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A partial release of items from the spring 2015, 2016, and 2017 Science Ohio State Tests is now available in the Ohio's State Test portal. These items give educators insight into the kinds of questions students experienced, and they are a useful tool to inform classroom instruction. Both teachers and parents may use this resource to help students know what to expect.

Included with each item in this release are the associated learning standard(s) and the scoring rubrics. Examples of student responses also are available to illustrate actual work and the corresponding points earned on the student examples.

Online Practice Tests Are Now Able To Be Scored

The student on-line practice tests accessed through Ohio's State Test Portal now feature real-time item-scoring to allow a student immediate feedback on each item. The item score will show how many points the student earned for the response; how many points are possible for the item; and information about why the student's response was correct or incorrect. The practice tests will not provide test scores (e.g., no scale score, no performance level) or item scoring information for test administrators. If the Practice Test Sign In page does not appear after selecting the Student Practice Site, try using a different browser, such as Firefox or Google.

To obtain scores on these practice test items, users need to select the End Test icon on the top row of the screen. This icon only appears on screen when the user reaches the last question in the practice test session. Constructed response items are not eligible for scoring by computer. A scoring rubric is available in the Item Release Scoring Guide for each set of these practice items. For released constructed response items, educators can use the scoring rubrics as tools for providing feedback on written student responses.

New Item Types Available for Online Tests

A pair of new item types, Inline Choice and Gap Match, are now available for online Ohio's State Tests. These new item types will be eligible to appear as field test items during the 2017-2018 school year. Field test items do not count for or against a student's overall score. To help teachers and students become familiar with these new item types, the practice test for each grade level or high school course feature an example of each new item type.

A video tutorial demonstrating the functionality of each new item type is available in the test portal . Students can access tutorial videos for each of the various item types, including the newly added Inline Choice and Gap Match item types through the test portal any time before or after testing. During testing, students can access the tutorial videos through the testing platform.

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A partial release of items from the spring 2015, 2016, and 2017 Science Ohio State Tests is now available in the Ohio's State Test portal. These items give educators insight into the kinds of questions students experienced, and they are a useful tool to inform classroom instruction.

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CEELO | Center on Enhancing Early Learning Outcomes

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CEELO | Center on Enhancing Early Learning Outcomes

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Fostering sustainable change in state policy and practice for children birth to third grade

Our Mission

One of 22 Comprehensive Centers funded by the U.S. Department of Education's Office of Elementary and Secondary Education, the Center on Enhancing Early Learning Outcomes (CEELO) will strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcomes. CEELO will work in partnership with SEAs, state and local early childhood leaders, and other federal and national technical assistance (TA) providers to promote innovation and accountability.

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CEELO | Center on Enhancing Early Learning Outcomes

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Fostering sustainable change in state policy and practice for children birth to third grade One of 22 Comprehensive Centers funded by the U.S. Department of Education's Office of Elementary and Secondary Education, the Center on Enhancing Early Learning Outcomes (CEELO) will strengthen the capacity of State Education Agencies (SEAs) to lead sustained improvements in early learning opportunities and outcomes.

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Revolving Door Arts – Creating Space for Literary and Performing Artists

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Revolving Door Arts – Creating Space for Literary and Performing Artists

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May 25, 2018 / 6:00pm - 8:00pm

Volumes Bookcafe / 1474 N. Milwaukee Ave.

The first drink's on us! Join us for an evening of music, performances, and prizes as we help elevate the stories and voices of Chicago teens.

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May 25, 2018 / 6:00pm - 8:00pm Volumes Bookcafe / 1474 N. Milwaukee Ave. The first drink's on us! Join us for an evening of music, performances, and prizes as we help elevate the stories and voices of Chicago teens.

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Nonprofit Marketing Guide - Nonprofit Marketing Guide

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Nonprofit Marketing Guide - Nonprofit Marketing Guide

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The First 100 Days of Your New Nonprofit Marketing Job (Free)

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http://pinterest.com/pin/196751077454438590/?source_app=android

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Social Media Isn't Just One Person's Job | Call to Action: Marketing and Communications in Higher Education

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Social Media Isn't Just One Person's Job | Call to Action: Marketing and Communications in Higher Education

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Just give social to the youngest member of your team. They know all about that Instasnapbook thing. And if they don't know, they'll figure it out.

You've probably heard, maybe even received, advice like this.

Creating a silo with one of your most important marketing tools and channels is counter-productive to building an effective integrated marketing culture. Why should colleges give total control and autonomy of this tool to one person on their team?

The key to resourcing your institutional social media effort is to lean hard towards integration. Just like with any other significant marketing effort, you need to have a team that develops social media strategy, executes that strategy, and measures the impact. Last year, Gettysburg College's social media reach was 6.4 million, up from 2.5 million just two years ago. At a school our size, there are simply too many moving parts for one person to be able to do them all well.

I believe there are three ways that communications and marketing leaders can begin to think about and approach integration.
1. Make social media everyone's responsibility
Integrate social media into everyone's job descriptions, including your own. As the leader in the organization, you need to set the strategic direction for your social efforts. How do they connect to your key messages, your strategic plan, and institutional enrollment and development goals? Your team needs to be thinking about social every day. Someone needs to create an editorial calendar, execute, monitor, and assess. This doesn't have to be done by one person only, but it does need to have a consistent standard. Just because a different person is posting the content, it still needs to use your institutional voice.
2. Integrate into your business processes
How does an idea, a story, a photo, a graphic, or a video become a social post at your institution? How do decisions get made about what goes on Instagram and what goes on Facebook and when they get posted? How do you ensure that you are engaged in social listening so you can take advantage of the many opportunities that pop up through the semester? Can you report key metrics to the senior team and the board to help support why there is a return on your efforts? Integrating social media into the daily business process of your team can help you turn these questions into answers. Good business process doesn't cost a lot of money and can help streamline a complex set of questions - especially for a smaller team with fewer resources.
3. Think about social with everything that you produce
Finally, integrate social into everything you produce. For instance, at Gettysburg when we produce a story for our homepage, we plan for social media, too. The writer submits language for the social posts since they know the story best. This language is reviewed and posted by our social media coordinator, since they can make any needed tweaks considering social media best practices. In our College Magazine, we don't just publish letters to the editor, but we also provide screenshots of social media postings. When our office produces a video, we export a YouTube version and a Facebook version. The takeaway is that you need to produce content with social as the end-goal in mind.
Conclusion
Doing social media well is not easy. But too many institutions are making it harder on themselves by not integrating their efforts across the team. By adding social media to everyone's job responsibilities, integrating social into your business process, and thinking about social with everything that your team produces, you can effectively increase your social media resources without adding a position or paying for additional consultants. But the priority needs to come from the leader-and it's critical that he or she believes in the marketing power social media can bring to the table.
Paul Redfern leads the communications and marketing team at Gettysburg College and is a frequent presenter on marketing and brand topics at national conferences. He is a member of the Board of Directors for the College and University Public Relations and Associated Professionals (CUPRAP).

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Social Media Isn't Just One Person's Job | Call to Action: Marketing and Communications in Higher Education

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Just give social to the youngest member of your team. They know all about that Instasnapbook thing. And if they don't know, they'll figure it out. You've probably heard, maybe even received, advice like this. Creating a silo with one of your most important marketing tools and channels is counter-productive to building an effective integrated marketing culture.

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Stock photos, royalty-free images, graphics, vectors & videos | Adobe Stock

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Stock photos, royalty-free images, graphics, vectors & videos | Adobe Stock

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Stock photos, royalty-free images, graphics, vectors & videos

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Search Adobe Stock for millions of royalty-free stock images, photos, graphics, vectors, video footage, illustrations, templates, 3d assets, editorial assets and high-quality premium content. Try risk-free today.

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This may be the world's coolest kindergarten http://flip.it/xp_bPg

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This may be the world's coolest kindergarten http://flip.it/xp_bPg

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View Slideshow

Who knew that the world's coolest kindergarten is located in Sydney, Australia? Designed by PAL Design, NUBO is a beautiful space strategically designed to give children the ultimate in "pure play" while managing to keep the space pleasantly clutter-free.

The 820-square-foot kindergarten is open and bright, thanks to a wall of large glass windows and plenty of storage space. The interior design focused on creating a fun and flexible space that is stimulating, but clutter-free to provide ample space to encourage creative and energetic play. According to the architects, the area is especially "suited for children in their various stages of learning to safely and explore the entire space, the overall design takes a minimalist approach to remove unnecessary furniture and equipment - with just enough to invent their own games."

Related: This timber kindergarten is embedded into the hills of a small Northern Italian village

The interior layout is designed to be ultra kid-friendly with designated activity areas including an extensive children's library with reading nooks, a building block room, and numerous toys for all ages. The space even has a kitchen area that lets budding chefs concoct a range of healthy dishes. And for those times when you just have to move, there's an active area that encourages kids to run, slide, climb and hide.

Via Arch Daily

Photograph by Michelle Young, Amy Piddington

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This may be the world's coolest kindergarten

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View Slideshow Who knew that the world's coolest kindergarten is located in Sydney, Australia? Designed by PAL Design, NUBO is a beautiful space strategically designed to give children the ultimate in "pure play" while managing to keep the space pleasantly clutter-free.

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The Registry also hosts a online tool that allows professionals to search and register for statewide training delivered by multiple agencies. Sign in to your Registry Profile to search and register for statewide training. Trainings taken through the Registry are automatically linked to a professional's profile. Create/Update Profile

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Digital Literacy Training Improves Mobile Learning Outcomes | EdTech Magazine

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Digital Literacy Training Improves Mobile Learning Outcomes | EdTech Magazine

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One of the paradoxes of higher education is the gap between students' fluency in technology and their ability to use digital tools to further their own learning. College students may spend most of their waking hours "connected," but they spend most of their online hours socializing and consuming entertainment. They don't necessarily know the best way to use mobile devices for educational purposes.

They lack, in the parlance of our day, "digital literacy."

Enhancing Digital Literacy on Mobile Devices

The New Media Consortium's 2016 report, "Digital Literacy: An NMC Horizon Project Strategic Brief," based on a survey of more than 450 instructors, staff members and leaders in higher education, calls for a more deliberate, cohesive approach to digital literacy.

One major tenet is teaching students how to go from media consumers to media creators, while teaching faculty how to develop technology-enhanced content that pushes learning forward. This approach reflects what employers say they need: individuals who can think critically about problems and take an active role in solving them.

Yet other research suggests that institutions may need to do more to ensure that students, even digital natives, have the support they need to leverage educational technology effectively. A group of University of Central Florida instructional designers surveyed students about their use of mobile devices and found that of the 15 most frequently used apps, most had nothing to do with education - social networking apps, not surprisingly, were the most popular, followed by music and social media apps. But students do use their mobile devices, especially their smartphones, for learning. They research topics discussed in class; access course materials; communicate with instructors and fellow students; and use institutional, educational and productivity apps.

In the UCF research, few instructors required students to use mobile devices for assignments. But when they did, it wasn't always smooth sailing. Students often encountered logistical and technical issues with course-related apps, and they didn't have ready access to support. This echoes the discrepancy about students' fluency in digital media. Requiring students to use mobile devices doesn't mean they'll instinctively leverage them effectively, nor can they always troubleshoot when problems arise. That's an important finding for faculty and IT departments.

As mobile devices become more integrated into course work, staff will need to provide adequate training and tech support for both students and instructors.

Best Practices for Improving Digital Literacy

Initiatives like these are always a work in progress. As NMC notes in its report, members of the higher education community have different visions of what digital literacy looks like. It may mean one thing to a literature professor and something else to an engineering expert. Yet, as one respondent noted, what we think of as "digital literacy" is, in the modern world, simply "literacy," and it encompasses a wide range of skills and applications.

So, how do we get there?

NMC recommends four best practices:

Engage in strategic implementations

Focus on students as makers

Build industry-education partnerships

Develop smart collaborations

Together, these practices can lead to learning spaces and experiences that are rich, diverse and deeply rooted in real-world applications. Such spaces may be inside or outside a classroom, and such experiences may differ significantly from traditional approaches to pedagogy.

In this new realm are compelling ways to engage students in the skills they need to become effective citizens, employees and community members.
This article is part of EdTech: Focus on Higher Education's UniversITy blog series.

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Digital Literacy Training Improves Mobile Learning Outcomes

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One of the paradoxes of higher education is the gap between students' fluency in technology and their ability to use digital tools to further their own learning. College students may spend most of their waking hours "connected," but they spend most of their online hours socializing and consuming entertainment.

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Google Sheets adds automatic charts, Docs & Slides sync, improved shortcuts and more | 9to5Google

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Google Sheets adds automatic charts, Docs & Slides sync, improved shortcuts and more | 9to5Google

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Google Drive is full of powerful tools, and Sheets is one that many rely on as an alternative to Microsoft Excel. Today, Google is debuting several new features for Sheets that are bound to become incredibly useful to its users.

The first major update Sheets gets today is the ability to automatically create charts based on your various spreadsheets, taking the work off of your back and throwing it on to Google's powerful machine learning. Simply using the "explore" option, users can ask Google natural language questions based on their spreadsheet, "bar chart for ice cream sales" for example, and Google will present them with a chart that uses that data.

This works a lot like Sheet's feature that uses natural language questions in place of complex formulas to pull data from complicated spreadsheets. In either case, these features are designed to make using spreadsheets as easy as possible, and it makes a massive difference compared to what you'd need to do in any other spreadsheet program.

Further, Sheets is also adding improved sync between Google Docs and Google Slides today. Last year the company introduced sync for charts in these two areas, and today that expands to tables as well. Simply copy and paste your data to the other service, then tap the "update" button whenever you want to refresh that information from the original spreadsheet.

Along with that, Sheets is getting some enhancements in areas which customers have been asking for. The first is keyboard shortcuts. Since Sheets runs in a browser, some of the commands used in native applications such as Excel won't work since they are already active in the browser. Starting today, Sheets users will be able to override that to take advantage of the same commands they're already used to.

Sheets is also getting improvements to printing, including the ability to adjust margins, scale, and alignment options. Editing charts also gets an upgrade with a new sidebar that makes accessing chart tools easier. This feature will even be making its way to Google's iPhone/iPad Sheets app. Google has also added new functions to Sheets which help users find insights.

Try "SORTN," a function unique to Sheets, which can show you the top three orders or best-performing months in a sales record spreadsheet. Sheets also supports statistical functions like "GAMMADIST," "F.TEST" and "CHISQ.INV.RT."

All of these features are available starting today for all Google Sheets users.

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Google Sheets adds automatic charts, Docs & Slides sync, improved shortcuts and more

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Google Drive is full of powerful tools, and Sheets is one that many rely on as an alternative to Microsoft Excel. Today, Google is debuting several new features for Sheets that are bound to become incredibly useful to its users.

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Top 10 Tools for Creating Digital Quizzes ~ Educational Technology and Mobile Learning

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Top 10 Tools for Creating Digital Quizzes ~ Educational Technology and Mobile Learning

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Educational Technology and Mobile Learning (ETML) is a blog owned and operated by Med Kharbach. Dr. Kharbach holds a PhD in educational studies from Mount Saint Vincent University in Halifax, Canada. He was also a K-12 teacher with over 12 years of classroom teaching experience.

I launched ETML in 2010 with the purpose of helping my fellow EFL (English as Foreign Language) teachers integrate technology in English language teaching. Fast forward to 2022, ETML became among the top EdTech blogs with over 7000 published blog posts. ETML has been referenced in a wide variety of academic research journals, books, and news outlets including the New York Times, Huffpost.com, Hubspot.com... [continue reading].

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Educational Technology and Mobile Learning (ETML) is a blog owned and operated by Med Kharbach. Dr. Kharbach holds a PhD in educational studies from Mount Saint Vincent University in Halifax, Canada. He was also a K-12 teacher with over 12 years of classroom teaching experience.

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The 41 Most Innovative Schools in America | Articles | Noodle

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The 41 Most Innovative Schools in America | Articles | Noodle

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You need to create a profile to see your tailored content

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The 13 most innovative schools in the world - Business Insider

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The 13 most innovative schools in the world - Business Insider

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NLE

Innovation in education can look like lots of things, like incorporating new technology or teaching methods, going on field trips, rejecting social norms, partnering with the local community.

It can be a floating school in an impoverished region, like the one in Lagos, Nigeria.

Or it can be a school that's blind to gender, like Egalia, in Stockholm, Sweden.

Keep scrolling to see what the future of education can, and probably should, look like.

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The 13 most innovative schools in the world

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Innovation in education can look like lots of things, like incorporating new technology or teaching methods, going on field trips, rejecting social norms, partnering with the local community. It can be a floating school in an impoverished region, like the one in Lagos, Nigeria.

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Postmates investors changed their preferred stock to common stock so employees wouldn’t flee - Recode

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Postmates investors changed their preferred stock to common stock so employees wouldn’t flee - Recode

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Postmates investors changed their preferred stock to common stock so employees wouldn't flee

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ASCD Express 12.12 - Disciplinary Literacy: A Shift That Makes Sense

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ASCD Express 12.12 - Disciplinary Literacy: A Shift That Makes Sense

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ASCD Express 12.12 - Disciplinary Literacy: A Shift That Makes Sense

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5 Ways To Use Spark Creation Tools To Empower K-12 Learners - Class Tech Tips

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5 Ways To Use Spark Creation Tools To Empower K-12 Learners - Class Tech Tips

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This past weekend I had the chance to share tips, strategies and lesson ideas for educators looking to empower their students with creation tools. At the Tomorrow's Classrooms Today Conference in New Jersey I led a session with ways to use the totally free, BYOD-friendly Adobe Spark creation tools. I first started using the Spark creation tools when looking for a way for students to publish their creations on an iPad, Chromebook, or any device with a web-browser.

If you haven't checked out these three tools before, Spark Post is perfect for making graphics, Spark Video lets students make their own movies, and Spark Page is a powerful and easy tool for creating a website. Click here to access all three free tools or for links to download the iOS apps. In the list below I share five ways to use Spark creation tools to empower students across in any subject area!
Using Google Classroom? Make sure to check out this post with six ways to use Adobe Spark with Google Classroom!
5 Ways To Use Spark Creation Tools To Empower K-12 Learners

Consumption + Creation

We often pit content consumption against content creation. With the Spark tools students can view content you've created like a Page with information on a new topic, or they can create their own content like a Video that captures the story of a special event. When students create content they can become smarter consumers as they start to evaluate the choices made by others.
Creating book trailers in your classroom? Download these planning pages to help you get started!
Book Trailers

Spark Video is the perfect tool for students to use to make book trailers. I love this example of a book trailer that takes close reading of a text to the next level by asking students to pull evidence to support their argument. The call to action wouldn't quite feel the same if the student had chosen a different color theme or music selection!

Design Authentic Exit Slips

At the Tomorrow's Classrooms Today Conference this past weekend I spoke at an Ignite session on the topic "Giving Eyes to the Exit Slip." With Spark Post students can create virtual exit slips that can be used to check for understanding - and set a purpose for learning. Check out my post detailing more ideas for exit slips.
Have you used the Adobe Spark tools in your classroom? Share your experience in the comments below!
Create Public Service Announcements

Persuasive writing has a place in every subject area. Students can take on the perspective of a person from history, choose a side of a debate on a science topic, or use their knowledge of this writing genre to a current events issue. This task might also connect to an exploration of digital citizenship skills.

Support Language Learning

One of the reasons I was so excited when I first started using Spark Video was the opportunities for students to create a product using their voice. Students learning a new language can practice their speaking and listening skills while creating a Spark Video to share with their peers - or a larger audience.

Monica

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5 Ways To Use Spark Creation Tools To Empower K-12 Learners - Class Tech Tips

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This past weekend I had the chance to share tips, strategies and lesson ideas for educators looking to empower their students with creation tools. At the Tomorrow's Classrooms Today Conference in New Jersey I led a session with ways to use the totally free, BYOD-friendly Adobe Spark creation tools.

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"For Hispanics in the United States, the educational experience is one of accumulated disadvantage. Many Hispanic students begin formalized schooling without the economic and social resources that many other students receive, and schools are often ill equipped to compensate for these initial disparities. For Hispanics, initial disadvantages often stem from parents' immigrant and socioeconomic status and their lack of knowledge about the U.S. education system." Hispanics and the Future of America. Copyright © 2006, National Academy of Sciences.

What the research says about parental involvement
"The research is clear, consistent, and convincing: parent, family, and community involvement in education correlates with higher academic performance and school improvement." National Education Association.

"Research has found that regardless of the family's ethnicity or socio-economic status, the best indicator of student success is the level of parent involvement." Joyce Epstein and M. Sanders (2000) Connecting Home, School and Community: New Directions for Social Research, Handbook of the Sociology of Education.

"The evidence is consistent, positive, and convincing: families have a major influence on their children's achievement in school and through life. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more."
Anne T. Henderson and Karen L. Mapp. National Center for Family and Community Connections with Schools. Copyright © 2002 by Southwest Educational Development Laboratory (SEDL).

"Parental involvement in children's learning is positively related to achievement. Further, the research shows that the more intensively parents are involved in their children's learning, the more beneficial the achievement effects."
Kathleen Cotton and Karen Reed Wikelund,1989. Sponsored by the office of Educational Research and Improvement of the U.S. Department of Education.

"When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. But if parents have a central role in influencing their children's progress in school, research has shown that schools in turn have an important part to play in determining levels of parent involvement. Working to include parents is particularly important as students grow older, and in schools with high concentrations of poor and minority students."
Education Week. EPE Research Center, 2004.

Parent, Family, Community Involvement in Education
"The whole community has a role to play in the growth and development of its young people. When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs. It is a key to addressing the school dropout rate crisis and affects minority students' academic achievement across all races."
NEA Policy Brief. Center for Great Public Schools. 2008 (PB11.)

"Parents who are involved in their child's education can be a strong and positive influence on the student's academic achievement and postsecondary plans. However, unless parents have the information and knowledge they need, it is difficult for them to help their children explore, plan, and make the successful transition from high school to college. Studies show that parents, particularly those who did not attend college, often do not have the necessary tools, information, and resources to assist their children with college planning." George L. Wimberly and Richard J. Noeth. ACT Policy Report, 2004.

Family Involvement in School and Low-Income Children's Literacy Performance
"Our study adds to an increasing body of evidence that family educational involvement is vital for promoting the life chances of low-income children and provides exceptional benefits for the very same low-income children who face exceptional challenges."
Eric Dearing, Holly Kreider, Sandra Simpkins, and Heather Weiss. Harvard Family Research Project, 2007.

Teachers speak out about family involvement in Education The Gates Foundation released a report of a nation-wide survey they conducted with more than 40,000 elementary and secondary public school teachers this year. The survey respondents expressed their views on the state of American Education and indicated that they are keenly aware of the home-school connection to raise student achievement. Regarding family involvement, 82% of total number of teachers surveyed said that they know they set the stage for student achievement but they also know they can't do it alone. Three in four (75%) teachers said that family involvement and family support is absolutely essential in impacting student academic achievement.
Copyright © 2010 Bill & Melinda Gates Foundation. All Rights Reserved. Published by Scholastic Inc. Printed in the U.S.A. Item Number: 279011

"The number of Hispanic students in the nation's public schools nearly doubled from 1990 to 2006, accounting for 60% of the total growth in public school enrollments over that period. There are now approximately 10 million Hispanic students in the nation's public kindergartens and its elementary and high schools; they make up about one-in-five public school students in the United States. In 1990, just one-in-eight public school students were Hispanic. According to the U.S. Census Bureau, in 2050, there will be more school-age Hispanic children than school-age non-Hispanic white children." A Profile of Hispanic Public School Students
Richard Fry and Felisa Gonzales. Pew Research Center, 2008.

Breaking the Cycle of Poverty "The educational level of mothers is the most important influence on the educational attainment of children. For young children already in the system, educate their parents, especially the mothers, to the hilt."

Anne C. Lewis. Phi Delta Kappa International, 1996.

"There is widespread consensus that family engagement is a critical ingredient for children's school success from cradle to career, and that it maximizes return on other investments in education."
Helen Westmoreland, Heidi M. Rosenberg, M. Elena Lopez, & Heather Weiss. Harvard Family Research Project and the National PTA, 2009.

Engaging students, teachers, and parents to help end the High School Dropout Epidemic "The role of parents in the educational achievement of their children is profound. Students with involved parents, regardless of their family income or background, are more likely to earn higher grades and test scores, enroll in higher level classes, attend school and pass their classes, develop better social skills, graduate from high school, attend college, and find productive work. The opposite is true for students whose parents are less engaged."
Report by Civic Enterprises in association with Peter D. Hart Research Associates for the AT&T Foundation and The America's Promise Alliance. 2010.

One Dream, Two Realities: Perspectives of Parents on America's High School s
"Parents are clearly ready to help their children succeed academically, but they need information and tools from the schools to do so. Parents, especially those with students trapped in low-income or low-performing schools, desperately want to be involved and want their children to succeed. What parents need is an access point - a way into schools - so they can become partners in helping students learn and achieve."
Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation, 2008.

"The majority of teachers and principals believe that increasing their school's parental outreach programs would significantly help reduce the number of high school dropouts."
John M. Bridgeland, John J. DiIulio, Jr. and Robert Balfanz. A report by Civic Enterprises in association with Peter D. Hart Research Associates for the AT&T Foundation and the America's Promise Alliance, 2009.

"The young people we surveyed believe the communication between schools and parents needs to be greatly strengthened - that schools need to do more to invite parents in and be part of the solutions, and that parents need to do more themselves to be involved."
John M. Bridgeland, John J. DiIulio, Jr. and Karen Burke Morison. Prepared by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill and Melinda Gates Foundation, 2006.

Double Jeopardy. How third-grade reading skills and poverty influence high school graduation
Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma. What's more, the study shows that poverty has a powerful influence on graduation rates. The combined effect of reading poorly and living in poverty puts these children in double jeopardy.
© 2012, The Annie E. Casey Foundation, Baltimore, Maryland.

EARLY WARNING! Why Reading by the End of Third Grade Matters
Millions of American children get to fourth grade without learning to read proficiently. And that puts them on the dropout track. This is the time to take on the challenge of dramatically increasing the number of children, especially from low-income families, who read proficiently. © 2010, The Annie E. Casey Foundation, Baltimore, Maryland.

Early Warning Confirmed. A research update on third-grade reading The correlations between poverty, failure to read proficiently and failure to graduate from high school have been quantified and reinforced by new research. How failing to read proficiently by the end of third grade affects high school graduation, and how living in a neighborhood of concentrated poverty affects reading achievement and high school graduation. © 2012, The Annie E. Casey Foundation, Baltimore, Maryland.

Two Generations, One Future Two-generation approaches focus on creating opportunities for and addressing needs of both vulnerable parents and children together. Two generation approaches can be applied to programs, policies, systems, and research. This paper outlines the emerging case for and shares a framework for two-generation approaches.
An Ascend at the Aspen Institute Report, 2012

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"For Hispanics in the United States, the educational experience is one of accumulated disadvantage. Many Hispanic students begin formalized schooling without the economic and social resources that many other students receive, and schools are often ill equipped to compensate for these initial disparities.

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Parents - Kids Read Now | K-3 Summer Reading Program

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Parents - Kids Read Now | K-3 Summer Reading Program

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Kids Read Now | K-3 Summer Reading Program

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Parents - Kids Read Now | K-3 Summer Reading Program

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Kids Read Now kicks in when school lets out. Reverse the summer reading slide with a results-driven reading program requiring no additional resources from districts.

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Joan Ganz Cooney Center - Family Time with Apps: A Guide to Using Apps with Your Kids

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Joan Ganz Cooney Center - Family Time with Apps: A Guide to Using Apps with Your Kids

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When we think of apps for kids, we often think of games for either entertainment or learning. But apps aren't limited to just games or books-apps can provide important social, emotional, and physical experiences too. Family Time with Apps - also available in Spanish as Apps en Familia- is designed to help parents better understand the variety of ways that apps can support children's healthy development and family learning, communication, and connection. The guide aims to show parents how to find the best apps that fit your child's needs, provide tips on how (and why!) to use apps together, and highlight even more resources that will make the process of selecting apps less overwhelming, and more fun.

Many librarians and community organizations have requested shorter-form versions of the guides to distribute to their families, so we have collaborated with our partners at Abriendo Puertas and Common Sense Latino to produce a printable PDF in both Spanish and English that organizations can download, print (double-sided), and fold in half for a handy brochure.
Download Family Time with Apps in the format that is best for you: Download our one-page resources:

Ball, S., & Bogatz, G. A. (1970). The first year of Sesame Street: An evaluation: A report to the Children's Television Workshop. Princeton, NJ: Educational Testing Service. Retrieved from
Bogatz, G. A., & Ball, S. (1971). The second year of Sesame Street: A continuing evaluation. Volume 1. Princeton, NJ: Educational Testing Service. Retrieved from http://files.eric.ed.gov/fulltext/ED122800.pdf

Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes Publishing.

Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., ... others. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.

Reiser, R. A., Tessmer, M. A., & Phelps, P. C. (1984). Adult-child interaction in children's learning from "Sesame Street". Educational Communication and Technology Journal, 32(4), 217-223.

Reiser, R. A., Williamson, N., & Suzuki, K. (1988). Using "Sesame Street" to facilitate children's recognition of letters and numbers. Educational Communication and Technology Journal, 36(1), 15-21.

Salomon, G. (1977). Effects of encouraging Israeli mothers to co-observe "Sesame Street" with their five-year-olds. Child Development, 1146-1151.

Sektnan, M., McClelland, M. M., Acock, A., & Morrison, F. J. (2010). Relations between early family risk, children's behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25(4), 464-479. http://files.eric.ed.gov/fulltext/ED047823.pdf

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Family Time with Apps: A Guide to Using Apps with Your Kids

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When we think of apps for kids, we often think of games for either entertainment or learning. But apps aren't limited to just games or books-apps can provide important social, emotional, and physical experiences too.

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Help children read, learn language skills, build background knowledge, and learn to use new communication tools

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Diverse and Inclusive Growth (DIG) Checklist — KIDMAP

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Diverse and Inclusive Growth (DIG) Checklist — KIDMAP

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Click here to download a printable version of the DIG Checklist.

High-quality digital content for children supports learning and literacy, reflects diverse experiences, feeds curiosity, develops empathy, and provides accurate information in a creative way.

All Content

Who is the narrator? What is the point of view?

Can kids select or customize the point of view?

Is the content, including the setting and characters, free of stereotypical representations?

Does the content include atypical settings and/or underrepresented life experiences which both allow more kids to see themselves in the media?

Can kids explore an unfamiliar location, region, or situation?

Does the content introduce experiences in ways that entertain and teach about a topic in a creative way?

Does the media include links to additional content or opportunities within the media itself for curious families to learn more about a topic, setting, culture, or experience which is new to them?

Are characters diverse in their culture, ethnicity, language, gender, age, social classes, physical features, sexual orientation, and ability, reflecting today's diverse families?

Are diverse characters meaningfully integrated as individuals?

Stories and Tales

Is the story original or is the story a retelling of a traditional tale?

If the story is a retelling of a traditional, indigenous tale, is a member(s) of the team an authority on the subject?

Do the creators have permission to retell the story, if applicable?

Does the story diversify the media offerings for children? Or is it similar in its setting, plot, characters, activities, and information to what is already widely available?

Does the media offer historical, cultural, or social context for the story that is different from the traditional offerings?

Non-fiction/Informational Media

Is the content accurate?

Is a member(s) of the team an authority on the subject?

Are references included and easily accessible?

Does the content provide a different perspective on a topic or share information in a new way?

Is the content updated to reflect current research?

Does the content support critical thinking skills?

Is the content searchable?

Activity/Game

Does the activity's setting(s) include multiple living situations, playspaces, or other meeting places? Or does the media acknowledge in some way that the one setting is one of many alternatives in a creative way?

Is the activity unique to a particular audience? Are there appropriate instructions for those unfamiliar with the activity?

Does the activity encourage creativity, making, and self-expression?

Does the activity encourage multi-generational coviewing, coplay, and joint media engagement?

Does the activity inspire connection with family and/or community members?

Are there recommended resources, books for example, included with the media that extend the activity's learning experience?

High-quality images, illustrations, video, and animations help create a richer experience for the user.

Does the media include authentic visual representation of culturally and ethnically diverse characters, environments, and experiences?

Do the artwork and images provide historical, social, or cultural context for the story, information, or activity?

Do kids see themselves, their families, and/or their communities authentically depicted in the artwork and images?

Are characters with different body types and abilities featured in various roles?

Can kids customize characters' appearance?

Can they create their own avatar or choose from multiple characters?

Can they choose ethnicity, physical features, clothing, and accessories?

Can they choose gender or create a gender-neutral character?

High-quality digital media features music, narration, and sound that enrich the media experience.

Does the media include multiple language options which are written and spoken by native speakers?

Can children easily select and change languages while using the media?

Does the narration align with the text and illustrations?

Does the app feature a voice record option to support family participation in a variety of home languages?

Does the media include music or sound effects culturally appropriate for the content?

Does the music have any historical, social, cultural context?

Can the music and sound effects be turned on/off to modify the experience for individual children?

High-quality digital media provides age-appropriate experiences for the intended audience. Some media addresses the specific needs of a particular, underserved audience while other media aims to include a wider audience in a common experience.

Who is the intended audience?

Are diverse families authentically represented in the media?

Does the audience have opportunities to see themselves reflected in the content of the media?

Does the audience have the opportunity to learn about and experience another culture, region, language, or ability in the content of the media?

Does the media address the specific needs of a particular, underserved audience?

Does the media include a wider audience in a common experience?

Are the experiences age-appropriate for the intended audience?

Are diverse families used in advertising/marketing images and messaging?

Are the media's descriptions and ads available in multiple languages?

High-quality media aims to inform, entertain, teach, connect, and inspire all kids from all backgrounds.

What is the media's purpose?

Is authentic representation of diverse backgrounds, traditions, abilities, and rituals a part of the purpose?

Is accessibility addressed in the media's purpose?

Is the purpose, at least in part, to encourage multiple kids or multiple people to explore, learn, share, and create together?

High-quality digital media for kids includes technical features that support accessibility, successful learning, privacy, customization, and joint media engagement.

Is the media glitch-free?

Are in app-purchases, sharing features, and external links locked behind a "parental gate"?

Is the media free of advertising?

Is the media easy for kids and their grown ups with diverse abilities to use? Can they access all of the content?

Was Universal Design for Learning a part of the overall design process?

Does the media integrate age-appropriate cues for meaningful interactivity?

Is the functionality connected to any representation of backgrounds, traditions, rituals and if so, is that representation authentic?

Does the media allow the user to change settings or other elements, allowing the user to customize the experience?

Do the technical features encourage coviewing and shared play?

Can kids navigate to specific parts of the media, for example the home screen, favorite page or scene, specific part of a puzzle?

High-quality digital media for children includes tips, instructions, or a guide for grown-ups with suggested activities that make the media more accessible to more kids and potentially increase the educational value.

Does the media offer grown-up tips, instructions, extension activities, or a guide?

Are the tips, instructions, extension activities, or guide available in multiple languages?

Do the supporting materials provide tips for encouraging bilingual development?

Do the instructions and support materials feature a range of diverse characters?

Does the guide offer suggestions on how to use the media to teach kids about diversity of all kinds?

Do the instructions and support materials provide any historical, social, or cultural context for the content?

Does the media protect kids' privacy?

A diverse team of creators, designers and developers with an array life experiences may design and develop a broader assortment of content that feature a variety of perspectives, characters, and settings.

Who are the members of the creative team? Who is the author, illustrator, developer, educational or cultural consultant?

Is information about the creators easily accessible?

Is the artwork, story, music, and functionality created by a diverse team?

Is a member of the team trained in Universal Design for Learning standards?

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Diverse and Inclusive Growth (DIG) Checklist - KIDMAP

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Click here to download a printable version of the DIG Checklist. High-quality digital content for children supports learning and literacy, reflects diverse experiences, feeds curiosity, develops empathy, and provides accurate information in a creative way. Who is the narrator? What is the point of view? Can kids select or customize the point of view?

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Joan Ganz Cooney Center - Learning Trajectories in Early STEM

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Joan Ganz Cooney Center - Learning Trajectories in Early STEM

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The STEM Starts Early report talks about learning trajectories in early STEM. What are they? What difference do they make?

What Are Learning Trajectories?

Children follow natural developmental progressions in learning and development. As a simple example, they learn to crawl, then walk, then run, skip, and jump with increasing speed and dexterity. These are the levels in the development of movement. They follow natural developmental progressions in learning STEM content, too, learning ideas and skills in their own way. When teachers understand these developmental progressions for each major topic, and sequence activities based on them, they build learning environments that are particularly developmentally appropriate and eﬀective.

Developmental progressions are at the core of STEM learning trajectories. Learning trajectories help us answer several questions. What should we teach? Where do we start? How do we know where to go next? How do we get there? Learning trajectories have three parts that address each of these questions:

1. A goal-STEM content,

2. A developmental progression-a path of levels of thinking along which children develop to reach that goal, and

3. A set of instructional activities and teaching strategies, matched to each of the levels of thinking in that path.

Let's examine each of these three parts. To do so, we'll use the case of mathematics, because more work with learning trajectories has been done with that subject, although educators are developing them for other STEM fields as well.
Goals: The Big Ideas of Mathematics
The ﬁrst part of a learning trajectory is a mathematical goal including the big ideas of mathematics-clusters of concepts and skills that are mathematically central and coherent, consistent with children's thinking, and generative of future learning. For example, one big idea is "counting can be used to ﬁnd out how many in a collection."
Development Progressions: The Paths of Learning
The second part of a learning trajectory consists of levels of thinking, each more sophisticated than the last, through which children develop on their way to achieving the mathematical goal. That is, the developmental progression describes a typical path children follow in developing an understanding and skill about that mathematical topic. Young children's ideas and their interpretations of situations are uniquely diﬀerent from those of adults. For this reason, good early childhood teachers are careful not to assume that children "see" situations, problems, or solutions the way adults do. Instead, they interpret what the child is doing and thinking and attempt to see the situation from the child's point of view. Similarly, when they interact with the child, these teachers also consider the instructional activities and their own actions from the child's point of view so they can help the child develop the next level of thinking. This makes early childhood teaching both demanding and rewarding.

Figure 1. Samples from the Learning Trajectory for Counting

Adapted from Clements, & Sarama, 2014. Learning and teaching early math: The learning trajectories approach (2nd ed.), Routledge).

Developmental Progression Instructional Activities

Chanter
Chants "sing-song" or sometimes indistinguishable number words.

Count for me.
"one, two-twee, four, sev-, en, ten"

Repeated experience with the counting sequence in varied context. This can include songs, finger plays such as "This Old Man," counting going up and down stairs, and just verbal counting for the fun of it (how high can you go?)!

Corresponder
Keeps one-to-one correspondence between counting words and objects (one word for each object), at least for small groups of objects laid in a line.

Counts:
☐ ☐ ☐ ☐
"1, 2, 3, 4"
But answers the question, "How many?" by re-counting the objects or naming any number word.

Kitchen Counter Students click on objects one at a time while the numbers from one to ten are counted aloud. For example, they click on pieces of food and a bite is taken out of each as it is counted.

Counter (10)
Counts arrangements of objects to 10. May be able to write numerals to represent 1-10.

Accurately counts a line of 9 blocks and says there are 9.

Counting Towers (Up to 10) What shapes work well in which part of a tower. Set up learning centers with diﬀerent objects to stack. Encourage children to stack as many as they can, and count them to see how many they stacked.

The "Developmental Progression" column in Figure 1 describes three main levels of thinking in the counting learning trajectory (this is just a sample of levels-the full learning trajectory has more than 20, birth to 7 years!). Under each description is an example of children's thinking and behavior for each level.
Instructional Activities: The Paths of Teaching
The third part of a learning trajectory consists of instructional activities and strategies linked to each of the levels of thinking in the developmental progression. These tasks are designed to help children learn the ideas and skills needed to achieve that level of thinking. That is, as teachers, we can use these tasks to promote children's growth from the previous level to the target level. The second column in Figure 1 includes example instructional activities for counting.

In summary, learning trajectories describe the goals of learning, the thinking and learning processes of children at various levels, and the learning activities in which they might engage. See the pp. 21-22 of the STEM Starts Early report to see an example from measurement of length.

What Good Are Learning Trajectories?

We need learning trajectories in STEM. Too often, STEM teaching consists of pages 48-49 followed by 50-51 followed by.... Imagine a reading teacher whose 13-year-old students read at a 7-year-old level. Most certainly, the teacher would adjust curriculum knowing that texts and lessons appropriate for 13-year-olds would be fruitless for her students, leading to failure and frustration. However, in STEM, a teacher of an 8-year-old who doesn't understand the learning trajectory for the topic at hand will not be able to adjust teaching to meet the needs of the child. This will also result in frustration and failure, including attempts to memorize material without understanding. Especially in STEM, where understanding is so critical, such rote learning is disastrous for children, especially those who have lacked opportunities to learn.
Usefulness to Teachers
Learning trajectories support high-quality teaching based on understanding both mathematics and students' thinking and learning. They help teachers use the power teaching strategy of formative assessment, the ongoing monitoring of student learning to inform and guide instruction. The three parts of learning trajectories answer the three basic questions of formative assessment.

Formative Assessment Question Learning Trajectory Part

Where are you trying to go?

Goal

Where are you now?

Developmental progression-where children are now and what the next level is

How can you get there?

Instructional activities and strategies

Teachers who understand the goals-the big ideas of mathematics-are more effective. Teachers who know all three parts of learning trajectories can adapt their instructional activities to meet the needs of both the class and of individuals or groups of students who may be at different levels in the developmental progression. Those who observe their students for evidence of progressing ideas and thinking, and then iterate their activities based on that data, build effective learning environments
Usefulness for Professional Development
Professional development focused on developmental progressions results in increases not only in teachers' professional knowledge but also in their students' motivation and achievement. Used in preservice and inservice training, as well as learning communities, learning trajectories can facilitate developmentally appropriate teaching and learning for all students.
Usefulness for Policy
Surprising to many, learning trajectories have already been used in state and professional standards, including the NCTM's Curriculum Focal Points and the Common Core State Standards-Mathematics. They can help schools, districts, and states implement more connected, aligned, and coherent.

Final Words

Learning trajectories support high-quality education in many ways. Perhaps most important in early STEM, as they interact with children, teachers consider their actions from the children's point of view. Nowhere is that more important than in early childhood. We believe that learning trajectories are the most powerful tool teachers can use to do this well. Thus, the benefit for the teacher is to have a well-formed and specific set of expectations about students' ways of learning-a likely path that incorporates the big, worthwhile ideas.
Julie Sarama is Kennedy Endowed Chair in Innovative Learning Technologies and Professor at the University of Denver, Colorado, U.S.A. She has taught high school mathematics and computer science, gifted, and early mathematics. She directs six projects funded by the National Science Foundation and the Institute of Education Sciences and has authored over 65 refereed articles, five books, 53 chapters, and 50 computer programs, many with colleague Doug Clements. Her research interests include children's development of mathematical concepts and competencies, implementation and scale-up of educational interventions, professional development models' influence on student learning, and implementation and effects of software environments. http://portfolio.du.edu/jsarama Douglas Clements, Kennedy Endowed Chair in Early Childhood Learning and Professor at the University of Denver, is a major scholar in the field of early childhood mathematics education, one with equal relevance to the academy, to the classroom, and to the educational policy arena. At the national, level, his contributions have led to the development of new mathematics curricula, teaching approaches, teacher training initiatives, and models of "scaling up" interventions. He has served on the U.S. President's National Mathematics Advisory Panel, the Common Core State Standards committee of the National Governor's Association and the Council of Chief State School Officers, the National Research Council's Committee on Early Mathematics, the National Council of Teachers of Mathematics national curriculum and Principles and Standards committees, and is and co-author each of their reports. He has directed more than 35 funded projects. Additional information can be found at http://du.academia.edu/DouglasClements, http://www.researchgate.net/profile/Douglas_Clements/, and http://portfolio.du.edu/dclemen9

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The STEM Starts Early report talks about learning trajectories in early STEM. What are they? What difference do they make? Children follow natural developmental progressions in learning and development. As a simple example, they learn to crawl, then walk, then run, skip, and jump with increasing speed and dexterity.

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Joan Ganz Cooney Center - The App Fairy Interviews Originator

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Joan Ganz Cooney Center - The App Fairy Interviews Originator

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by Carissa Christner
May 15, 2017

The "Endless" apps by Originator ( Endless Alphabet, Endless Numbers, etc.) all follow a reliable and effective formula: genuinely funny antics + solid educational content = learning that sticks. Most of their apps feature a lovable and irreverent cast of cute monsters who help to illustrate the definition of words, the meanings of sentences and the value of numbers through silly animations. I was pleased to be able to interview Originator founder Rex Ishibashi in this most recent episode of the App Fairy to talk a little bit about their process.

Listen to our conversation to find out where much of Rex's inspiration came from, be amazed by the small number of employees the company has (considering their large library of content), and hear stories of kids who learned to spell from using their apps. Be sure to check out our episode extras for a free printable version of the alphabet letters. You could print them onto sheets of magnets, cut them out and have a set of Endless Refrigerator Magnets that scatter as imaginary monsters run through them, just like in the app!
Carissa Christner works as a Youth Services Librarian in Madison, Wisconsin which she likes much better than her first job in high school, working at a theme park. She and her two young children love to test out new apps together, read books and go for walks in the woods. She blogs about her library adventures at librarymakers.blogspot.com. Check out the App Fairy website and follow along on Twitter at @appfairy.

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by Carissa ChristnerMay 15, 2017 The "Endless" apps by Originator ( Endless Alphabet, Endless Numbers, etc.) all follow a reliable and effective formula: genuinely funny antics + solid educational content = learning that sticks.

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Joan Ganz Cooney Center - The STEM Challenge Inspires a New Career Path

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Joan Ganz Cooney Center - The STEM Challenge Inspires a New Career Path

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by Sloane Grinspoon
May 22, 2017

Last summer, I had the pleasure of interning with the team behind the National STEM Video Game Challenge. While working with the Cooney Center, I helped create and publish online content to spread the word about the STEM Challenge, and I also had the opportunity to work with students in game design workshops. The technology available to kids today extends far beyond what was available ten years ago when I was in middle school. It was incredible to watch these middle and high school students work so intuitively with complex platforms-platforms that can serve as a gateway into STEM disciplines.

The STEM Challenge encourages youth to explore STEM disciplines such as coding and computer science by making those subjects accessible and engaging. Computer science has limitless applications, and if a student begins their journey into programming through something fun (like designing a video game) then other applications may feel more approachable.

Inspired by my time at the Cooney Center, I have taken classes in both computer science and game design at school this year. I am currently taking a game design class, and my team is creating a video game for mobile devices. Our team is multi-disciplinary-I am the design lead and make all the art and animation for the game. There are also four coders on our team, as well as a UX designer. Our game is called Slam-A-Lot, and it's a medieval-themed platformer where you battle an opponent across a number of levels.

When creating our game, we faced a number of challenges from both a design and computer science perspective. Our game took six college seniors and a semester of intensive work to complete-giving me a renewed appreciation for the quality of games submitted by STEM Challenge participants. STEM Challenge games are remarkably polished, with creativity and effort evident behind each game.

In the fall I'll return to Cornell to finish my master's in Information Science and UX Design. I hope to expand on the game design principles I've learned so far, and to explore robot design and human-computer interaction. I definitely have the STEM Challenge to thank for sparking my interest in Information Science. After playing with some of the platforms in the STEM Challenge game design workshops, I went home after work and attempted to teach myself computer science fundamentals on Codecademy. There are many online resources available to those interested in computer science and game design, and I definitely recommend that you peruse them-even if you're "too old" to qualify for the STEM Challenge. It's never too late to learn!
Sloane Grinspoon was an intern at the Cooney Center last summer, working with the National STEM Video Game Challenge team. She graduated from Cornell University with a BA in Psychology, and is on track to finish an MA in Information Science and UX Design.

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The STEM Challenge Inspires a New Career Path

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by Sloane GrinspoonMay 22, 2017 Last summer, I had the pleasure of interning with the team behind the National STEM Video Game Challenge. While working with the Cooney Center, I helped create and publish online content to spread the word about the STEM Challenge, and I also had the opportunity to work with students in game design workshops.

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Joan Ganz Cooney Center - How to Bring Family Engagement and Early Learning into the Digital Age

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Joan Ganz Cooney Center - How to Bring Family Engagement and Early Learning into the Digital Age

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Imagine these everyday scenes: A father and his two-year-old are in their library's bookmobile, checking out electronic and print picture books they just enjoyed at story time. Kindergartners select photos and drawings for their school's annual multimedia slideshow. A grandmother and teacher share a laptop, clicking on videos that demonstrate Spanish-language word games for school and home. Each day, parents, caregivers, and children are building language and literacy skills for the 21st century, perhaps without even realizing it.

Every community in the United States has the potential to transform itself into this kind of ecosystem that supports families and promotes digital inclusion. Resources for Digital-Age learning already exist in libraries, schools, multimedia spaces, and through parents' personal smartphones, but localities are not often tapping into them to help families in need. Other local leaders do seek out digital approaches but risk chasing after what is shiny and new if they lack the resources to critically evaluate new tools and technologies.

Promoting early learning through the support and empowerment of families-especially those who are under-resourced-has become an imperative for education leaders nationwide. New America and the Joan Ganz Cooney Center at Sesame Workshop have joined forces to document initiatives using digital tools to connect with vulnerable families and improve educational outcomes. Interactive tools such as on-demand video and text messaging are being used to inspire and reassure parents, to share learning materials between formal and informal settings, and to bring parents closer to their children's learning. Some communities are also taking steps to prepare educators as media mentors to help families and children be choosy about media and learn how to use digital tools for learning.

But so far, these efforts are sporadic and fragile. Very few are fully sustainable or ready to scale up. Community leaders need a plan. Our hope is that this agenda will generate that planning. Think of it as a companion to existing guidance, such as the Building Blocks for Success framework from the Center for the Study of Social Policy and the National League of Cities, which is already helping communities to build early learning communities. Here we nudge leaders to modernize and think digital as they do so. We describe four actions to help community leaders prioritize: take stock, develop professional learning programs, invest in physical infrastructure, and create a cycle of continuous improvement.

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How to Bring Family Engagement and Early Learning into the Digital Age

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Imagine these everyday scenes: A father and his two-year-old are in their library's bookmobile, checking out electronic and print picture books they just enjoyed at story time. Kindergartners select photos and drawings for their school's annual multimedia slideshow. A grandmother and teacher share a laptop, clicking on videos that demonstrate Spanish-language word games for school and home.

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36 Twitter Accounts Teachers Should Follow - WeAreTeachers

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36 Twitter Accounts Teachers Should Follow - WeAreTeachers

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Teaching can be isolating. We've got to reach beyond our classroom walls to get the support, camaraderie, and professional development we need to be great. Here are 30 Twitter accounts teachers should follow for all that and more.

1. On Poetry

Mary tweets about everything from poetry to science @maryleehahn.

2. On Diversity

Dena shares her research on bullying and diversity @DenaSimmons.

3. On Math

Nanette loves learning about learning, tweeting @math_m_addicts.

4. On Using Every Teaching Moment

Tara doesn't waste a minute of learning time, tweeting @tara_smith5.

5. On Rapping

Dwayne loves turning learning into rapping, tweeting @TeachMrReed.

6.On STEM

Ms. Kirksey loves her science, tweeting @msKirksey4.

7. On Showcasing Students

Suzie and Justin team up to help kids shine @2TLMShine.

8. On EFL

Gisele loves making and hacking life, tweeting @feedtheteacher.

9. On Loving Teaching

Chris' enthusiasm for school and his students is contagious @ChrisPombonyo.

10. On Building Relationships

Julieanne knows the power of every child's story and shares @jarhartz.

11. On Innovation

Paula is a fourth grade teacher who is inspired by innovative thinking, tweeting @plnaugle.

12. On Words

Travis tweets about the power of words @teachermantrav.

13. On Being a New Teacher

Jordan may be new to teaching, but he's a powerhouse, tweeting @JordanPotrzeba.

14. On STEAM

Steele is a first grade teacher who shares his ideas @_steeleJackson_.

15. On Global Reading

Pernille is a fanatic about getting books in the hands of readers, @pernilleripp

16. On Science

Ciji brings science to a new level in her classroom, tweeting @ciji_thurman.

17. On Books

Michele is a literacy specialist, tweeting @knott_michele.

18. On Third Grade

Kathleen is a third grade teacher who loves writing and talks about it @mrssokolowski.

19. On Digital Innovation

Bonnie mixes technology with kindergarteners every day, tweeting @BMcClelland24.

20. On NerdCampLI

Kristen teaches fifth grade ELA and social studies, tweeting @kpteach5.

21. On Mentor Texts

Jen is a teacher and a writer who shares how mentor texts change learning @mentortexts.

22. On Sixth Grade

Leigh Anne is obsessed with improving literacy in her classroom, tweeting @Teachr4.

23. On Questions

Jenn fosters questioning @hayhurst3.

24. On Giftedness

Holly tirelessly advocates for gifted students @MuellerHolly.

25. On 21st Century Learning

Scott is the co-founder of March Book Madness and tweets about related topics @escott818.

26. On Reading

Amy shares about her experience as a reading specialist @iRuniRead.

27. On Writing

Jennifer is a teacher on a mission to make every child a writer, tweeting @laffinteach.

28. On Loving Books

Carrie is the kind of teacher you want for your children, tweeting @carriegelson.

29. On Fifth Grade

Jess isn't afraid to share what it really means to be an intentional teacher @jess5th.

30. On Ed Collaboration

Heather shares everything she learns @heatherrocco.

31. On Literacy

Fran shares ways teachers can engage students through literacy and technology @franmveigh.

32. On Kid Blogging

Margaret loves watching her gifted kids discover their passions, tweeting @MargaretGSimon.

33. On Curriculum

Wade takes pride in helping students challenge themselves to success, tweeting @wadeking7.

34. On Writing Together

Michelle is a teacher who always puts her kids first, tweeting @Mhaseltine.

35. On History

Stacy tweets about history, tech, and innovation, tweeting @stacyyung.

36. On Social Justice

Matthew tweets about issues in social justice, tweeting @callmemrmorris.
Add to our list of Twitter accounts teachers should follow by sharing your favorites (and perhaps your own) in the comments).

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36 Twitter Accounts Teachers Should Follow - WeAreTeachers

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Teaching can be isolating. We've got to reach beyond our classroom walls to get the support, camaraderie, and professional development we need to be great. Here are 30 Twitter accounts teachers should follow for all that and more. Mary tweets about everything from poetry to science @maryleehahn.

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19 Ways Students Keep Learning Fresh Over the Summer | Ask a Tech Teacher

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19 Ways Students Keep Learning Fresh Over the Summer | Ask a Tech Teacher

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Teachers have known for decades that 'summer learning loss' is a reality. Studies vary on how much knowledge students lose during the summer months-some say up to two months of reading and math skills -and results are heavily-dependent upon demographics, but the loss is real.

To prevent this, teachers try approaches such as summer book reports, but students complain they intrude on their summer time. When teachers make it optional, many don't participate. The disconnect they're seeing is that students consider these activities as 'school' rather than 'life'. They haven't bought into the reality that they are life-long learners, that learning is not something to be turned on in the schoolhouse and off on the playyard.

This summer, show students how learning is fun, worthy, and part of their world whether they're at a friend's house or the water park. Here are nineteen suggestions students will enjoy:

Math

Youngers: Take a picture of making change at the store. Share it in a teacher-provided summer activity folder (this should be quick to use, maybe through Google Drive if students have access to that). Kids will love having a valid reason to use Mom's smartphone camera.

Any age: Take a picture of tessellations found in nature (like a beehive or a pineapple). Kids will be amazed at how many they find and will enjoy using the camera phone. Once kids have collected several, upload them to a program like Shadow Puppets where they can record audio notes over the picture and share with friends.

Any age: Pit your math and technology skills against your child's in an online math-based car race game like Grand Prix Multiplication. They'll know more about using the program and will probably win-even if you do the math faster. You might even have siblings compete.

Grades 2-5: Set up a summer lemonade stand. Kids learn to measure ingredients, make change, listen to potential customers, and problem-solve. If you can't put one up on your street, use a virtual lemonade stand.

Any age: If your child wants to go somewhere, have them find the location, the best route, participation details, and other relevant information. Use free online resources like Google Maps and learn skills that will be relevant to class field trips they'll take next year.

History

Any age: Find something in your town that has a history. It might be a building, an animal, or a person. Make an audio recording of your thoughts (using a mobile app like Audio Memo). If you choose a person, you might want to use StoryCorps-set up specifically to record personal histories and share them with the world. This project isn't about researching; it's about observing, noticing details, and taking advantage of what's readily available. Optionally, you might take pictures of the historic piece, add it to a mobile app like Sonic Pics and then add voice notes to explain what the viewer is seeing.

Grades 3+: Read current events on a kid-friendly website like Newsela. If students are older and prefer to find news via a Google search, install an extension like Readability to remove ads and other distractions from the website before reading.

Science

Any age: Investigate something scientific that intrigues you. This doesn't require a library. The goal is to gather information based on an awareness of the surroundings. Topics are neighborhood-based like why are cameras mounted over stop lights or how does gravity work (think simple by dropping different items from rooftops)?

Any age: Explore the night sky using an iPad app like GoSkyWatch. Simply, point the device to the sky and the app shows what's out there.Clever kids can take a screenshot of the app, load it into an annotation tool, and mark the constellations they can find.

Grades 2+: If your child has been begging for a subscription to Minecraft, this summer say yes, with the proviso that they complete certain science-oriented activities. Find Minecraft science lesson plans here including genetics, quantum mechanics, and gravity.

Grades 2+: Gamify the science topic your child loves. Check out this list of science online games with everything from machines to matter to natural disasters. Let kids dig deeply into their passion.

Reading

Any age: Read ebooks. These aren't print-these are digital, on an iPad, a desktop, or a mobile device. These have the advantage of sounding hip and as such, appeal to digital natives. Thanks to Gutenberg Project and other online libraries, many books can be read for free, saving students the cost of purchasing a paperback or taking a library book (they might lose) on a vacation. Ebook readers like Kindle, iBooks, and Kobe are easy-to-use and free.

Any age: If students use a collaborative reading tool, encourage students to read the books together, add comments, and reply to the observations of classmates.

Grades 3+: If your child loves sports, let them practice reading skills while simulating a fast-paced sports news organization using Sports Network.

Writing

Grades 2+: Write a two-sentence review of something your student read. It could be a book, but maybe it's a website, a favorite blog, or instructions for a new online game. The focus is that they read and summarize briefly.

Grades 5+: Set up a private summer blog subscribed to only by a select group of students, a 'walled garden' where students can post their vacation activities and comment on the summer fun of other members. Encourage students to follow appropriate blogging rules (this is best suited to students who have used blogs and understand the proper protocols), writing conventions, and speaking/listening standards.

Field Trips

All ages: Offer a wide variety of virtual field trips students can take (here are six popular virtual field trips for K-12). Expect them to journal their observations in a notetaking tool like Notability or an extension like Sticky Notes which lets them add sticky notes to any website that will then appear every time the website is opened.

***

Whatever your summer activities, as often as possible, make them child-paced, student-directed, and inspiring. It's the process that's important, not the product. Enjoy watching how your child's brain works.

More on summer activities:
6 Summer School Tech Activities 29 Online Educational Activities Kids Will Love This Summer 24 Keyboarding Websites for Summer 14 Educational Websites Students Will Ask to Visit This Summer Jacqui Murray has been teaching K-8 technology for 20 years. She is the editor/author of over a hundred tech ed resources including a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, CSG Master Teacher, webmaster for four blogs, an Amazon Vine Voice reviewer, CAEP reviewer, CSTA presentation reviewer, freelance journalist on tech ed topics, and a weekly contributor to TeachHUB. You can find her resources at Structured Learning. Read Jacqui's tech thriller series, To Hunt a Sub and Twenty-four Days.

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19 Ways Students Keep Learning Fresh Over the Summer

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Teachers have known for decades that 'summer learning loss' is a reality. Studies vary on how much knowledge students lose during the summer months-some say up to two months of reading and math skills -and results are heavily-dependent upon demographics, but the loss is real.

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6 Digital Tools To Engage Students
Are you looking for some new ways to keep students engaged through the end of the school year?

Here are 6 tools that I have found to be quite helpful as this school year winds down. More importantly, these are also some of the student favorites, in no particular order.
Recap 2.0
Recap 2.0 is a Question and Answer platform available on Chromebooks, iPads, iPhones and Android devices, which can be implemented right away and is easy to use. Recap enables teachers and students to ask questions, share a reflection, and provides a comfortable way for students to communicate their thoughts.

Students can submit questions and receive direct feedback from the teacher, parents can receive feedback by email through Recap, and there are many other features available for assessment and classroom management. Recently Recap added another feature to its platform by introducing 'Journeys.'

In a Recap Journey, teachers create a multi-step path for students. It starts with a 60-second video and then the learning path, which leads to more independent learning and can also be a great way to differentiate instruction. As an end to the "Journey", students can share their information or create a presentation.

In my experience with the Journeys, I had students explore Spanish-speaking countries and included different links for them to explore more based on their own interests.

It was very easy to create my own Journey and there are also many Journeys available to try through the Recap Discover.
Flipgrid
Flipgrid is another video response tool that offers ways for students and teachers to interact with a variety of discussion topics. You start by creating a "grid" and then adding a "topic."

A grid in my case is one of my Spanish classes. Students go to the grid to see new topics which are posted for discussion and then record a response and even reply to classmates.

I have used Flipgrid as a way for students to reflect on their project-based learning, and for basic speaking assessments with my Spanish 1 and 2 students, where I can listen to their pronunciation and provide feedback. Flipgrid is also a way to connect students with other classrooms or even professionals in different fields, to connect with real-world applications of the content material.

Some additional features include the ability to give a rating to the response, read the transcript, provide written feedback which can then be emailed to each respondent, as long as an email address has been provided.

When setting up the topic, there are options for recording a video prompt, adding additional details in writing, and then customizing the topic based on whether or not other people can see the responses. You can freeze a topic, so new responses cannot be recorded but all prior responses can be viewed.

There are other features such as tracking the number of views, likes, and comments. Flipgrid is available on Chromebooks, iOS and Android devices and can also be embedded into an LMS or other websites. It is another tool that is easy to set up and might just be what you are looking for, especially at the end of the year, to have students provide feedback on the course, to offer some information to help with the summer reflection.
Kahoot!
By now, you've likely heard of Kahoot!

Kahoot! is great for assessments and having a game based learning element added to your classroom. It can even be used for professional development or family fun. Kahoot! offers many quizzes in the public library which can be duplicated and then edited to make your own.

When playing, it also has added new features for auto advancing, playing in " ghost mode " which enables players to try and beat their first score. 'Jumble,' which is one of the most recent additions has proved to be a lot of fun and very beneficial for learning.

In Jumble, you create a question and each of the four colored tiles becomes part of the response. When the question appears on the board, the squares on the board are shown but the order is "jumbled." Players must then slide the squares into the right order to either spell the word, properly form the sentence, or answer the question.

As a foreign language teacher, this has been quite beneficial for having students practice their spelling as well as for reinforcing proper word order for sentence structure in Spanish. Playing with Jumble mode has livened up the classroom because it is something different to try and the students are always excited about trying new things.

Setting up a game played in Jumble mode, or encouraging students to create games as a review, will add to classroom resources and be more authentic practice for the students.
Buncee
Buncee is a multimedia presentation tool which can be used to create interactive presentations, cards, signs and other engaging visuals.

There are many new items added to their library and some additional features, including the ability to use it for assessment. I have enjoyed testing out Buncee with my students. It is easy to create with Buncee, you can add multiple items o n to the canvas and move them around very easily. Teachers can create lessons with assessments through the classroom edition.

But what is most exciting about Buncee is that it offers many ways for students to be creative and more engaged in learning by creating something authentic, as there are thousands of items that you can add to bring it to life and make it your own.

Students can design Buncees for any class and will have the opportunity to create more authentic work which represents what they can do with the language material we have covered. Creating will be a lot of fun for students and teachers.
Telegraph
Telegraph is a very easy site to publish a stand-alone web page, which can be used to create a sign, a newsletter, a journal entry, or anything as an alternative format to pen and paper or using a Word or Google Document.

It is simple to use: type in the website, add a title to it, your name and add some pictures or links to other websites and once you're finished, you publish it and it provides you with a web address. You can easily share that link with anyone.

My students created a site to tell about a favorite trip, one to talk about sports and favorite athletes, and another some even made Mother's Day pages and then printed them. If you're looking for a way to have students practice simple writing skills and do so in a more digital way, I'd recommend trying Telegraph. No log-in is required and it's very easy to use.
Quizizz
Quizziz is a fun assessment tool that continues to add more features, which makes obtaining feedback from students and providing feedback to them much easier. Some of the newer features include receiving a daily report of the Quizizz summary and being able to send parents the results of a student's Quizizz game.

The daily summary report shows the number of Quizizz games used, number of responses, percentage correct as well as additional information. It's nice to be able to have that data available so quickly. There is also the option to email the data directly to parents, which is great especially for communicating student progress and in a timely manner.

Quizizz is another tool which is easy to implement, you simply create your own by adding your own questions or search from the public Quizizz available and drag in the questions you want and then edit them according to your preferences.

Other benefits include the ability to either play it live or assign it as "practice" or homework.

And if you create the Quizizz and do not have enough time for students to finish, no worries because when students use the same login and pin number, they can pick up right where they left off in the game.

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6 Digital Tools To Engage Students Are you looking for some new ways to keep students engaged through the end of the school year? Here are 6 tools that I have found to be quite helpful as this school year winds down. More importantly, these are also some of the student favorites, in no particular order.

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School Leaders Now | Insights, Advice, and Inspiration for District and School Administrators - School Leaders Now

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School Leaders Now | Insights, Advice, and Inspiration for District and School Administrators - School Leaders Now

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School Leaders Now | Insights, Advice, and Inspiration for School Admins

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School Leaders Now is the place principals, superintendents, and other district and school admins go to share ideas, learn, laugh, collaborate, and more.

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The Role of Assessment in Blended Learning - Learning A-Z

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The Role of Assessment in Blended Learning - Learning A-Z

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The Role of Assessment in Blended Learning - Learning A-Z

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Effective assessment is key to implementing blended learning. Read on to learn more about how a blended classroom benefits from a variety of assessments.

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34 Diverse Blended Learning Apps For iPad

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34 Diverse Blended Learning Apps For iPad

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by TeachThought Staff
This post is promoted by the app X-Mirage, software that allows you to mirror content between your iPad & Mac, and record the displayed content.
Blended learning is a potentially powerful way of mixing the power of asynchronous access with face-to-face facilitation and instruction.

It's this mixing of old and new that makes it tempting for many schools and districts wanting to dip their toes in the water of eLearning and far-reaching technology access while still depending on the expertise and training of human teachers.

But it's this combination-and subsequent flexibility-that also makes it a challenge to setup. There is the matter of aligning operating systems (Windows, iOS, Android, etc.), available bandwidth, technology access, learning management systems, apps, hardware, and more.

The following blended learning apps for iPad (most, but not all are available on Android as well) are a purposefully diverse bunch, including Whiteboard apps, mirroring apps, learning management systems, screen capture software, and video creation tools for teachers and students, all to help jumpstart your move to a blended learning-and mobile learning-classroom.

We even included a sock puppet app, because we like sock puppets.

And you never know.
34 Diverse Blended Learning Apps For iPad

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34 Diverse Blended Learning Apps For iPad

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by TeachThought Staff This post is promoted by the app X-Mirage, software that allows you to mirror content between your iPad & Mac, and record the displayed content. Blended learning is a potentially powerful way of mixing the power of asynchronous access with face-to-face facilitation and instruction.

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Providing Educational Technology Training, Tips, Tricks and Tools for today's 21st Century Educators. Teach Tech Tools: Teacher Technology Training is an effective, innovative and interactive skills-based training to assist educators with the use of technology in the classroom. These educational workshops are essential for integrating 21st Century Technology and Digital Media in the classroom.

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Wonders, Vocabulary 5th Grade Week 1 by Pam Nichols

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Flipboard

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21st Century Technology in Education on Flipboard

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By Alonzo Edmundo | Apps, Tips, Tools and Techniques for integrating educational technology and social media into 21st Century Education!

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‎Pocket: Save Stories for Later on the App Store

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‎Read reviews, compare customer ratings, see screenshots, and learn more about Pocket: Save Stories for Later. Download Pocket: Save Stories for Later and enjoy it on your iPhone, iPad, and iPod touch.

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New Words in the Dictionary!  (2014) by Donna Baumbach

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What is a PLN? Professional / Personal Learning Network

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What is a PLN? Professional / Personal Learning Network

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We have come so far... Or Nah!?

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