logo
Urbandale School District will remain in the CIML

Urbandale School District will remain in the CIML

Yahoo25-02-2025

URBANDALE, Iowa — The smallest school in the Central Iowa Metro League (CIML) will remain in the conference.
In early February the Urbandale School District was officially invited to join the Little Hawkeye Conference, which contains similarly sized schools. In a survey parents and coaches expressed interest in leaving the CIML as it could lead to better chances for their athletes to win games and conference titles. Students, however, stated they didn't want to leave in the survey.
Fire breaks out at Des Moines duplex early Tuesday morning
At a meeting on Monday night the School Board voted 4-3 to remain in the CIML. The board released the following statement about the decision:
The decision to stay or leave the Central Iowa Metropolitan League (CIML) has weighed heavily on the minds and hearts of every UCSD School Board member. The feedback from our students, parents, coaches, staff, and community — combined with the comprehensive research provided by our Activities Team and Administration — were thoroughly studied in order to make an informed decision.
After great thought and consideration, the Board has decided to decline the invitation from the Little Hawkeye Conference (LHC) and continue our District's affiliation with the CIML. The Board recognizes the history and success the LHC has experienced and was honored to have received an invitation to join their prestigious conference. The Board is committed to continuing to explore, improve, and invest in all our programs in an effort to close the gaps that are currently felt throughout our District. While we do not know the full extent of the work that will need to be done, we do know that community support is vital for strengthening our programs and ensuring positive outcomes for all students.
UCSD Board of Directors
Metro News:
Urbandale School District will remain in the CIML
Fire breaks out at Des Moines duplex early Tuesday morning
'Picture of perseverance': Marshalltown man's legacy lives on 100+ years later in historically African-American school
Valley's first Black principal stepping down after 20 years
WATCH: Firefighters battle semi fire on I-80 near Altoona
Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

The Hidden Dark Side Of Gifted Programs Revealed
The Hidden Dark Side Of Gifted Programs Revealed

Buzz Feed

time5 hours ago

  • Buzz Feed

The Hidden Dark Side Of Gifted Programs Revealed

I don't remember precisely when I first heard the word 'gifted,' but it must have been in early elementary school. I do remember being pulled out of my first-grade class and led to the fifth-grade classroom, where a teacher told me to choose a chapter book that was 'more at my level.' I appreciated the chance to choose from all sorts of new books, but it marked an early example of what would eventually be both a privilege and a curse: my foray into being 'set apart' academically from my fellow classmates. By the time I reached middle school, the gifted and talented program in my district had taken wing. The timing makes sense: In 1998, many American schools were provided with official K-12 standards for so-called 'gifted education' by the National Association of Gifted Children. While the NAGC first promoted advanced academic programming in the 1950s, its work in the late '80s and '90s represented a more structured approach to educating students who were found to be gifted. K-12 gifted education standards were preceded by the passage of the Jacob Javits Gifted and Talented Act in 1988, which secured funding to 'orchestrate a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities that build and enhance the ability of elementary and secondary schools to meet the special educational needs of gifted and talented students.' In those early days, my experience with Gifted & Talented (or G/T, as we fondly called it) was almost entirely positive. Our G/T class was tucked away in a windowless classroom whose walls we decorated with silly drawings and posters. Several of my close friends were also in the program, and there was nothing better than getting to hang out with them for an hour or two per day while working on our largely self-assigned curriculum. Our teacher was warm and encouraging, always pushing each of us to incorporate our individual interests and skills into projects. In fact, nearly all the teachers I worked with in G/T were engaged educators who genuinely wanted their students to thrive. I'm forever grateful for their personal guidance, regardless of my later reflections on the program. In so many ways, G/T was a safe place at school — a place where I could be my true (weird) self and engage in more self-directed learning. But there was a troubling flip side to the G/T experience that took me years to unpack. From what I could gather, most students qualified for the program based on standardized test scores. While the NAGC defines gifted pupils as 'those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains,' it seems inevitable that many kids would be excluded from gifted education for factors beyond their control. In her 2016 book Engaging and Challenging Gifted Students: Tips for Supporting Extraordinary Minds in Your Classroom, Jenny Grant Rankin, Ph.D., outlines gaps in gifted education. Nonwhite students, socioeconomically disadvantaged kids, girls, and those classified as English language learners are disproportionately excluded from gifted and talented programming, Rankin reports. She also cites a 2016 study by Jason A. Grissom and Christopher Redding that found that Black students were 50% less likely to be considered for gifted and talented programs than their white counterparts, even when both groups recorded similar standardized test scores. What's more, students of color were less likely to be labeled gifted when their teachers were white. In G/T, I learned quickly that much of my self-esteem came from academic praise and approval from adults. The 'gifted' label seeped into everything I did and was a stumbling block at times — if I struggled to master a concept in math class or didn't understand a question on a social studies test, I'd avoid asking for help. After all, I was gifted. I shouldn't need help with anything, right? It felt like my so-called 'natural' giftedness should pre-qualify me to succeed in any endeavor, which led me to prematurely give up on new hobbies later in life when I didn't immediately feel like a master. And when a project in a non-G/T class earned anything less than an A, I often found myself in tears and seeking reassurance from my family and friends that I was 'still smart.' The question of 'potential' was another overwhelming aspect of G/T. Gifted kids at my school were encouraged to pursue all sorts of fields — with the unspoken message that no matter what we pursued, we were expected to be excellent. Most of us went on to take as many Advanced Placement classes in high school as our schedules would allow, driven by the sense that we simply had to be high achievers. Academic excellence would translate directly to excellence in career and life in general, many of us thought. It wasn't until college that I first experienced the lingering impacts of the gifted education experience. Suddenly, I was a very small fish in the massive pond that is the University of Michigan. I wasn't the 'smart kid' anymore— I was one of thousands of 'smart kids,' all of whom had ambitions on par with or beyond my own. College instructors rarely offered direct praise, and the occasional B in a class became commonplace. When I couldn't maintain perfection, I felt like I was failing the version of myself I was supposed to become. Unsurprisingly, college was also when my mental health took its first major nosedive. Alongside a handful of personal issues, my sudden sense of academic invisibility had triggered a crisis. My path felt unclear. Wasn't I supposed to get to college, breeze through with perfect grades, and immediately jump into an impressive career? When graduation rolled around, I got a dose of validation by heading off on a Fulbright teaching grant to Malaysia, but my life beyond that looked so blurry. It took a long time to admit that I didn't want to go to grad school, which felt shameful. Without academic validation or 'high achievement' on the table, would I be untethered forever? In the decade since, I've drawn connections between my most plaguing anxieties and my early education. It's taken practice to feel more comfortable with accepting professional criticism or admitting when I'm not sure how to do something at work. I see how my G/T years merged self-worth with accolades and grades, and I feel sad for the younger version of myself — along with other 'formerly gifted' peers — who internalized so many false measures of success. At times, adulthood feels like an ongoing battle to remind myself that I'm a valuable, worthy person, regardless of outward achievements. I'm not alone: In recent years, the 'formerly gifted kid' trope has become something of a meme, with TikTokers cracking dark jokes about their lingering sense of anxiety, perfectionism and perceived failure to live up to parents' and teachers' expectations. It's funny because it's true. Data shows that while gifted programs can result in better long-term academic outcomes and college success for some students, these benefits still reflect inequities. A 2021 study by Grissom and Redding found that small associations existed between participation in gifted programming and long-term achievement in math and reading, but there was no evidence to support a correlation between gifted kids and their general engagement with school. Most glaringly, even these small positive associations were skewed toward higher-income white pupils, with low-income or Black gifted students excluded from long-term academic gains. What's more, this research doesn't begin to explore gifted education's extended impact on social and emotional development for all participants. I don't regret my time as a gifted kid, but I do wish G/T had offered more care for students' mental health and more inclusivity for children who didn't fit the program's relatively narrow mold of exceptionalism. I wish I could unlearn the idea that outward praise equals true success, and measure excellence in the form of learning for learning's sake. Above all, I wish we'd had an environment where every single student was reminded how smart and talented they were, and given the tools to explore their gifts — no matter what form they took.

Dad Going to Work Hears 'Wait'—Unprepared for What Security Cam Captures
Dad Going to Work Hears 'Wait'—Unprepared for What Security Cam Captures

Newsweek

time11 hours ago

  • Newsweek

Dad Going to Work Hears 'Wait'—Unprepared for What Security Cam Captures

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 father leaving for work was forced to make a U-turn after hearing "Wait!" coming from his driveway. In security camera footage captured on the Ring doorbell, Aaron Weatherford pulled out of his driveway after calling out, "Bye! Love you!" to his family inside. Seconds later, his 7-year-old daughter, Ella, runs after him yelling, "Dad! Wait! Dad!" Split screen of Ring doorbell camera footage of Black car reversing out of driveway and 7-year-old girl holding up her arm. Split screen of Ring doorbell camera footage of Black car reversing out of driveway and 7-year-old girl holding up her arm. @dadatbat Unaware, Weatherford had already started down the road, until his phone lit up with a FaceTime call. "Initially, I thought something tragic happened," Weatherford told Newsweek. "A fall? Something with mom? She was holding the phone just under her chin, enough for me to see her tears coming down from her cheeks. My heart sank." But the truth, while less dramatic, hit him even harder. In a soft, sad tone, Ella told her dad: "You left and didn't hug me." The clip then cuts to Weatherford pulling back into the driveway and walking into the house. He posted the footage on Instagram (@dadatbat) with the caption: "Don't ever miss a chance to love on your kiddos not just with words, but with actions." For the dad of three, those words carry the weight of profound personal loss. "We lost my oldest daughter, Olivia, September 12, 2023 to pediatric cancer after four and a half year battle," he told Newsweek. "I cherished moments with her and our family when we were together... [but] I look back on those moments and think, 'Where would I have shown love more?' If we say, 'I love you' I want them to know what love looks like, not just what it sounds like." That mindset has shaped every interaction since. Hospital visits for Olivia were spent away from his two younger children and now, he's got a new perspective on parenting. "Our perspective now has changed to focus more on intentionality and essentially addressing our internal need to 'make up' for lost time," Weatherford said. "If I can make a moment and heal tears, I do whatever I can to do it. My wife and I felt so helpless and useless at times during the cancer journey. If I can, I will." Weatherford's reel has had an overwhelming response online. Since it was posted on March 20, the clip has been viewed almost 19 million times. Thousands of comments poured in with admiration for his actions. "So precious! She'll always remember you turning around for her!" one user wrote. "I would rather be late and hug my kids one more time, every day of the week. No matter what the appointment or meeting. Nothing is more important than my family," another added. Many others believe Ella saved her father from a fateful car accident by getting him to turn around. Weatherford told Newsweek that the heartwarming moment between him and his daughter reinforced the idea of making every moment count. Ella, who is the middle child, has the most memories of Olivia's journey, and her parents' trips to the hospital. "I've always been worried that me leaving so often with Liv would impact her and Eli, so I've tried to be more intentional with treating their emotions and pivotal moments of impact carefully," Weatherford said. "That's where this particular moment fell dead center in my heart. I didn't even consider the consequences of work when I answered that call. For her, for my family, they take priority."

Joseph 'Joe' Julius LeDoux Sr.
Joseph 'Joe' Julius LeDoux Sr.

American Press

time18 hours ago

  • American Press

Joseph 'Joe' Julius LeDoux Sr.

Msg. Joseph Julius LeDoux Sr. (Retired), 84, passed away peacefully with his family by him. Born and raised in Pine Island, La., Joe was a hunter and fisherman helping to provide for his family, but hunting was his passion. Joe went on to enlist in the United States Army. He and some buddies, while stationed in New York, went out on a blind date one night and that is where he met a 'YANKEE' name Phyllis, who later became his wife for 65 years. They faced wonderful times and turbulent times, but their marriage vows were seared into the hearts of each of them. Joe and Phyllis raised three great children. He enjoyed sharing history with his family, he and his family traveled to locations of American History. Joe Spent 22 years in the military in some form or fashion with active service and reserves. On Sept. 11, when the country was attacked, Joe was in a room with others at the Pentagon where they left that room approximately 20 minutes before the plane flew into the Pentagon, into that very room. Joe is survived by his wonderful wife, Phyllis LeDoux; a daughter, Kim Marie Garland; two sons, Joseph Julius LeDoux II and Dale Anthony LeDoux; four sisters, Shirley Shaw, Jane Ruff, Juanita Ardoin, and Veronica LeBlanc; sister-in-law, Laura LeDoux; two grandchildren, Kyle LeDoux and Haley LeDoux; six great-grandchildren, Cooper, Tiffani, Brittany, Joanna, Camilla, and Michael; four great-great-grandchildren, Tyreek, Arriana, Brandon, and Brianna. Preceding him in death is his sister, Anna Faul; three brothers, Paul LeDoux, James LeDoux, and John LeDoux; grandson, Michael Garner, and his parents, Eugene and Hannah LeDoux. The family will welcome relatives and friends on Monday, June 23, 2025 at Hixson Funeral Home of Lake Charles beginning at 4 p.m. until 7:30 p.m. with a rosary to prayed at 5 p.m. Visitation will resume on Tuesday, June 24, 2025 at 11 a.m. until the procession leaves for the church at 2 p.m. A Mass of Christian Burial will be held at Our Lady Queen of Heaven at 2:30 p.m. Burial will follow at Pine Island Cemetery. Msgr. Daniel Torres will officiate at the services. The family would like to express a heartfelt thank you to Heart of Hospice and the family and friends who assisted with Joe's care. Please leave fond memories for the LeDoux family at

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into a world of global content with local flavor? Download Daily8 app today from your preferred app store and start exploring.
app-storeplay-store