get back to the roots of education. Get back to your WHY of why you entered education. Step inside a classroom. Look at your students’ faces. Hear their stories. Talk to teachers. Remember what it was like, every second of the day, to really educate.

Seattle Council Adopts plan for Best Start for Kids

Published on October 3, 2016

kids-playing-seattle

Last year the voters approved a levy, Best Start for Kids. I want to state right here I did not study that levy at all. I did not even bother to read it. I knew I was going to vote NO. I automatically vote no on any scheme the council (King County or City) dreams up because it’s like deciding which Rat Hole to pour your tax dollars in. They had no plan as to how to spend it or what to spend it on, but now a year later they are still trying to figure it out. Instead of saying we need so many dollars for what age group they just said “kids”. I tried to Google it to find out what is considered a “kid” without any success. We have infants, toddlers, children, etc. but nothing for “kid”. I never thought anymore about it until an article came out in the Seattle Times, Sept 20,2016, that The Metropolitan King Council set guidelines on how to spend $400, million in new tax revenue for child development programs.

Well hold on to your hats because you will learn what a kid is. Here is how the Council is dividing up your tax dollars. They have $400 million to play with. About (not sure what “about” means here) half the money will go to PREGNANT WOMAN and children under five. WOW, that is a mighty early BEST START. They are going to help these ‘KIDS” before they are ever born. My guess would have been the whole wagon load of $400 million would go to kids under 5. There are programs for pregnant woman and they should not be included in this levy. Then it says “about” a third will go to children ages 5 thru 24. Another big WOW here. I used to be pretty good in math but if ABOUT half goes to pregnant woman and kids under 5, then “about a third” to ages 5 thru 24. What is it a third OF?

If you are already confused about your tax dollars it gets worse. The REMAINDER (no one has a clue how much) will go to community programs, data collection and evaluation. How are they going to round up these 24 year old KIDS. Some are fighting over seas. Some are sitting down at the corner bar, lots are in jail. I have two sons and by the time they were 24 they had finished their Army and Navy service and were married with children. If “kids” can vote and go in a bar for a beer at 18 and join the service I think they are a lot to old to be included in a “fresh start for kids” $400 million boondoggle. Maybe the times article is wrong but I don’t think so. Hope some of you inquire.

This data collection and evaluation can get mighty expensive. It can however, provide a lot of jobs for in laws, girl or boyfriends or relatives or someone the city needs to give a favor too. Very little if anything will actually Help any Kid. This adds to property tax, and in turn makes rent higher. Then they create another boondoggle to register all landlords to see why rents keep going up? It’s an endless tax and spend. Look at the money spent to somehow help homelessness. The people still have no homes but man the expensive advisors (Mayor paid one expert $850,000 to tell him its not right for people to be in a place like the jungle). So with $400 million to screw away on Best Start for Kids we can hire many experts, planners, advisors, and maybe even a new assistant to each council member to keep track of this CRAP. Voters please wake up and if you are like me if you are undecided just vote NO.

Your comments and remarks would be much appreciated.

Lilly Marek

Helping Students With Math – SWUN Math

Published on August 17, 2016

Helping Students With Math Washington State

Lets be honest, math can be difficult for both students and parents. It’s one of the most difficult subjects students face in School. From personal experience, I struggled greatly. My parents even made me go to summer school to catch up on my mathematical struggles. Looking back, that extra time and school curriculum really did help. Unfortunately, this continues to be an issue we face in Washington State and the test scores reveal that there is a lot of room for improvement.

The Washington State Office of the Superintendent of Public Instruction released their recent test scores for both Math and English last Tuesday. While students did improve 3% from the previous year, it was unsatisfactory. The scores revealed that only 21.8% of Washington States 11th graders met the math standard. Washington State is considered to be in the bottom 3rd on a per pupil analysis. In addition, based on this data, that leaves 78% of our junior high school students below the overall standard. So what does this mean for our Seattle math students? It simply means that we have 1000’s of students who simply are not proficient enough in math and really need more help and/or better curriculum to get them to the next level.

Here are the 2016 math test results for Seattle Public Schools (King County)

King County Math Scores 2016 — Graph comparing 2015 king county public schools math scores to 2016.

What can we do to help our students with math?

As a parent, we need to make sure to review our students activities as it relates to their homework and math scores. In short, be on top of their homework.
Always be informed of your students math homework and be sure it’s being done on time.
Follow-up on previous homework to evaluate your students results.
If you notice that there is room for improvement, call the teacher and discuss what activities can be improved upon. If you’re student is misbehaving in class or not even going, you should be aware of this before asking. Teachers need to keep their students accountable as well. This includes informing you of their behavior.
Hold your teachers accountable. It’s their job to discuss ways to improve your students math scores and how you can do better as a parent if you’re not helping the situation. Honesty is key so everyone needs to be transparent and accountable.
If you feel your student is struggling in math, consider an outside teacher or additional tutor help. Schools have these resources available just call them and ask what department is appropriate and who you need to speak with.
Consider outside curriculum to help you student. There are some great programs out there including the SWUN Math curriculum discussed below.

Washington State Math Curriculum Information & Help:
Our state uses the Mathematics and English Language Arts K–12 Learning Standards (www.corestandards.org)

Swun Math Logo

One great program and resource is SWUN Math. For SWUN Math, it all started in a single urban classroom in California and is now educational movement focused on helping students with math. Founded in 2011 by Si Swun, many school districts across the country use them. They work with parents, teachers, and school administration to increase student scores and their involvement with mathematics. Their company focuses on the Common Core mathematics standards and they work side-by-side with school districts. According to their website, “The Swun Math Lesson Design carefully matches the eight required shifts in the Standards of Mathematical Practice, and inherently includes a gradual release of responsibility to students.” They provide coaching sessions to help principals and district staff learn their successful school-wide model. They also provide monthly reviews of the student assessment results as well as next step discussions based on those results. If you’re a parent not affiliated with a school district, you can find their math curriculum online such as Amazon.com as well as their iTunes App. Another resource they provide is their videos found on their official YouTube Channel. The company has put together math videos to help students learn more about math. They are always adding more videos and they are free to watch. This is a fabulous program that provides all the materials a school needs as well as ongoing support so students can enhance their math learning. The SWUN Math approach has been proven to help students with mathematics through clear learning, objectives, assessments, and goals. Twitter / Facebook.

Swun Math Workbooks available online at Amazon.

11 ways to help your child with math (see chart below)

Reference:
http://www.latimes.com/socal/daily-pilot/opinion/tn-dpt-me-commentary-friday-20170824-story.html

UW Business Plan Competition Winner to Run Pilot in Kenya

Published on June 9, 2016

UW Campus Seattle

UW Business Plan Competition Winner to Run Pilot in Kenya JikoPower Converts Heat Power to Electric Power.

JikoPower Inc. announced today plans to test their invention in Kenya with the grand prize money they won placing first at the 2016 University of Washington Business Plan Competition after facing off 93 competitors on May 27th.

The Herbert B. Jones Foundation awarded them $25,000 for the winning idea that provides sustainable energy to people without electricity. The student-led startup’s initial product, the JikoPower Spark, converts wasted energy from cookstoves and fires into electricity to charge cell phones, LED lights, and other small devices. The team is passionate about improving people’s quality of life and reducing impact on the environment. “With access to electricity, people no longer depend on dangerous kerosene for light and they don’t have to travel great distances or pay exorbitant fees to charge a cellphone,” Ryan Ahearn CTO and Founder of JikoPower excitedly explains. “In places like Kenya, 80 percent of people have cellphones, but only 20 percent can charge them.” “Electricity is a game changer. With the Spark parents are able to send their children to school and work more efficiently,” remarks CEO Michael Jooste. “Winning the grand prize helps us empower people.” The JikoPower Spark, is a small thermoelectric generator (TEG) with a water reservoir about the size of a coke can, and a metal arm inserted directly onto a cookstove or fire. “While people cook, the heat creates electricity that we capture” explains Ahearn. With a 2-5 watt output, the Spark provides enough power to charge a cellphone or LED light. The Spark is the first of many TEG inventions JikoPower is currently developing.

JikoPower started a year ago with three engineers winning the grand prize at the UW Environmental Innovation Challenge. Since then, the team has grown into a company that recently sent several units to Gabon and Nigeria. JikoPower is also planning a Kickstarter campaign to meet U.S. demand and fund a full scale pilot with their partners in Kenya later this year. You can learn more and follow the team’s progress at jikopowerinc.com

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