# data[].attributes.attachment_link.readable_text
Have you heard of the "summer slump"? Well, I'm going to call this our "spring slump". It's when students go on a break and they may not crack open a book or think about anything school-related. Summer of course is a little bit longer than spring break, but wouldn't it be nice to have our students reading in some capacity during that week they are out? Here are some ideas to get your students reading.

Turn it into a challenge

It doesn't matter if you teach elementary or high school; all kids love a challenge. And they especially love a challenge when there is a reward involved. You can make the challenge next-level by turning it into Bingo and rewarding them with an age-appropriate prize, or you can just tell them that if they get a certain amount of the checklist done they get their incentive. It's up to the teacher because we all know that the teacher knows their students best. They know if their kids will like stickers or ten minutes of in-class phone time.

The key to a challenge is to offer enough variety so that students will see some items on the list and identify with them. For example, adding in the choices "a book whose cover you like" and "comic book" allows students to choose from different options and gets their wheels turning for which book they should choose. Your comic book and art lovers will thank you for those.
Spring Reading Challenge
Read on the road

Students may or may not be taking road trips this spring break due to Covid, but the good thing about listening to audio is that it can be done anywhere! It can be done in the car on a road trip, going to the grocery store, hanging in the house, or relaxing outside. And there are plenty of benefits from having students listen to audio. Some tips from are:

1. They model fluency.

2. They teach active listening.

3. They act as a mode of discussion between the parent and child to get them talking about relevant topics and issues.

More benefits to listening to audio can be found in this ReadTheory article about reading comprehension activities. Bonus points for you if you can get your students to use one of these activities on their own while reading at home:

1. Using Rockband to get students singing the book

2. Reading recipes while helping with the cooking

3. Highlighting and annotating

4. Sketching and telling

5. Making story maps

Audiobooks for elementary students
Make it virtual

Some cities have reading buddies programs that pivoted to virtual either on the computer or by phone. Why not start this in your classroom to continue reading during the break or even on the weekends? Programs like this one from Roanoke, Virginia have seen student success in getting students reading and forming bonds with each other. It can be done when there is some down time during break or even as a before bed reading, whenever is convenient for the families away from school.

Create crafts as incentives

Handmade bookmarks, anyone? There are some great book accessories students can make if they like crafting. How much more likely would kiddos want to read if they had some book bling to go with them? And we all know that some of our kids have spring fever the day before break. Why not give them a brain break and get them crafting?

Bookmarks might be the most simple thing to do. If you want to get extra creative and then laminate them to save all of their hard work, this idea from Tatertots and Jello may be the best for older kids. For your younger kids, We Are Teachers has you covered with everything from Harry Potter style bookmarks to paint chips with hole punching and cute ribbons (don't forget the to add on to the end!).

Another crafting option is making their own book covers. Dream a Little Bigger has a great tutorial with just your paper of choice and scissors. All they will need is their book of choice picked out beforehand to make sure that it fits just right. Take them on a little trip to the school library the day before, get your paper and scissors out, and get them book cover crafting!

Teachers know best

Back to the idea that as teachers, we know our students best. Out of these suggestions, you know which will get your students reading. You might think, "My high-schoolers will NEVER want to make a bookmark; they'll think that's for little kids." You're probably right! Maybe a challenge might work better.

It might also work better to think about the end-result first. What will get them motivated? Is it stickers, extra recess time, or phone time? Then you may need to do a challenge. Will student-to-student connection get them going? Then virtual book buddies might be your best bet! Or maybe you've got a couple of students who are hands-on and would love to make something.

The beauty of teaching is that we can differentiate! You can even assign some of your kids a craft center, some a virtual book buddy, and some a challenge. It is all up to you with how you want to engage them in reading for your spring break. Happy reading!

# data[].attributes.attachment_link.title
Online Lesson Plan For Teachers: How To Plan an Online Lesson

# data[].attributes.attachment_link.description
Have you heard of the "summer slump"? Well, I'm going to call this our "spring slump". It's when students go on a break and they may not crack open a book or think about anything school-related.

# data[].attributes.headline
Podcast for Parents: Teaching Our Children to Learn From Mistakes and Minimize Mistakes.

# data[].attributes.subject
Podcast for Parents: Teaching Our Children to Learn From Mistakes and Minimize Mistakes.

# data[].attributes.attachment_link.title
Podcast for Parents: Teaching Our Children to Learn From Mistakes and Minimize Mistakes

# data[].attributes.attachment_link.description
Author, Colleen Cruz, presents a clear strategy for dealing with our parenting mistakes and our children's mistakes. She and Steve explore and laugh about the mistakes we all make while parenting and how we can coach our own continuous development. Find C...

# data[].attributes.attachment_link.readable_text
Is your child receiving special education services?

Gain a better understanding of special education processes and learn how to help your child benefit from special education services by accessing Special Ed Connection ®. Here are just a few of the resources waiting for you:

News and updates on the latest news and developments in the special education community.

Tools that can help you learn how to be more actively involved in meeting the special education needs of your family member.

Smart Starts that provide a quick way to gain a better understanding of almost 450 special education topics, federal regulations, case law, assistive technology, and how the special education law applies to your family member.

A Special Ed Online Dictionary that lists more than 1400 widely-used terms with straightforward, easily-understood definitions.

Special Ed Round-Ups that offer a fast and easy way to quickly access best practices on hundreds of special education issues from autism to bullying to post-secondary transition and more.

The Florida Department of Education is proud to provide access to Special Ed Connection ® at no cost to families of individuals with disabilities who are enrolled in special education programs. To request access to this valuable resource, go to the following link to find your county school district contact:

Parent Contacts for LRP Special Education Connection

# data[].attributes.attachment_link.description
Is your child receiving special education services? Gain a better understanding of special education processes and learn how to help your child benefit from special education services by accessing Special Ed Connection ®. Here are just a few of the resources waiting for you: News and updates on the latest news and developments in the special education community.

# data[].attributes.headline
Florida Inclusion Network family resources

# data[].attributes.subject
Florida Inclusion Network family resources

# data[].attributes.attachment_link.readable_text
The Florida Inclusion Network (FIN) provides services to schools and districts to increase and improve inclusive practices for students with disabilities in general education classrooms and other natural settings. FIN services are provided by a number of facilitators who have experience and expertise in planning and implementing inclusive practices at the school and district levels.

FIN facilitators are organized into five regions and work in partnership with districts and schools within a specified geographic area: Region 1, Region 2, Region 3, Region 4 and Region 5. FIN facilitators serve districts and schools by developing and increasing opportunities for meaningful inclusion of students with disabilities. Services provided to schools and districts are identified through a collaborative, problem solving process focused on increasing outcomes for ALL students in inclusive environments. Listen to this short video about services and supports that FIN has for families.

When contacted for support and assistance, FIN can provide families with a variety of information and resources and may, upon request, contact the district's exceptional student education (ESE) office or school to discuss concerns on behalf of the family. Family concerns and needs are always carefully considered as part of FIN's planning and problem-solving with districts and/or schools.

While FIN facilitators do not attend IEP meetings, they can provide information about the following: effective inclusive practices, family-school collaboration and communication, opportunities for networking with other families, and ways to access local resources and support. For information about your child's educational program or Individual Education Plan (IEP), please contact your child's teacher or school administrator.

Following is a list of FIN resources that are available, at no cost, to families and educators. For more information, please click on the links provided or contact your local FIN facilitator.

# data[].attributes.attachment_link.description
The Florida Inclusion Network (FIN) provides services to schools and districts to increase and improve inclusive practices for students with disabilities in general education classrooms and other natural settings. FIN services are provided by a number of facilitators who have experience and expertise in planning and implementing inclusive practices at the school and district levels.

# data[].attributes.headline
Predictors of Post School Outcomes-Project 10

# data[].attributes.subject
Predictors of Post School Outcomes-Project 10

# data[].attributes.attachment_link.readable_text
The FDLRS Administration Project and Associate Centers Network are proud to offer a series of parent webinars to take place virtually over the 2020-2021 school year. Each session will be recorded and uploaded to our website the day after the event.

September 18, 2020

Understanding ESE: An Overview

From understanding procedural safeguards to actively participating in your child's IEP meeting, this session will share the foundational policies and procedures that are involved with special education.

October 16, 2020

Accommodations

Instructional practices assisted in instructional technology universal design for learning and several other areas will be explored during this workshop focusing on making accommodations for students with disabilities. Suggestions will be given for in classroom and virtual delivery.

November 20, 2020

Basic Principles for Behavior Success

There are core principles for every behavior management program whether being implemented in the home or in the school classroom that should be in place for a successful learning experience. This session will teach parents about those core elements, the balance between consequences and rewards, and the ways to address challenging behaviors.

December 18, 2020

Social Skills Training: Teaching Replacement Behaviors

In order to develop appropriate social skills in our children, they must be taught. Addressing the principle behind teaching replacement behaviors will be explored and this session that will give parents the tools they need to create positive interactions with her children. Steps for guiding children to make good choices will also be examined.

January 15, 2021

Components of a Quality IEP

From comprehensive present levels of performance to measurable goals and objectives this session will examine all components of a quality IEP which are necessary for successful instruction and learning. Questions for parents to ask during their child's IEP meeting will also be explored.

February 19, 2021

Transition for Secondary

The session will be conducted by an expert from Project10 and will focus on transition in the secondary environment. Important topics such as age of majority and post secondary activities will be explored in addition to the elements of a quality Transition IEP.

March 19, 2021

Technology Tools for Beginners

Time will fly in this session on technology tools for student success our expert presenter will explore instructional and assistive technology tools from the simplest adaptation to a document and assistive technology tools, to available resources free of charge on the web.

April 16, 2021

How Understanding Learning Styles Helps When Parenting

This session will not only explore the benefits of understanding individual learning styles in the classroom, but it will also show how parenting can be enhanced when you understand your child's perspective on things. Approaches to dealing with challenging behaviors and family dynamics will be discussed.

May 21, 2021

Resources for Parents and Families

This final session will review with parents available state and federal resources that are just a click away. A comprehensive resource database will be discussed, and parents will be given an opportunity to ask for resources in specific areas.

# data[].attributes.attachment_link.title
Free Parent Webinars Fridays with FDLRS - FDLRS

# data[].attributes.attachment_link.description
The FDLRS Administration Project and Associate Centers Network are proud to offer a series of parent webinars to take place virtually over the 2020-2021 school year. Each session will be recorded and uploaded to our website the day after the event.

# data[].attributes.attachment_link.readable_text
Kids with learning and thinking differences often face barriers to learning. For instance, if your child has ADHD , she may not be able to sit still long enough to do math problems. If she has reading issues, she may struggle to learn history from a traditional textbook. Fortunately, there are changes in the classroom-called accommodations -that can remove these barriers.

Read on to learn more about what accommodations are and how they can help your child.

Accommodations are changes that remove barriers and provide your child with equal access to learning. Accommodations don't change what your child is learning. Rather, they change how your child is learning.

Here's a classic example. Let's say your child is taking an American history class, but she struggles with reading. As an accommodation, the teacher lets her listen to an audiobook version of the textbook.

By using an audiobook, she can learn history without her reading issues getting in the way. This has removed a barrier to her learning.

Accommodations don't change what your child is expected to know or learn. They don't lower expectations. Your child may use an audiobook in American history, but she's still expected to learn about events like the Civil War. And she still must complete all assignments and take exams, just like her peers. The accommodation simply helps her work around her challenges.

This is what makes accommodations different from modifications. A modification changes what your child is expected to know or learn. In American history, for instance, a modification may be that a child only needs to learn half of the material in the textbook.

Accommodations work best when they target a specific barrier or challenge. For instance, for the child who can't sit still to do math, an accommodation may be frequent breaks. For the child who struggles to write out answers on tests, an accommodation may be to have her give answers orally. The accommodation matches the need.

Here are four categories of accommodations for different needs.

How to Get Accommodations for Your Child

If you think accommodations may help your child, talk to her teacher. Often, the teacher may agree to informal supports. These simple changes don't require paperwork. It doesn't take much, for example, for the teacher to move your child's seat away from a noisy classroom door that's distracting.

If your child needs bigger changes, however, you may want to seek formal accommodations. Under federal law, kids with disabilities have the right to equal access to learning. This means accommodations for their disabilities, which can include learning and thinking differences. To exercise this right, you must ask the school to evaluate your child.

"Accommodations don't change what your child is expected to know or learn. They don't lower expectations."

Just because an IEP or a 504 plan lists accommodations, however, doesn't mean they're always followed in the classroom. It's still important to check in with the teacher. And it's important to talk with your child about how the accommodations are working.

Schools are usually open to providing accommodations. The bigger challenge is choosing the right accommodations and keeping track of which ones are most helpful.

If an accommodation is in place, but your child isn't using it, find out why. Also, if your child gets accommodations on state tests, it's important for her to use them regularly in class. This helps her get familiar with the accommodations.

Accommodations Outside the Classroom

Learning and thinking differences don't just create challenges in school. They also affect everyday life. That's why accommodations also exist outside the classroom. But instead of providing an equal opportunity to learn, they provide an equal opportunity to participate.

Some of these accommodations are provided informally. Often, though, there's a specific process you need to follow to get them. Outside of school, kids with disabilities have a legal right to reasonable accommodations. To learn more, read how the Americans with Disabilities Act protects your child.

Accommodations can be a powerful tool for helping your child by removing barriers to learning. Learn more:

Accommodations are important tools for removing barriers in school and beyond.

Kids with learning and thinking differences may have a legal right to accommodations.

Looking at lists of common accommodations can help you think about what might help your child.

About the Author

About the Author

Andrew M.I. Lee, JD is an editor and former attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Meghan Casey Whittaker, JD is the policy and advocacy manager at the National Center for Learning Disabilities (NCLD).

# data[].attributes.attachment_link.title
Accommodations: What They Are and How They Work

# data[].attributes.attachment_link.description
Kids with learning and thinking differences often face barriers to learning. For instance, if your child has ADHD , she may not be able to sit still long enough to do math problems. If she has reading issues, she may struggle to learn history from a traditional textbook.

# data[].attributes.headline
Communication Tips For Families of Children with Disabilities

# data[].attributes.subject
Communication Tips For Families of Children with Disabilities

# data[].attributes.body
Resources for Families & Teachers

# data[].attributes.body
Distance Learning and Deaf/blindness

# data[].attributes.attachment_link.readable_text
A new academic year is here and with it new opportunities to reflect on the triumphs and challenges with distance learning. What worked well? What didn't? Who thrived and who struggled? At the same time, we are trying, as best we can, to plan for an uncertain school year. How do we provide inclusive high-quality instruction to all?

As we transition back into a new school year, now is the time to stop and think about the students and families who experienced the most barriers in distance learning. In this article, we will focus on one such group, learners with deafblindness. How can we best approach teaching students with deafblindness and supporting their parents? Answering this question now helps us to proactively design inclusive instruction for learners with a variety of high-intensity support needs. Even if you don't think you will be teaching a student with deafblindness, please read on. There is a lot to learn from the experiences of these students and their parents. You might just find that designing instruction for learners with deafblindness opens your eyes to more equitable ways of providing distance learning.

Want to learn more about learners with deafblindness? Check out the National Center for Deafblindness to learn more about deafblindness.

What have we learned from parents of children with deafblindness?

Parents of children with deafblindness, like all parents, experienced different methods of distance learning during COVID. However, given that so much of distance learning was provided using technologies that require the use of vision and hearing to learn, what was it really like for these parents and their children?

The National Center for Deafblindness, in partnership with the TIES Center, reached out to parents of children with deafblindness to learn more. What we learned was encouraging, frustrating, and packed with important lessons for anyone planning for inclusive and engaging distance learning in the fall. Here is what we found.

Let's Celebrate the Small Victories!

Let's celebrate the good news first! Many families of students with deafblindness reported that when distance learning began, they were excited and humbled by the work of teachers who helped to bring what worked in school into their homes during distance learning. Parents and caregivers relished these small victories:

Teachers who reached out to families just to say hello and share an understanding of how challenging the situation for everyone is right now.

Teachers who were consistent in their communication respected how families best communicated (text, email, video consult) and would openly acknowledge the ways that distance learning lessons were not yet accessible for their children with deafblindness.

Caregivers and teachers who problem-solved how to integrate learning into existing family routines, whether these be household routines (such as dressing, mealtime, a daily family stroll) or academic routines at home (such as getting the family organized for their synchronous online learning sessions, aligning lessons of the learner with deafblindness to sibling lessons).

Teachers who provided materials that were extremely organized. For example, a Teacher of the Visually Impaired (TVI) who provided braille materials clearly labeled for sighted parents and organized by week.

Teachers who were allowed to drop off materials or resources to their doorstep, or provided safe places for parents to pick up resources and materials.

Parents and teachers who were creative and weren't afraid to try new or unexpected things as the weeks of distance learning went on. For example, a parent reported that her child's Deaf and Hard of Hearing (DHH) teacher sent weekly lessons and materials in the mail that focused on fun, because that was the primary goal of the family, to have fun while learning.

Teachers who provided guilt-free options to opt-out or save a lesson for another day. For example, one parent remarked that her teachers fully supported her no-learn Wednesday. "Every Wednesday we did no school, it was the break we both needed to reset. We watched movies, cuddled in the morning, just took time to enjoy each other. I wish I would've implemented this in our routine sooner. It really helped with her anxiety and change of routine."

What Were the Biggest Barriers?

Not all went well for families of students with deafblindness. It was a challenging and unprecedented time for all. While some children and families were able to do the best they could with distance learning, it is important to also recognize that many families struggled. The quality of services provided to families varied greatly. Parents reported that the following instructional barriers:

Administrators and teachers who wrongly assumed that distance learning meant that they were not required to teach children with deafblindness at all given the change in educational service delivery.

Professionals who required parents and students to show competency to get access to distance learning. For example, a therapist who unilaterally decided that a child wasn't allowed to join a video call with peers because it was assumed she didn't have enough vision and/or hearing to benefit from the experience.

Professionals who would not respond or provide specific feedback to family members (parents, siblings, extended family members) who struggled to know if they were implementing lessons "right."

Instructional teams who placed high demands on families for their time, paired with expectations that the family should "do it all." For example, one parent remarked that she was willing to teach her child, but also wanted her daughter's instructional team to understand and acknowledge that she was a parent first, not her child's new paraprofessional.

Schools or districts who provided boxes of materials and lesson ideas without the specifics of how to implement these resources in their home. Parents reported that they wanted more video coaching or office hours they could call into with their questions.

How Do We Do Better?

In the spring, we were focused on continuity or keeping the learning going. Reflecting on our victories and barriers is an important step in planning for a new and uncertain academic year. There is much to learn from these families and their children with deafblindness. The diversity of experiences, supports, and approaches used to continue learning for students with deafblindness is especially important for all teachers because they broaden our understanding of learner variability, which can only serve to improve our planning for all.

Here are three takeaways that will empower your instructional planning and collaboration:

Aim for progress, not perfection. Providing high quality and rigorous educational experiences at school or at home for children with deafblindness requires a great deal of forethought, creativity, and iteration. No matter how hard we try, we will not be perfect and there may be times where we make mistakes. When this happens, think about how you can improve to find solutions. What is working that you can leverage? How can you align the family's daily activities and routines with the IEP and educational goals? What are the barriers for families that you might help reduce? Make a list now with your colleagues and return to it when you get stuck in the fall.

Consider the needs of the entire family unit, and expect there to be great variation among families. Whereas teachers of children with deafblindness are encouraged to be child-focused, they must now also be family-focused. Each family's experience of the pandemic and distance learning is unique. Some families might be experiencing extreme fatigue from being asked to teach and collaborate, while others might feel alone and adrift without support. Some families' experiences will change drastically during the school year due to illness or unemployment. Think about what kind of information would help you better plan for the school year and begin reaching out to parents and caregivers to learn more about their needs and resources for distance learning. Some siblings seek ways to be involved in teaching and learning with their brother/sister with deaf-blindness. How can siblings be empowered in the educational process?

Collaboration and building relationships are critical. Anticipate that you will need additional time this upcoming academic year to meet, listen to, and work with parents and caregivers. Building and maintaining relationships that lead to a meaningful collaboration of high-intensity support needs takes time and energy. Acknowledge and prioritize collaborative practice. In instructional team meetings, share and celebrate the victories/ successes and challenge assumptions that active involvement and inclusion during distance learning of a student is not possible. A great first step is to advocate now for more time for collaboration with families and other professionals. Consider how you can improve your collaborative practice and coaching skills with parents during distance learning.

Distance Learning Series: DL #21, September, 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Hartmann, E., & Probst, K. (2020). Distance learning and deafblindness: Learning from parents (DL #21). TIES Center.

TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are the Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and the University of North Carolina-Greensboro.

TIES Center

University of Minnesota

215 Pattee Hall

150 Pillsbury Dr. SE

Minneapolis, MN 55455

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

# data[].attributes.attachment_link.title
Building Engagement with Distance Learning | DL #21: Distance Learning and Deafblindness: Learning From Parents

# data[].attributes.attachment_link.description
Looking for inspiration to help you with the new academic year? In this DL post, we highlight the voices of parents of children with deafblindness. Check out collective wisdom on how to be more proactive and inclusive in distance learning.

# data[].attributes.headline
Podcast for Parents: Parents Supporting Online Learners

# data[].attributes.subject
Podcast for Parents: Parents Supporting Online Learners

# data[].attributes.attachment_link.readable_text
With many students now learning online during the COVID-19 pandemic, parents are now looking at how to ensure their children are successfully learning. Listen as Steve talks with associate professor at SUNY Empire State College, Dr. Rhianna Rogers about methods and strategies for parents to best support their online learners.

Get in touch with Rhianna: rhianna.rogers@esc.edu

PODCAST TRANSCRIPTSteve [Intro]: 00:01 Hello and welcome to the Parent Wellbeing and Student Learning During School Closures Edition of the Steve Barkley Ponders Out Loud podcast. With the extended closing of schools, we as parents have entered into a new territory regarding what we have known as "school learning." With this and future podcasts, I'll look to share my experiences as a teacher, educator, parent, grandparent, and continuous learner.
Steve: 00:34 Parents supporting online learners. I'm excited today to have Dr. Rhianna Rogers join us on this podcast for parents. She's a professor at SUNY Empire State College in New York with a decade of experience teaching online and training other educators to maximize student learning. And I was so excited that she could join us and provide some pointers for parents. So welcome, Rihanna.Rhianna: 01:02 Thank you. It's a pleasure to be here, Steve.Steve: 01:04 Dr. Rogers, I'm wondering if you might start with just a couple of key guidelines for parents to consider in creating the best possible learning environment and strategies for learning online. And I'm wondering if you kind of want to break that down into looking at elementary students and then looking at secondary students?

Rhianna: 01:28 So the first thing that I would say to all parents, no matter what level you are, and you've probably learned this during the COVID crisis that were having, you're the first line of defense for learning right now. And it's a big responsibility and it's something that I think many people weren't prepared to take on. But one strategy that I would give to you to begin this kind of knowledge learning is that you have to be a student yourself. And what I mean by that is you not only have to remember back what it was like for you to go through the learning process, your fears, your strengths, but you also have to take a look at some of the strategies that have come out. So if you haven't done this, go to your school board website, look at the resources that they're providing to students. Go to online tutorials, look up just little short videos to see what those resources are about, because I'll tell you, if students feel uncomfortable with the technologies and you feel uncomfortable with the technologies, it's going to make the learning process, the content acquisition difficult to achieve. So that's just overarching, I would say for any parent, is making sure that you really truly understand, you know, what tools are being used, how to use them and how best to support your students.

Steve: 02:39 Could they almost look at at learning and exploring that with their student at the same time? Together, we can look at figuring this out and tackle that?

Rhianna: 02:50 Yeah, I actually take that same approach at the college level. You know, mutual reciprocity in the learning process, especially online, is the best way to engage people. If you show your own vulnerabilities yourself, like maybe I'm not this strong at this, but we can learn it together, it actually allows you to kind of benefit from each other where you feel more confident saying, I don't know this. And that also can happen with your child. Well, mom doesn't know this, Dad doesn't know this, so it's okay for me not to know this and it's okay for me to learn and it's okay for me to be slower at it. And so if you open that space, what you basically are doing is creating two things. You're creating a safe space for students to learn, but also a brave space for them to be able to speak out when they don't know. Which that is that kind of second order cognitive level, that you really want to be reaching as a parent so that they're not afraid to say they don't know something so you can help them quickly.

Rhianna: 03:40 But the big thing too, I would say between kind of elementary and secondary ed, you know, I've divided my points between, you know, kind of basic framework that you can use and I could say you could use this at every level that really focuses on elementary. And then I'll talk about some of the more advanced kind of secondary supports parents should think about. But let me get started with a couple points for kind of basic elementary understanding. First, I'd recommend setting a schedule and making sure that schedule aligns with a traditional school schedule. Students have already been going to school for some time, whether it be one year, if they're a kindergartener, or if it's six years, if they're in sixth grade. Keep them to that schedule. It's a level and sense of security and familiarity that they shouldn't be breaking. If they have recesses, take them on recess. Do those types of things to break up learning, you know, in the classroom so that they're not just sitting at the computer. Put in art classes, you know, paper mache. Do all the fun things that you can remember when you were a kid that broke up those days that were just sitting and reading books, do the exact same thing with your kid.

Rhianna: 04:46 I would say for you, it's also cathartic as an adult, you can take breaks at work to do these types of things from your own work life and supporting your children in that way will make it fun and less monotonous. So, you know, that strategy of keeping a schedule and tying those things in would be my first tip. My second tip would be, make sure, as I mentioned before, that you really understand the materials necessary to complete all the assignments. So read through your students' assignments first. Make sure that they have those resources with them. If they don't, and you're not familiar with it, check those things out so that when your child comes into the room, you can be like, guess what? I know all these assignments, activities. Guess what? I've looked through your assignment too. And they're like, wow, my Mom or Dad looked through that? That's super cool.

Rhianna: 05:27 You know, I feel more excited about doing this because they've invested in that attack activity with me. And that kind of leads into point 3 which is creating an environment conducive for learning, right? So that really means that you're creating an atmosphere that's fun and engaging and exciting. That's what teachers do when they're in the classroom. That's what I actually used to do - elementary education, that's literally part of the teaching process when I was in school learning was make it fun. You know, we remember being kids, we could get bored really easy, right? And you've got to make it fun. You've got to make learning engaging. And so that's the same thing for parents at home. You know, remember what made you laugh. Remember what made you excited to learn something and use it with your kids. The other thing too is you can really create like a daily plan.

Rhianna: 06:13 And what I mean by that is break things up. Don't always do the exact same thing every single day. So you can have recess one day, you could do art the next day. Do something that, you know, your kids can look forward to. And maybe even in the process, you could ask them to cocreate with you. What it is that you're going to do, prioritize a certain number of assignments one day. Maybe your child doesn't like math and maybe they really like reading. Well, you could reward them and say, guess what? We're going to start with reading right now and we're going to move to math afterwards so that they feel that they're being heard and their interests are being heard and they can take breaks if they need it.

Steve: 06:48 I'm hearing that a schedule helps for sequence or continuity, but within the schedule, the flexibility and the empowerment of a learner that they may not be able to get at the school day. So do I want to tackle that subject that I struggle with first? Or do I want to save it for later and do a different piece first?

Rhianna: 07:12 Exactly. And I think that's kind of the excitement of what's happening right now is you do have this flexibility. And it's really a great learning process. It reminds me of Montessori school, right? At Montessori school, the environment is really constructed on the idea of what the students want to learn when they want to learn it. And you have that opportunity right now in the homeschooling process. You as a parent, have the opportunity to reinforce things. And I can tell you, it can be really invigorating, not only for you kind of helping you to remember things and even kind of hone your own skills as a parent, but also, you know, it makes it engaging for your students to learn in a different way that's not structured and standardized.

Steve: 07:51 I'm thinking that, that we, that we think of our teenagers as a tech savvy, but there's a chunk of online learning that's different from being tech savvy. Am I correct with that?

Rhianna: 08:06 Yeah. You know, I actually gave a presentation recently at SUNY Geneseo where I brought up that we have six generation of learners right now in our society. We don't think about that. We have baby boomers, we have gen X and gen Y, we have zennials, we have millennials and we have gen Z. Each of these populations actually learn in different ways. And so it's really important to not stereotype populations, just as, I'll give you this example, but probably one of the best colleagues that I work with in online is 72 years old. She has taught me things about online education and learning that I didn't know. I mean, anyone can learn, but also I'm going to tell you some of the biggest technophobic individuals I've run into are teenagers. And here's an example of why.

Rhianna: 08:54 Millennials and gen Z. And we know this from research like analog. So if you know any gen Zers, if you know that they like tapes and they like records and it's super cool to have those things well, that's because they've been so inundated with technology. They're actually becoming what we call in technological terms, digitally resistant. They don't want to have everything online. If that happens, that means you're not going to be keeping up with all technologies. And so if you are a parent and you're making the assumption that your children love technology, then you're ignoring actually the patterns that are happening in gen Z and millennials and zennials. They don't feel that way, right? Overall. And so you have to ask your children, you have to ask them, no matter what age they're at, how comfortable are you? You know, what do you like, what do you not like about online learning? If you have that genuine starting point rather than assumptions, again, it's one of those things about moving from a safe space to a brave space.

Rhianna: 09:47 You're giving your child the opportunity to say, like, you know what, Mom, I really don't understand this technology. Or, you know what, Dad, I didn't do this assignment not because I wasn't interested in it, it's just, I didn't understand how to upload it and I didn't know who to ask. And so I say that with transition to the secondary learners, this is even more critical than elementary learners, all the same things I mentioned to you apply, but really parents need to look at school resources. Like what are the tools and resources that the students are expected to be using and really know where those cheats are. Those tutorials. Know when your child is - pay attention to if they don't do an assignment and ask them why. Ask them on a daily basis, don't wait until the end of the week, because then they could be a week behind and then they could be embarrassed and that's really happens.

Rhianna: 10:35 And they don't want to tell you, and they don't want to get in trouble. They don't want to get grounded. They don't want all these various things. So they keep hiding it and hiding it from you. But if you do a daily check in, it will really prevent those types of things from happening. And also, I would say, be familiar with your teacher. I just had this conversation from the teacher lens. So I'll just give this to a professor kind of parent lens. You know, when students went online, if you were a teacher, I'm just going to use this as an example of my friend, who's an arts instructor. She teaches across elementary and secondary ed. They use a bunch of different platforms, but she's one person. So now she's having to use like seven different platforms to communicate with her, you know, parents of these different grade levels.

Rhianna: 11:21 So here's the thing I would want you to know as a parent. Recognize that. So if you have a teacher and it's just that one teacher for art, or you have that teacher that is one teacher for math at this specific area, be cognizant that they may not be able to instantly respond to you within a day. They may need some time. And so this is the reason why I said the first line of defense is if there's an immediate question, if you've read the materials, if you've established kind of rapport with the teacher and say like, can we have a once a week check in where I send to you the questions of my child? And would you commit to kind of following up with me once a week so that I can plan my daily plan around this so that I'm not overburdening you?

Rhianna: 12:03 Because you have a whole bunch of students and you're not going to be able to answer my questions every single day. A couple of my friends have told me this is that, you know, the parents right now, because they feel under prepared are being really demanding. And they're expecting your response in like five minutes. And they're just saying like, I don't know what to do. So I'm just going to turn this over to this teacher. And then I'm going to ignore my child at home until the teacher responds. What if they don't respond for a week? Think about what you could potentially be doing to your own student, your own child. You could put them a week behind in school and then they can keep getting further and further behind. And so if you keep those things in your mind and you kind of look at these various perspectives as student teacher and you as like kind of this triangle that all need to meet together to be effective, it's going to make the teaching process and learning processes easier.

Steve: 12:52 I'm guessing this fall that, at least in many of the places I'm looking right now, it looks like students are going to be spending part of their week at school and part of their week at home. It's kind of what I guess would call a blended model of being face to face and and back online. Any thoughts about the difference that might make for parents to respond, compared to what most experienced in the spring with the the student home the whole time and all of the learning happening online?

Rhianna: 13:32 Yeah. I think parents need to have real honest, upfront conversations with their kids and say that things are going to be different. Things could be rocky as teachers are adjusting to this administrators and schools are adjusting. So it doesn't matter what grade level you can explain it at different levels. You know, if I was speaking to an elementary school student, say, you know, miss Jane is not going to be available all the time, you know, and that's okay, but we'll have other resources. You could explain it simplistically like that. But you know, your high school learners, you could probably explain some of the things about people being out of school. You know, opportunities that they may have to be advocates for themselves about COVID and otherwise. Making sure they wear masks. I mean, I've heard some parents talking about their practicing with their kids with masks now.

Rhianna: 14:21 Right? You know, so that they get used to wearing them. Making sure they remember to wash their hands, like practicing that and positively rewarding it at home so they remember to do it when you're not there, right? I think those are big things beause you're trying to create a culture with your students as they come into this new blended environment, which is different than the culture that they had when they were at school before. And you as a parent are going to be the one that really reinforces that culture on the home front whereas the administrators and teachers are going to be that on the school front. So I would say the same thing, make sure you stay in contact with your teachers. Make sure you stay in contact with your administrators so that you can make sure you're on the same page and sharing the same message.

Rhianna: 15:03 That's the big one. The second one that I would say about that is again, do not lose sight of the tutorials and resources about blended learning that your institutions are putting together. And make sure that your children have access to it. And I would say, be an advocate for your children. If your institution does not have quality sources for grades one through three, challenge them to get them. They don't have quality sources for high school, challenge them to get them. You know, that's the big thing that I say about even any learner. If you are an advocate for yourself and your learning process, it's going to be easier. If you are a passive participant in the process, it's always going to be
more difficult.

Steve: 15:44 I'm really hearing that parent learner conversation here is raised. I mean, it's certainly always important, parent to child communication, but in so many unknowns and differences I really like your, your piece of an advocate of being brave to say, I don't get this. I mean, we as adults need to be in the same place. Because once I can say that, now we can work on it. You know, we can work on getting the support that I need. But with it being hidden, then we're, as you say, we're falling further behind while we wait.

Rhianna: 16:28 Yeah. I mean, it's a hard thing to do. I mean, sometimes we try to draw strict lines between, you know, ourselves and our kids, but we're in an odd time right now and drawing very strict lines about learning may make it more difficult on both sides.

Steve: 16:46 So I had one last question here for you. Before a COVID happened, I had a speaker on a podcast talking about students spending too much screen time and that's while they were in school all day. So thoughts and what are people saying about students' screen time now where it's a necessity to the learning piece and how do you see parents helping kids make the right decisions?

Rhianna: 17:17 You know, I think this also takes communication, but it's also a really complicated issue that talks about employment and where we are about people going back to work and essential workers and a lot of those types of things. So if you're a parent that has the ability to keep one parent at home regularly, you'll have the opportunity to be able to regulate the amount of screen time that your kids have. But if you're a parent that works one, two, three jobs, it's a lot more difficult. So there's two different advice. But I would say the overarching advice is to create a culture that gets kids to recognize what negative can happen as a result of being on the screen too much. You know, one example would be damage to your eyes. And like there's tons of research that is out there that talks about what longterm exposure to looking at, you know, a screen can do.

Rhianna: 18:05 As well as to your back, as well as to your posture, as well as all of those things. And I think those are conversations that you should have with your kids at every level. I think you should let them know that, you know, if you do something a lot, and this is for anything, like, if you do too much of one thing too much, it's going to not be good for you. Just like sitting in front of a screen. And if you incorporate things as a family, for example, with kids like getting up and stretching, you know, setting up those times where you can say like, we need to get up, we need to rotate our necks. We need to stretch our backs. We need to do various things that break up that monotony. But that also goes to a fact of having that recess. Like that home time, recess time, where you actually say, you know what, it's recess time.

Rhianna: 18:53 We have to do it every day. We're going to get out of this environment and we're going to move. And that's what we're going to do. I think the other thing that you could say for, you know, I'm going to say middle school to high school, you know, secondary education, you know, I think there's been a lack of connect, especially before this about people, you know, being at a distance from their kids. You know, most of the time, having them sit in front of the screen because they were working two, three, four jobs. I think there needs to be a real dialogue now with the older generation of kids and letting them know, you know, setting parameters on the amount of time that they sit in front of a screen. You know, I know it's hard sometimes if you have kids who love online gaming, right?

Rhianna: 19:36 But there's also the opportunity. And this is actually an advanced trick is this concept of gamification. If you are not familiar, any of you with Jane McGonigal, please look up her TED talks. Jane McGonigal, fabulous speaker. But she actually talks about how gamification and like kids today can use games to change the world. And if you like, there's a wonderful website called games for change that I use in my courses, that's really set for every level where you can get kids to play games about how to resolve environmental pollution. There's actually games on games for change. And you can actually say, guess what, you're not going to play, you know, your various game console today. You're going to play a game for change game. You're going to do that. Instead. The reason why I say that as some of the games are passive, that people are playing and game consoles that don't actually use critical thinking skills, but some of these other games do that. Which is one of the reasons that we have issues with cognition, eyesight, all that stuff. Because you're really shutting down parts of your brain. Same thing when you watch TV, I know nobody wants to hear that. Your brain actually works far less when you watch television. And so putting in these tips and tricks and saying like, hey, let's do this other thing can also help with cognition and making sure that you don't actually slow down the development of cognition in youth.

Steve: 20:57 Well, I'm going to ask you a favor at Dr. Rogers, if you'll, if you'll drop me the links for that TED talk and the website, we'll include it in the lead into this podcast so that folks can find it. So I have one last question for you and that is, would we find recess on your schedule?

Rhianna: 21:19 I have recess, yes. My recess is walking my dog. So I walk him around my neighborhood. And I also have an area in the back where I have two fruit trees. So I like to sit out and I like to watch the leaves blowing and the birds. We have a lot of birds and bunnies, so.

Steve: 21:37 We're on perfect timing here then, because we recorded a podcast just two weeks back on parents getting kids out in nature. So it really it really will link into everything you've you've suggested there. Thank you so much for joining us. We'll put your email address in the lead in too, so parents could contact you directly with a question that they have for you.

Rhianna: 21:59 Wonderful. It was a pleasure being here.

Steve: 22:01 Thank you.

Steve: 22:02 Thank you.

Steve [Outro]: 22:04 Thanks again for listening. You can subscribe to Steve Barkley Ponders Out Loud on iTunes and Podbean. And please remember to rate and review us on iTunes. I also want to hear what you're pondering. You can find me on Twitter @stevebarkley or send me your questions and find my videos and blogs at barkleypd.com.

# data[].attributes.attachment_link.title
Podcast For Parents: Parents Supporting Online Learners (Part 22) - Steve Barkley

# data[].attributes.attachment_link.description
With many students now learning online during the COVID-19 pandemic, parents are now looking at how to ensure their children are successfully learning. Listen as Steve talks with associate professor at SUNY Empire State College, Dr. Rhianna Rogers about methods and strategies for parents to best support their online learners.

# data[].attributes.body
Introduces parents to the use of problem-solving and how it may affect their child in the context of school-wide implementation of a multi-tiered system of supports, often still referred to as RtI.

# data[].attributes.attachment_link.readable_text
Videos
Introductory Video for Parents
This video for parents introduces parents to the use of problem-solving and how it may affect their child in the context of school-wide implementation of a multi-tiered system of supports, often still referred to as RtI.
Can't view this video? View Full Audio Transcript

# data[].attributes.attachment_link.description
Videos Introductory Video for Parents This video for parents introduces parents to the use of problem-solving and how it may affect their child in the context of school-wide implementation of a multi-tiered system of supports, often still referred to as RtI. Can't view this video? View Full Audio Transcript

# data[].attributes.headline
Tips para que las Familias Apoyen a Sus Hijos con Necesidades Especiales al usar Formatos Virtuales

# data[].attributes.subject
Tips para que las Familias Apoyen a Sus Hijos con Necesidades Especiales al usar Formatos Virtuales

# data[].attributes.headline
Helping Our Kids Go Back to School Well: A Practical Guide for Parents & Educators During COVID-19.

# data[].attributes.subject
Helping Our Kids Go Back to School Well: A Practical Guide for Parents & Educators During COVID-19.

# data[].attributes.attachment_link.readable_text
This eBook has been prepared by our collective to help parents prepare for their children returning to classes as schools begin to reopen in various ways amidst the continuing COVID-19 coronavirus pandemic.

Our intention is to offer practical and actionable tips that parents, grandparents, and others raising children and teens can use to boost their family's well being. We hope educators will find our tips useful as well. Our recommendations are drawn from findings from the science of flourishing and evidence-based practices in the field of Positive Psychology.

We recognize that every school district has its own way of reopening school buildings in terms of timing and rules. We also realize that these guidelines and decisions may be fluid depending upon the prevalence and community spread of virus cases in a particular country, community, county, system, state or region. Some schools may even be offering hybrid learning opportunities where students can be in a school building for in-person learning part of the day or week, and take classes virtually for the remaining class time. Some parents may have the option to not send their children to their school building at all, and do learning virtually - sometimes called remote or distance learning - exclusively.

At the time of this writing, there are continued deliberations about how and when school buildings will and should reopen as school leaders consult with medical professionals, educators, and families, in order to make decisions about how best to serve students, teachers, administrators, and staff. We recommend that you check often with your child's school and local school district for continuing updates.

If you are still making the decision on whether to send your child back to in-person classes, please see our 'Questions to Consider' section to help you think things through. We hope that all stakeholders in education from parents to teachers and from educational leaders and staff members to students will find our tips useful in helping to successfully transition back to school, whenever, wherever, and however that may be.

# data[].attributes.attachment_link.description
This eBook has been prepared by our collective to help parents prepare for their children returning to classes as schools begin to reopen in various ways amidst the continuing COVID-19 coronavirus pandemic. Our intention is to offer practical and actionable tips that parents, grandparents, and others raising children and teens can use to boost their family's well being.

# data[].attributes.headline
Why Parent-Teacher Communication Is More Important Than Ever      By Kim Greene, MA 

# data[].attributes.subject
Why Parent-Teacher Communication Is More Important Than Ever      By Kim Greene, MA 

# data[].attributes.attachment_link.readable_text
Dear Families and Educators,

As a parent, spouse of an educator, and former teacher myself, I could never have imagined a school year starting like this one. None of us could. We never expected masks to cover up smiles behind first-day-of-school photos. We never expected that schools would remain closed for so long and that our living rooms would become classrooms again.

It's not easy for any of us, as families, educators, and especially kids. Many of our kids who learn and think differently have especially struggled without the services or supports they're used to. Our communication as families and educators is more important than ever. That communication will be key to helping our kids thrive.

Understanding Each Other's Perspectives

As families, we've done our best to keep up with our kids' learning. Sometimes our best hasn't felt like enough. Or nearly enough. Some of our kids have been out of a school building for up to six months. They've missed out on important services that schools provide. They've missed their friends and teachers. They've been faced with complex questions about race at a time when injustice has been in the headlines.

We're worried about our kids' social-emotional well-being. We're worried about their physical health, especially if they're at high risk of getting sick. We've had to make hard choices and find ways to juggle work and school. We're worried our kids will fall even further behind. And for some of us, we've found comfort in a "new normal" and are hesitant to return to the way things used to be.

As educators, we've done our best to keep our students learning. We haven't been prepared to teach this way. There was no class in college called "Teaching During a Pandemic 101." Our school districts scrambled to put together distance learning plans. And now, with little notice and limited training, we've been told to report to our classrooms or continue distance learning or a little bit of both.

We deeply miss our students. We're worried about our physical health, especially if we (or our family members) are at high risk. We may have struggled with our own mental health concerns, too. We've had to make hard decisions about returning to jobs we love or protecting ourselves and our families.

Sharing a Commitment to Communication

With this shared understanding, let's make a commitment to each other and to our kids.

Share information about our kids that teachers will want to know

Give tips about what worked-and didn't work-while our kids were learning at home

Provide updates about what services or supports our kids missed and how it has impacted them

Share our concerns about the COVID slide

Do our best to communicate openly, respectfully, and in a timely way, remembering that we may also be juggling jobs and other family responsibilities

To be sure, it will be a school year like none other. Together, we'll find our way in this new world with our kids at the center of it.

Watch this video to learn more about how we can improve our communication.

About the Author

About the Author

Kim Greene, MA is a managing editor at Understood. A former elementary teacher and a certified reading specialist, she has a passion for developing resources for educators.

# data[].attributes.attachment_link.title
Dear Families and Educators: Why Parent-Teacher Communication Is More Important Than Ever

# data[].attributes.attachment_link.description
Dear Families and Educators, As a parent, spouse of an educator, and former teacher myself, I could never have imagined a school year starting like this one. None of us could. We never expected masks to cover up smiles behind first-day-of-school photos.

# data[].attributes.headline
Tips for Families in Supporting Their Children with Disabilities in Virtual Formats

# data[].attributes.subject
Tips for Families in Supporting Their Children with Disabilities in Virtual Formats

# data[].attributes.headline
Every Student Succeeds Act (ESSA):What you need to know.

# data[].attributes.subject
Every Student Succeeds Act (ESSA):What you need to know.

# data[].attributes.attachment_link.readable_text
At a glance

The Every Student Succeeds Act (ESSA) is the main education law for public schools in the United States.

The law holds schools accountable for how students learn and achieve.

ESSA aims to provide an equal opportunity for disadvantaged students, including those who get special education.

The Every Student Succeeds Act (ESSA) is the main law for K-12 public education in the United States. It replaced . ESSA is a large, complex law. It affects all students in public schools.

The main purpose of ESSA is to make sure public schools provide a quality education for all kids. It gives states a central role in how schools account for student achievement. This includes the achievement of historically disadvantaged students who fall into one or more of four key groups:

Students in poverty

Students of color

Students who receive services

Those with limited English language skills

Under ESSA, each state creates an education plan for its schools within a framework provided by the federal government. The law gives parents and caregivers a chance to weigh in on these plans. Each state plan must describe:

Academic standards

Annual testing

School accountability

Goals for academic achievement

Plans for supporting and improving struggling schools

State and local report cards

These aren't the only requirements for states and school districts. But they're the ones that most directly impact kids who learn and think differently.

ESSA also provides funding for literacy programs and other grants. And it encourages innovation in how schools teach kids.

# data[].attributes.attachment_link.title
What Is the Every Student Succeeds Act (ESSA)?

# data[].attributes.attachment_link.description
The Every Student Succeeds Act (ESSA) is the main federal law for K-12 public education. It holds schools accountable for student performance. Find out how.