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Speech and Language Supports for Bilingual Students

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Speech and Language Supports for Bilingual Students

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COVID-19 and School Closures: Tips for Parents of Bilingual Children and English Language Learners Receiving Speech-Language Therapy Services

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Across the United States, COVID-19 has changed speech and language service delivery in schools and homes for children with speech and language disorders. This may present unique challenges for families and students who are bilingual and/or English language learners. ASHA offers this guidance to parents and caregivers.

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What is dyslexia? - Kelli Sandman-Hurley

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A daily system for checking in on your well being

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A daily system for checking in on your well being

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By combining early & crisis intervention, real-time support, and a safe, digital space for emotional discovery, Closegap makes it easy for K-12 schools to support the emotional health of their students.

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Strategies for managing an online classroom 

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Strategies for managing an online classroom 

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7 Strategies for Managing an Online Classroom

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Managing an online classroom has different components than managing a brick and mortar classroom. No matter what age range of students a teacher teaches online, there are certain considerations that…

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Video: Google Chrome Accessibility Features

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Video: Google Chrome Accessibility Features

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Chromebook Accessibility - Google for Education

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Chromebooks include accessibility right out of the box, unlocking learning experiences for students with diverse needs, abilities and learning styles. Built-in settings and easy-to-use apps and extensions help customize the learning experience to include and engage every student.

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The pandemic has shown that no one is immune to loneliness. We will get through this, but in order to thrive, we need to be honest with ourselves and intentional about self-care.

Tonya Cross Hansel, Ph.D., LMSW is an Associate Professor with the Tulane University School of Social Work, where she directs the Doctorate of Social Work. Her research efforts center on the evaluation of general trauma services, disaster response work in the aftermath of Hurricane Katrina, and towards a better understanding of technological disaster following the Deepwater Horizon Gulf Oil Spill. Together these experiences have allowed her to focus on measuring traumatic experiences and implementing systematic recovery initiatives that are effective at reducing negative symptoms, but also at emphasizing the importance of individual and community strengths that contribute to recovery.
Jamie Aten: How would you personally define loneliness and isolation?
Tonya Cross Hansel: Loneliness is the feeling one gets when they lack social connection. Most often this occurs due to a limited number of people to connect with; however, this can also be due to the quality of connections and a general sense of not belonging. For example, some people may be surrounded by others, but if they feel misunderstood or that they do not fit in, they can still feel lonely. At its extreme or with too many failed attempts to combat loneliness, one may start to withdraw, leading to social isolation -a complete lack of connection and avoidance of opportunities to connect with others. Loneliness and social isolation can be indicators of more serious mental health concerns.
JA: What are some ways understanding loneliness and isolation can help us live more resiliently during and after COVID-19?
TCH: People tend to make generalizations of loneliness in reference to extrovertedness (prone to connectedness) and introvertedness (prone to loneliness), but in reality, loneliness operates on a continuum that is situational and can change over one's lifespan. COVID-19 has taught us that loneliness can occur to anyone at any time.

If you are feeling lonely, not participating in alternative activities, or making excuses, that is usually a sign that something may be wrong. For example, you may stop attending the book club that you are a regular at once it goes online, or you may stop returning calls that you would normally take. In other cases, people may be reaching out in different ways, even more than they normally would-this is a sign of resilience that will likely continue beyond COVID-19.
JA: What are some ways people can cultivate resilience amidst this pandemic?
TCH: Daily check-ins can help foster resilience. Getting in the habit of asking yourself questions about the components of well-being and self-care can help you identify areas that are going well and those in need of change.

Physical: Are you tired, hungry, or not feeling well?

Emotional: Are you happy, sad, or angry?

Social: Are you lonely, do you have at least one quality connection?

Do you have time dedicated to your religious practices, mindfulness, and/or meditation?

Intellectual: Is your mind engaged or challenged in daily activities?

Personal: Do you have stability in finance and/or housing?

The goal in reflecting on these aspects of life is not perfection; rather, it is to find areas of change that can help shift your responses in a more positive direction. Similarly, identifying areas that you are comfortable with or are going well can help balance out those areas that are not going as well. For example, if you noted fatigue, would it be possible to shift your bedtime up an hour? Acknowledging small gains and accomplishments or contentment in any of these areas can be very important for building long-term resilience.
JA: Any advice for how we might use what you have learned to support a friend or loved one struggling with a difficult life situation?
TCH: Most people have ups and downs, meaning that at any time they could be extremely worried or nervous and the next they could feel content or accomplished. Active listening and support are really necessary in this COVID-19 era. Encourage friends and family to go for a walk (while being mindful of social distancing recommendations), and practice mindfulness by being in the moment.

Schedule regular calls or texts with friends and family to see how they are doing. If this does not sit well with them, ask them to check in on you-it might help them as well.
JA: What are you currently working on that you might like to share about?
TCH: Specifically in regard to loneliness, we are interested in connection fatigue. Early on in the pandemic, we were concerned with the lack of connection, yet many have risen to this challenge and found creative and safe ways to stay connected. As we continue with social distancing measures, we have recently heard stories of "Zoom fatigue" or a lack of quality in their interpersonal connections. As discussed earlier, the quality of connections is equally important to combatting loneliness.

In general, there are very few pandemic studies, making it difficult to understand the psychological impacts of COVID-19. For other types of disasters, people usually say a year for recovery, but from Katrina, we know that recovering can take much longer and that predicting the "end" of this biological disaster is impossible. In the meantime, we are conducting behavioral health studies to better understand the immediate and longer-term consequences of such a disaster. Until we have more scientific evidence, the most important thing to focus on is that people are amazingly resilient and that we will come back.

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Loneliness and 6 Components of Well-Being and Self-Care

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The pandemic has shown that no one is immune to loneliness. We will get through this, but in order to thrive, we need to be honest with ourselves and intentional about self-care. Tonya Cross Hansel, Ph.D., LMSW is an Associate Professor with the Tulane University School of Social Work, where she directs the Doctorate of Social Work.

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Video: Getting to Know your Speech and Language Pathologists.

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Video: Getting to Know your Speech and Language Pathologists.

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Video: support students with processing disorder with reading

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Video: support students with processing disorder with reading

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Strategy for Teaching Students with Processing Disorders How to Read

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Stress Support for Teens:  Guided lessons

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Stress Support for Teens:  Guided lessons

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We all experience boredom, anger, or worry from time to time. With coronavirus and school online, we don't have the same support from our teachers and our friends. We have to work a little harder to stay interested and feel optimistic.

These Activity Handouts are easy to follow and will help you grow your muscles of calm, curiosity, and care.

You'll start observing how your mind-body-feelings work and learn how to be a scientist of your experience. You'll also discover how you can observe the world with fresh eyes seeing ordinary activities in ways you may never have considered before.

Best of all, just practicing these activities for a few minutes every day can make a real difference in your mood, your ability to dial back anger and frustration, and your sense of well-being.

Have fun! Explore! Challenge yourself to observe, connect, and grow.

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We all experience boredom, anger, or worry from time to time. With coronavirus and school online, we don't have the same support from our teachers and our friends. We have to work a little harder to stay interested and feel optimistic.

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Create a Virtual Calming Room: Sample Here

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Create a Virtual Calming Room: Sample Here

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https://docs.google.com/presentation/d/14mXWrgBt5YVU8dQom292_8vFAbBJcK3E/edit?usp=sharing&ouid=101033140182765452083&rtpof=true&sd=true

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Self Care for Educators:  Which one will you try?

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Self Care for Educators:  Which one will you try?

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You are tired, stressed, and frustrated. You're not afraid of hard work, but this is different. Nearly half of all teachers report that a high level of daily stress is a problem, feeding a burnout crisis that requires immediate action. The good news is that we don't have to wait for anyone else to take action-curing burnout starts within, by normalizing teacher self-care.

Michelle Obama affirmed, "We need to do a better job of putting ourselves at the top our own 'to do' lists." Her words may sound counterintuitive to people who spend their lives serving others. But we can't serve our students well if our own energy is being critically drained by stress and fatigue. Here are five strategies that teachers can start using right away that will lead to better self-care.

The job of an educator is more complex than ever before. When you are busy-which is pretty much all the time-it's easy to think that everything matters equally. The problem with this approach is that there is simply not enough time in the day to do everything. Therefore, it is critical that you decide what matters most and spend the majority of your time doing that. The list of obligations and responsibilities assigned to you might be out of your control, but where you decide to focus is not.

Start by making a list of your top 10 priorities. Next, rank them in order of importance. Finally, circle your top three and cross out the bottom seven. What you circled is what you will focus on. Extremists say that you should ignore anything that is not in your top three. That is probably impossible, but you can give 95 percent of your focus to the top three and leave the remaining 5 percent of your energy to check in on the other seven items. I guarantee you will get more accomplished, have more time for yourself, and worry less about getting everything done.

I'll never forget seeing a former colleague of mine reading the newspaper and cutting out coupons-during the school day! I couldn't believe it. What made him think that this was okay? After further reflection, I fully understood their reasoning. This person was taking a few minutes to simply stop and relax their brain. It wasn't as if they spent a large portion of their day clipping coupons or reading the paper (5 minutes tops). In fact, most of their day was spent juggling 10 different tasks and doing so rather calmly, I might add.

As you go about your day, look for times when you can stop and relax your brain, even if it's only for a few minutes. I promise it will be a good use of your time. And, if you don't make the habit of pausing once in a while, your body and mind might just do it on their own-whether you choose to or not.

Vulnerability is one of those things that sounds easier than it actually is. It can be particularly difficult for stressed teachers, already with their guards up against physical and emotional harm, to be vulnerable. Yet, embracing vulnerability may be just the thing to help teachers feel better. As Brene' Brown wrote in The Gifts of Imperfection, "We have to own our story and share it with someone who has earned the right to hear it, someone whom we can count on to respond with compassion" (p. 9).

Four years ago, I began a podcast called My Bad. My guests are educators who come on to share one big mistake they made during their career in education. These educators' stories are powerful, brave, and reaffirming. Yes, listeners learn from hearing others' mistakes. More than anything though, they learn that they are not alone-and they give themselves a little grace.

One of the most recent lessons I've learned is that I don't have all the answers, nor should I. This sounds obvious, but it has taken me many years to recognize this fact. As the classroom teacher, I was the one in charge. I earned my degree, completed my internship, and therefore should be able to handle whatever comes my way. But there are days when I don't know what to do and-at the same time-I have colleagues who possess certain skills and knowledge that I don't. As a classroom teacher, I realized I had two choices: pretend and fail or ask for help. I chose to ask for help and am not ashamed that I still do it quite often. Why not ask for help? I'd want my colleagues to do the same if I could help them in some way. Once I normalized help-seeking, I was less stressed and recouped the time I would have spent fumbling in search of a solution.

While I believe these strategies will help you reduce stress and take better care of yourself, I have no doubt that there will be days when you feel as if you just can't go any further. I have been there. Six years ago, I had a mental breakdown that caused me to lose thirty pounds and many hours sleep.

Besides my wife and a few friends, I did not tell anyone what I was going through. If I had only reached out to others for help, I believe my situation would have been much different. As teachers, you hold the umbrella day in and day out, protecting your students from everything that could possibly harm them. You are their shield. The problem is, there comes a time when our arms get tired and our hands begin to shake. Continuing to hold the umbrella is almost impossible and can send us over the edge, physically and mentally.

Remember that it is okay to pass your umbrella so that you can rest and recover and, ultimately, take better care of those that you serve. If one of your colleagues reached out to you and asked if you could hold their umbrella, you wouldn't hesitate because that's what you do. You take care of each other and you take care of your students. It's time you start taking care of you.

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You are tired, stressed, and frustrated. You're not afraid of hard work, but this is different. Nearly half of all teachers report that a high level of daily stress is a problem, feeding a burnout crisis that requires immediate action.

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FLYER High School Health Careers Academy Pathway_121521 (1).pdf

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Checklist for supporting students needing hearing supports.

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Checklist for supporting students needing hearing supports.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Random Acts of Kindness: resources and information

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Random Acts of Kindness: resources and information

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4 Step Planning for supporting behaviors remotely

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4 Step Planning for supporting behaviors remotely

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Have you been home long enough to realize you're doing things you wouldn't normally do?

I check the status of our backyard 11 times a day.

I've justified chocolate as breakfast approximately twice a week for the last seven weeks

3:00 AM feels like a good time to be awake.

I know the exact question coming my way based on the level and tone of the word "Mom".

I'm exhausted.
There are little changes in our kids, too. The 9-year-old is uncharacteristically quiet and quick to react to her little sister's pestering. The 5-year-old doesn't want anything to do with a Zoom circle time and needs to be physically near one of us at all times. Together, we're going through a collectively stressful time. No one's routine is exempt. We can't hug our friends and we're continually disappointed by another cancelled plan. For us as adults, it's a lot.

Then I imagine...
I'm a preschooler who left class on a Friday and hasn't seen my friends since. I'm a 7th grade drama student whose play won't open. I'm a senior in high school whose last day of school feels like an anticlimactic end to 13 years of education. Students have their own set of emotions in this, particularly students experiencing additional barriers to remote education.

Under typical circumstances, schools provide students stability, security, and access to technology they may not have at home. These are not typical times. The immediate switch to distance learning has undoubtedly been stressful for you and your students. Just like you've been doing some things you wouldn't normally do, you have likely started noticing some new problem behaviors coming up in your virtual settings, too.

Managing classroom behaviors when students are physically in front of you is challenging. How on earth are you supposed to respond to problem behaviors over the internet? Well, here's a 4-step process to get you started.

Step 1: Take a Breath

The first Zoom meeting I had with more than two people, the noise level in my house hit its loudest decibel level possible. I don't know what that level is, but I promise you, we found it that day in our living room. I muted my microphone and yelled at everyone to KNOCK IT OFF AND GO OUTSIDE! It was a proud moment. What I'm saying is, doing your job in a way you've never done it before is a big deal. Doing it for the first time, with 26 sets of eyes watching you, is nerve-wracking. You're bound to react differently than you would in the comfort of your own classroom.

When misbehaviors happen in your virtual settings, the first step to responding is to take a breath. Collect yourself. Make sure your reaction is rooted in the student's behavior and not your own stress. For me, I stop and take a beat. I notice my heart racing and an overall nervous feeling in my body. I take a deep breath and make sure the next words out of my mouth happen in a calm tone. Taking a few seconds to do this step sets you up for what comes next.

Step 2: Reteach Expectations

Up until now, most students' online interactions involved social media, gaming, and text messages with friends. Doing school online is new. Your expectations related to language and behavior are probably pretty different from how they've used online spaces before. Your students are familiar with your classroom expectations. Do they know your expectations for distance learning?

Back in March, the Center on PBIS released a practice brief with recommendations for setting up a behavior teaching matrix for your remote locations. [1] If you haven't set these expectations and shared them with your class, students may not know their behavior is out of line.

Teaching expectations once won't magically create a perfect classroom. Remember, distance learning is different for everyone and we're all bound to mess up. When you see misbehaviors, particularly when those misbehaviors happen with lots of students, take the time to reteach the expectation. Remind folks about how you expect them to use the technology, what to do with their microphones when they enter a meeting, how to use the chat to enhance the lesson rather than distract from it, etc. Sometimes a reminder is all anyone needs for new expectations to stick.

Step 3: Get Curious

‍ Considering a student's motivation makes any intervention more effective. Remote locations carry the same types of motivations as their physical counterparts: To get or to avoid something. Before deciding to document the behavior with a referral, put the behavior in context. My favorite trick for doing that comes from the Basic FBA Online Training: Build a sentence.

During [insert routine], when [insert trigger], the student [insert observable behavior] and as a result [insert consequence].

During our large class meeting, when I gave instructions to the class, Alan spammed the chat with cat memes and as a result other students reacted with emojis and photos of their own.

The sentence makes it a little more obvious Alan's cat memes get him tons of attention from his peers. With that small detail, the solutions you implement can target his motivation instead of work against it.

Beyond typical motivating factors, every student's circumstance away from school is different. Food insecurity, internet access, familiarity with technology, support from adults at home, it all affects a student's behavior in class.

Is Bryan bored and looking for something interesting to do?

Does Lydia need attention after being away from her friends?

Is a slow internet connection making it difficult for someone to engage in the lesson?

When you notice misbehaviors, get curious why it's happening. Maybe something a student did really warrants a referral. It's also possible students need alternative support given their specific remote circumstances.

Step 4: Document

In the end, some behaviors warrant documentation. With students out of your physical presence, you won't likely see the same behaviors as a typical day in school. Disruption looks different. You won't see students pushing each other on the playground or find too many dress code violations on Zoom...although I could be proven wrong. You might even see some behaviors every day that you never saw in your classroom. To keep your behavior data during this distance-learning period consistent with the beginning of the year, it's important to revisit your behavior definitions.

Each problem behavior has a definition. What those behaviors look like in remote settings could be different. If you haven't already, take the time to consider the misbehaviors you see right now. Talk with other teachers and your school-wide team. Categorize these new behaviors by your existing problem behavior definitions. One example looks like this:

Abusive Language/ Inappropriate Language/
Profanity
(Inapp Lan)

Student delivers verbal messages that include swearing, name calling, or use of words in an inappropriate way.

The delivery of direct or technology-based messages that involve intimidation, teasing, taunting, threats, or name calling.

*Repeated teasing or taunting in chat or video

Student engages in refusal to follow directions or talks back.

Student delivers socially rude or dismissive messages to adults or students.

Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.

The delivery of disrespectful messages in any format: gender, ethnicity, sexual, race, religion, disability, physical characteristics, or other protected class. These subtypes are based on documentation from the U.S. Office of Civil Rights.

Student engages in problem behavior not listed.

Student leaves or misses class without permission.

*Skips online instructional session (not due to technology or access problem)

Student is late (as defined by the school) to class or the start of the school day (and Tardy is not considered a minor problem behavior in the school).

Student engages in inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.

Responding to behavior is something you're already doing every day. Documenting what you do only helps get you and your students the additional support necessary to get through this time a little more smoothly.

Step 4a: Document Behaviors as Minor

A referral is a piece of information about a student's behavior and an adult's reaction to it. Even though students aren't at school, it's as important as ever to collect this information. These data give school teams details they need to look for school-wide patterns and identify students who may need additional supports. A major ODR typically carries an official, administrative action. Minor referrals document persistent behaviors happening in class and how you address them in the moment. If you haven't taken advantage of entering minor, classroom-managed behaviors before, now is a great time to start.

Student engages in low-intensity, but inappropriate disruption.

Student engages in low-intensity instance of inappropriate language.

*Low-level inappropriate language in chat or video

‍

Talking about responding to problem behaviors might be overwhelming right now. We're all figuring out how to use technology to do our jobs and sometimes we don't have enough patience left to address one more thing. The thing is, responding to behavior is something you're already doing every day. Documenting what you do only helps get you and your students the additional support necessary to get through this time a little more smoothly. Take the time to collect yourself before heading into your distance instructional time. Remind your students about agreements for how to conduct the time you all spend together. When you see misbehaviors come up, consider why students might act that way. Is it because of academic challenges or are they managing more outside of school than before? Then, when student misbehavior keeps happening, document their behaviors with a major or minor referral in a way that aligns with your school's defined behavior categories.

1. Center on Positive Behavioral Interventions and Supports (March, 2020). Creating a PBIS Behavior Teaching Matrix for Remote Instruction. University of Oregon. www.pbis.org.

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PBISApps | Teach By Design-A 4-Step Plan for Handling Problem Behavior Remotely

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Managing classroom behaviors when students are physically in front of you is challenging. How on earth are you supposed to respond to problem behaviors over the internet? First, breathe...

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Boom Cards: Tools for supporting students

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Boom Cards: Tools for supporting students

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Register and view free resources.

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Boom Learning | Admin, Teacher, & Student Login

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School, teacher, and student sign-in for Boom Cards. Log in with a Boom username, Google, Microsoft, ClassLink, or Clever. Not a member? Join free now.

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By now, your inbox and news feeds have likely been flooded with updates on COVID-19. We know that the non-stop news coverage and social media posts, combined with social distancing, can cause feelings of uncertainty and anxiety. Self-isolation or quarantine may separate us from friends, family and other support systems, and our self-care routines have no doubt already been disrupted. It's in times like these that we recognize the importance of looking after our own well-being and the well-being of others. That's why we've put together this toolkit for you, in the hopes that it will help. Below, you'll find downloadable resources to inform and support you and your family during this uncertain time. We're all in this together and we'll get through this-together.

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By now, your inbox and news feeds have likely been flooded with updates on COVID-19. We know that the non-stop news coverage and social media posts, combined with social distancing, can cause feelings of uncertainty and anxiety. Self-isolation or quarantine may separate us from friends, family and other support systems, and our self-care routines have no doubt already been disrupted.

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Tips to help hard of hearing students with online learning. 

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Tips to help hard of hearing students with online learning. 

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A Google Slide Sample to copy and use for presenting chapters/ books/ stories

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A Google Slide Sample to copy and use for presenting chapters/ books/ stories

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High School: SEL Lesson/ Activity Suggestions

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High School: SEL Lesson/ Activity Suggestions

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September 2020 - Calendar of SEL Activities - HIGH SCHOOL

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Free PowerPoint templates and Google Slides themes for presentations and more - SlidesMania

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The most original designs, completely customizable and easy to edit. Take your presentations and lessons to the next level with these amazing free templates!

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We cannot emphasize enough how important caring for yourself is during this time. Read on to find ways to connect with your community for support along with mind-body practices to promote your own wellbeing. Many educators are finding themselves at home right now with their lives looking very different than they were even just days ago.

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Speech and Language Brochure/ Information

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Speech and Language Brochure/ Information

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K - 8th SEL Calendar of suggested activities/ lessons

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K - 8th SEL Calendar of suggested activities/ lessons

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September 2020 - Calendar of SEL Activities - K-8

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Video: Immersive Reader Options: Chrome Extensions

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Video: Immersive Reader Options: Chrome Extensions

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How to use the Immersive Reader - making reading more accessible

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The pandemic has shown that no one is immune to loneliness. We will get through this, but in order to thrive, we need to be honest with ourselves and intentional about self-care.

Tonya Cross Hansel, Ph.D., LMSW is an Associate Professor with the Tulane University School of Social Work, where she directs the Doctorate of Social Work. Her research efforts center on the evaluation of general trauma services, disaster response work in the aftermath of Hurricane Katrina, and towards a better understanding of technological disaster following the Deepwater Horizon Gulf Oil Spill. Together these experiences have allowed her to focus on measuring traumatic experiences and implementing systematic recovery initiatives that are effective at reducing negative symptoms, but also at emphasizing the importance of individual and community strengths that contribute to recovery.
Jamie Aten: How would you personally define loneliness and isolation?
Tonya Cross Hansel: Loneliness is the feeling one gets when they lack social connection. Most often this occurs due to a limited number of people to connect with; however, this can also be due to the quality of connections and a general sense of not belonging. For example, some people may be surrounded by others, but if they feel misunderstood or that they do not fit in, they can still feel lonely. At its extreme or with too many failed attempts to combat loneliness, one may start to withdraw, leading to social isolation -a complete lack of connection and avoidance of opportunities to connect with others. Loneliness and social isolation can be indicators of more serious mental health concerns.
JA: What are some ways understanding loneliness and isolation can help us live more resiliently during and after COVID-19?
TCH: People tend to make generalizations of loneliness in reference to extrovertedness (prone to connectedness) and introvertedness (prone to loneliness), but in reality, loneliness operates on a continuum that is situational and can change over one's lifespan. COVID-19 has taught us that loneliness can occur to anyone at any time.

If you are feeling lonely, not participating in alternative activities, or making excuses, that is usually a sign that something may be wrong. For example, you may stop attending the book club that you are a regular at once it goes online, or you may stop returning calls that you would normally take. In other cases, people may be reaching out in different ways, even more than they normally would-this is a sign of resilience that will likely continue beyond COVID-19.
JA: What are some ways people can cultivate resilience amidst this pandemic?
TCH: Daily check-ins can help foster resilience. Getting in the habit of asking yourself questions about the components of well-being and self-care can help you identify areas that are going well and those in need of change.

Physical: Are you tired, hungry, or not feeling well?

Emotional: Are you happy, sad, or angry?

Social: Are you lonely, do you have at least one quality connection?

Do you have time dedicated to your religious practices, mindfulness, and/or meditation?

Intellectual: Is your mind engaged or challenged in daily activities?

Personal: Do you have stability in finance and/or housing?

The goal in reflecting on these aspects of life is not perfection; rather, it is to find areas of change that can help shift your responses in a more positive direction. Similarly, identifying areas that you are comfortable with or are going well can help balance out those areas that are not going as well. For example, if you noted fatigue, would it be possible to shift your bedtime up an hour? Acknowledging small gains and accomplishments or contentment in any of these areas can be very important for building long-term resilience.
JA: Any advice for how we might use what you have learned to support a friend or loved one struggling with a difficult life situation?
TCH: Most people have ups and downs, meaning that at any time they could be extremely worried or nervous and the next they could feel content or accomplished. Active listening and support are really necessary in this COVID-19 era. Encourage friends and family to go for a walk (while being mindful of social distancing recommendations), and practice mindfulness by being in the moment.

Schedule regular calls or texts with friends and family to see how they are doing. If this does not sit well with them, ask them to check in on you-it might help them as well.
JA: What are you currently working on that you might like to share about?
TCH: Specifically in regard to loneliness, we are interested in connection fatigue. Early on in the pandemic, we were concerned with the lack of connection, yet many have risen to this challenge and found creative and safe ways to stay connected. As we continue with social distancing measures, we have recently heard stories of "Zoom fatigue" or a lack of quality in their interpersonal connections. As discussed earlier, the quality of connections is equally important to combatting loneliness.

In general, there are very few pandemic studies, making it difficult to understand the psychological impacts of COVID-19. For other types of disasters, people usually say a year for recovery, but from Katrina, we know that recovering can take much longer and that predicting the "end" of this biological disaster is impossible. In the meantime, we are conducting behavioral health studies to better understand the immediate and longer-term consequences of such a disaster. Until we have more scientific evidence, the most important thing to focus on is that people are amazingly resilient and that we will come back.

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Loneliness and 6 Components of Well-Being and Self-Care

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The pandemic has shown that no one is immune to loneliness. We will get through this, but in order to thrive, we need to be honest with ourselves and intentional about self-care. Tonya Cross Hansel, Ph.D., LMSW is an Associate Professor with the Tulane University School of Social Work, where she directs the Doctorate of Social Work.

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Eli Whitney Museum and Workshop Apprentice Program

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Eli Whitney Museum and Workshop Apprentice Program

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The Eli Whitney Museum & Workshop produces about 80,000 projects each year. Apprentices train in the design and production of these projects throughout the school year. They also support our educators in our vacation day and summer programs for students ages 6+.

Apprentices begin training in 8th grade and typically stay in the program through their senior year of high school. Some apprentices graduate from the program and return as EWM staff in a variety of roles.

Apprenticeship encourages many passions and builds the discipline needed to excel.
We have reached capacity for applicants for the Spring 2022, if you are interested in applying in the Fall of 2022, please fill out the sign up sheet below
For any questions, contact Manager.

See below for How to Become an Apprentice.

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The Eli Whitney Museum & Workshop produces about 80,000 projects each year. Apprentices train in the design and production of these projects throughout the school year. They also support our educators in our vacation day and summer programs for students ages 6+.

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Tips for providing remote video instruction for students with CVI (vision) .

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Tips for providing remote video instruction for students with CVI (vision) .

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Toy Theater is your source for free educational games specially designed for elementary-aged students. It's available on all desktop computers, tablets, and mobile devices, ensuring learning is never out of reach. If you are a fan of our site, we encourage you to share Toy Theater on your social media or website.

Explore Toy Theater

Here's a sneak peek into what Toy Theater has in store:

Math Games: Ranging from counting and numeral recognition to division and telling time, there's a vast assortment of interactive math games.

Language Arts: Students can work on spelling, letter recognition, and even practice reading with online books.

Art and Music : From teaching students to play simple songs on a keyboard to exploring symmetry via art games, the platform fosters creativity alongside learning.

Puzzles and Games: Ideal for early finishers or indoor recess, their online educational puzzles and games promise fun-filled learning.

Teacher Tools: Need a fun timer or a spinner? Or perhaps a simple way to evaluate basic math skills? Their virtual teacher tools have got you covered.

Whether you project Toy Theater games and interactive tools on your smartboard for the whole class to see or use them during small group work, you're sure to love them!

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Toy Theater | Fun Online Educational Games for Kids

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Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed with the needs of kindergarten through third grade classrooms in mind, these free games are trusted by teachers around the world to provide real educational value.

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Everfi:  Social Emotional Lessons and more

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Everfi:  Social Emotional Lessons and more

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The difference between accommodations and modifications.

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The difference between accommodations and modifications.

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Modifications vs Accommodations: Difference and Examples

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Hey Bear Sensory - Two Hours of Classical Music - High Contrast animation  - Relaxing Video

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Fact Monster - A Trusted Reference Site for Kids

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Fact Monster is a free reference site for students, teachers, and parents. Get homework help and find facts on thousands of subjects, including sports, entertainment, geography, history, biography, education, and health.

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Character Lab: 60 seconds of advice related to SEL

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Character Lab: 60 seconds of advice related to SEL

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Each Tip of the Week is a personal essay connecting cutting-edge scientific discovery to daily life. These essays provide actionable advice on cultivating character.

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10 Tech hacks to help struggling readers.

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10 Tech hacks to help struggling readers.

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Please go to the following link for more detailed information about qualifications and the application process. The application for fall courses is due by March 15, 2022: https://www.southernct.edu/early-college/teachers

The Office of College & Career Pathways will be using this form to gauge interest in course offerings, and to potentially create a cohort of NHPS educators that will be supported by SCSU faculty and one another.

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Please go to the following link for more detailed information about qualifications and the application process. The application for fall courses is due by March 15, 2022: https://www.southernct.edu/early-college/teachers The Office of College & Career Pathways will be using this form to gauge interest in course offerings, and to potentially create a cohort of NHPS educators that will be supported by SCSU faculty and one another.

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Video: What is print disability and how can I help 

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Video: What is print disability and how can I help 

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Here's how nearly one million teachers use Prodigy in the classroom at no cost!

Help students master math standards with a fun and engaging gameplay experience

Adjust and align Prodigy's in-game math content with your lesson plans

Track student development to decide where to best spend your time

No trial period, no hidden costs for educators. Our optional parent memberships ensure Prodigy stays free for all teachers.

Prodigy for Teachers

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Here's how nearly one million teachers use Prodigy in the classroom at no cost! Help students master math standards with a fun and engaging gameplay experience Adjust and align Prodigy's in-game math content with your lesson plans Track student development to decide where to best spend your time No trial period, no hidden costs for educators.

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A daily system for checking in on your well being

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A daily system for checking in on your well being

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By combining early & crisis intervention, real-time support, and a safe, digital space for emotional discovery, Closegap makes it easy for K-12 schools to support the emotional health of their students.

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Video: Strategies for supporting students 

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Video: Strategies for supporting students 

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CT Comprehensive School Counseling Framework

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CT Comprehensive School Counseling Framework

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CT.gov - Connecticut's Official State Website

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Comprehensive K-12 School Counseling Framework

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American Print House: Braille Resources and Information

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American Print House: Braille Resources and Information

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Braille Trail Reader Classroom Kit Order Form
If you have ordered a Braille Trail Reader LE, complete and submit this form to receive your free Classroom Kit (includes Braille Alphabet Cards, Braille Bug Stickers, Braille Bug Poster, and Student Activity Workbook).

For Parents and Teachers

About Braille Bug
Learn more about Braille Bug and what children can learn while exploring this fun and educational site!

Sources of Braille Books

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American Printing House (APH) Braille Bug is a kids' site that teaches sighted children grades 3 through 6 about braille, and encourages literacy among sighted and visually impaired children in a fun environment packed with facts, information, games, graphics, and activities.

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Every kid needs a champion | Rita Pierson

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Community engagement and service outside the school are components of Connecticut's implementation of a Student Success Plan, which values a broadened awareness of self within a global context. To qualify for either the Promise Scholarship or Passport to Promise Scholarship, a student must complete 40 hours of community service during high school. Many New Haven public high schools require community service as a graduation requirement and service performed in the community can be counted toward a student's Promise requirement and graduation requirement. Hours must be reported directly - BY THE STUDENT - to servo.city.

High school counselors and Promise staff will determine those hours which will count toward the requirements. Generally, service must be performed with valid New Haven non-profit charitable organizations or community or school festivals within the city. Hours associated with partisan political activity, religious practice, in-school staff assistance and personal service for family, friends and neighbors will not be authorized as Promise service hours. Among the key reasons of Promise's service requirement is to get students to expand outside of their comfort zones and into the community to build networks and experience, not to have an insular experience at their school or church. To ensure successful completion of the Promise community requirement, below are dozens of opportunities.

YEAR-ROUND OPPORTUNITIES

The Diaper Bank

New Haven Promise

New Haven Promise has two major events each year where it seeks volunteers. One is the Internship & Fair Career in early January and the other is the Annual Scholar Celebration, which takes place in August. Students who demonstrate diligence and commitment are able to claim additional hours as the need arises throughout the year. To inquire about opportunities, please contact Jorgieliz Casanova (203-776-6473)

New Haven Free Public Library

Creative Arts Workshop

Urban Resources Initiative

Project Youth Court

Project Youth Court is the state's first and only youth court and is like traditional courts in many ways, but differs in two key aspects: they are staffed by high school volunteers and they follow the principles of balanced and restorative justice. By participating in Youth Court, young people have the unique opportunity actively engage in the justice system and intentionally shape their shared community values. Teenagers who might otherwise face stiff penalties for youthful mistakes - or escape consequences altogether - are given a second chance and a way to repair the harm their actions may have caused. Click the link above for opportunities to participate

Columbus House

Volunteers provide a critical role for Columbus House to achieve its mission of serving people who are homeless or at risk of becoming homeless by providing shelter and more. Volunteers assist the staff throughout the year, with opportunities from serving meals to painting to general office assistance. Without that dedicated core of volunteers, Columbus House would be unable to provide the scope of services currently offered. Contact: Visit the link above for volunteering options or call (203) 401-4400.

JCC of Greater New Haven

Yale-New Haven Hospital

Established in 1933, Yale New Haven Hospital has one of the oldest organized hospital volunteer programs in the country. The hospital's 2,400 volunteers contribute more than 200,000 hours of service annually. The Volunteer Services Department needs and welcomes energetic volunteers of all ages and skills on the York Street and Saint Raphael campuses. Volunteers generally give a minimum of four hours a week for at least six months. There are a variety of volunteer roles to fit individual time schedules, abilities and interests. Volunteers may work directly with patients or work behind the scenes. Click the link above for more about the opportunities.

Integrated Refugee & Immigrant Services

New Haven Leon Sister City Project

New Haven Leon Sister City Project is supported by an array volunteers who are a key part of the team and the opportunities range from office work to event organization to public awareness raising and fundraising. Volunteering with us is an opportunity to develop new skills and make new friends while committing to end poverty and injustice. Those interested should visit the link above

Artspace

Yale Center for British Art

Yale Peabody Museum

New Haven Counts

New Haven Reads

Yale-China Association

The Yale-China Association (雅礼协会) inspires people to learn and serve together. Founded in 1901 by graduates of Yale University, we foster long-term relationships that improve education, health, and cultural understanding in China and the United States. Yale-China's work in New Haven centers around its annual lunar new year celebration in February called Lunarfest, as well as general administrative and project-based work throughout the year. To sign up fill out a volunteer application and note that you are applying as a New Haven Promise student.

Literacy Volunteers of Greater New Haven

Downtown Evening Soup Kitchen

The Downtown Evening Soup Kitchen (DESK) works with more than 1,000 volunteers across Greater New Haven each year. Their volunteer opportunities include meal service, dinner and lunch preparation, dining room set-up, inventory and stock-room work, and community outreach. For opportunities please visit the link above

Christian Community Action, Inc.

Loaves & Fishes Food Pantry & Clothing Closet

Volunteers are vital to the Loaves & Fishes operation. Each Saturday morning volunteers distribute bags of groceries to individuals and family (including a children's bag for each child), assist guests in the clothing closet area, greet waiting guests with hot coffee, juice, and breakfast pastries, watch children in our children's corner, and ensure the environment is kept clean and welcoming. Volunteers should arrive at the back door of the church - next to the parking lot - at 7:45 am and the staff will put them to work until about 11 am. Located at 57 Olive Street at the corner of Chapel Street

Connecticut Food Bank

American Red Cross South Central Connecticut

Volunteering for the Red Cross is a great way to do something for your community. What you may not expect is what it can do for you. Every day, the American Red Cross helps people in emergencies... whether it's half a million disaster victims or one sick child who needs blood. You don't need special skills to be a volunteer. The Red Cross will train you.

New Haven Pride Center

The purpose of New Haven Pride Center is to provide educational, cultural and social enrichment for the LGBTQ+ community, its allies, and members, to make a positive contribution to the entire community of Greater New Haven. The Center has no paid staff and relies on volunteers to get the work done. Click the above link to learn more about the opportunities and to connect with the Center or call (203) 387-2252.

The Friends of Edgewood Park

There are outdoor volunteer opportunities with the Friends of Edgewood Park (720 Edgewood Avenue). Tools and gloves are provided. Contact S. Fitzgerald to inquire.

Friends of the New Haven Animal Shelter, Inc.

Fellowship Place

The mission of Fellowship Place is to serve adults living with mental illness by offering a full range of therapeutic support and rehabilitation services that promote independence, wellness, and a meaningful life. The volunteers must have the ability to connect with and enjoy interacting with people, and must exhibit a willingness to be flexible and accommodating, to programmatic needs. Contact Mary Guerrero (203-401-4227 x1201) about volunteer options.

United Way of Greater New Haven

From the United Way of Greater New Haven: Give an hour. Give a Saturday. Give your best. We all have special talents. Things we can do to help. And when we reach out a hand to one, we influence the condition of all. Whether it's preparing a community garden for planting, leading financial literacy classes for hard-working families, or participating in a kindergarten canvass, there are hundreds of volunteer options available every day. Click the link above for opportunities.

The Heritage Chorale of New Haven

Music Haven

Shubert New Haven

SEASONAL OPPORTUNITIES

NeighborWorks® New Horizons

Christmas Caroling Ministry Tour, Inc.

Cherry Blossom Festival

Save The Sound

New Haven Land Trust

The International Arts & Ideas Festival

The International Festival of Arts & Ideas is a year-round organization that culminates in an extravaganza of performing arts, lectures, and conversations that takes over theaters and open spaces in New Haven each June. Volunteers are the lifeblood of the International Festival of Arts & Ideas. As 85 percent of the events are free to the public, Arts & Ideas relies on the passion, commitment and support of community members for help. For opportunities, please visit the link above

Long Wharf Theatre

Fair Haven Family Stroll

The Friends Center for Children and the Elm City Montessori School organize the Fair Haven Family Stroll, which starts with a 1.5-mile walk along the Quinnipiac River, is followed by live entertainment and an information fair with local organizations. The Stroll - scheduled for May 4 - is seeking volunteers to help with the event (setting up, guiding guests, breaking down and other event support roles). Please contact Susan Hardej to volunteer and be sure to mention your affiliation as a Promise applicant.

CitySeed

Yale Sustainable Food Program

Newhallville Community Easter Hunt

Volunteers are needed for the 7th Annual Newhallville Community Easter Hunt, which will take place on the afternoon of April 4th at the Lincoln-Bassett Field. To explore the opportunities, email Kim Bivens-Little of the Newhallville Community Management Team.

Common Ground Farm & New Haven Ecology Project

New Haven Farms

Cornell Scott-Hill Health Center

Friends of the Green New Haven

You can earn Promise hours and serve our National Historic Landmark - The New Haven Green. The Friends of the Green have "Clean the Green" opportunities on Saturday, April 13th, from 10 am to noon, and on Saturday, May 4th, from 9 am to 10:30. On the 4th the clean up will be followed by the annual Wake Up the Green Spring Festival & Powder House Day, which includes a book talk and signing with Robert & Kathleen Hubbard on their newly released "The Hidden History of New Haven." To learn more about these opportunities, email Geri.

Habitat for Humanity of Greater New Haven

Every year volunteers contribute more than 2,500 hours of time - either individually or as part of a group - to assist Habitat for Humanity of Greater New Haven accomplish its goal of eliminating poverty housing in the New Haven area. Volunteers participate in a range of activities on behalf of Habitat, including volunteering on our construction sites or in the office, serving on one of our committees or working on special events. To volunteer, follow the link above or call the volunteer coordinator (203-785-0794 x110) with questions.

New Haven Youth Tennis & Education

Fantasy of Lights

The Fantasy of Lights - sponsored by Goodwill of Southern New England - relies on community volunteers to man the entryway, collect fees and welcome visitors each night from Nov. 15=Dec. 31, 2019, at Lighthouse Point Park in New Haven. This is a great opportunity for students in need of community service. If you would like to volunteer, please complete the volunteer form and email it to Events Coordinator Nancy Shapiro ( email).
Any inquiries, corrections or additions to this page should be directed to Jorgieliz Casanova of the New Haven Promise staff.

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Community engagement and service outside the school are components of Connecticut's implementation of a Student Success Plan, which values a broadened awareness of self within a global context. To qualify for either the Promise Scholarship or Passport to Promise Scholarship, a student must complete 40 hours of community service during high school.

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Vision Simulation Video: Learn about different vision disorders

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Vision Simulation Video: Learn about different vision disorders

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See for yourself what the most common age-related eye conditions look like.

Transcript of Video

NARRATOR 1: People with visual impairments using assistive devices.

NARRATOR 2: For people with normal sight, it can be difficult to fully comprehend the experience of the visually impaired. One frequent comment from those with vision loss is: "if you could see what I see, you'd understand what I'm going through." In this section, we have created a series of simulations for the most common causes of vision loss. We hope that by viewing them, you will gain a better appreciation for vision loss and improve your ability to assist and communicate with those who have low vision.

Macular Degeneration

NARRATOR 1: A blurred image with dark spot in the center.

NARRATOR 2: Macular degeneration is the leading cause of vision loss among older people. It is a condition that affects the center portion of the eye. That's the part responsible for central vision in seeing detail.

Cataracts

NARRATOR 1: A sharp, focused image becomes blurred.

NARRATOR 2: A cataract is a cloudy area that forms in the lens of the eye. Cataracts cause an overall blurring and haziness of vision. If you have cataracts, it often appears as if everything is out of focus. People with cataracts tend to be very sensitive to bright light and glare.

Glaucoma/Retinitis Pigmentosa

NARRATOR 1: A blurred image with a sharply focused area in the center.

NARRATOR 2: While very different conditions, both glaucoma and retinitis pigmentosa result in a loss of peripheral vision often described as tunnel vision. People with a certain type of glaucoma can also experience nausea, headaches, and halos around bright lights.

Diabetic Retinopathy

NARRATOR 1: A blurred image with dark spots throughout.

NARRATOR 2: When diabetes damages the tiny blood vessels in the retina, this condition results in overall blurred vision and blind spots from bleeding in the eye. The conditions can produce patchwork images, where portions are completely blocked out.

Hemianopsia: Stroke-Related Blindness

NARRATOR 1: Image of a refrigerator, left side blurred, right side focused.

NARRATOR 2: The result of a cerebral stroke, brain tumor or trauma-hemianopsia-is the loss of vision in half the visual field. Look at how difficult it is to see the water and ice dispenser on the left. People with this condition can benefit from learning new techniques to scan their environment.

Getting Started 2020

Cover of Getting Started Guide 2020

APH ConnectCenter Mission

Empowering people toward greater independence and lifelong success by providing curated information and resources to assist children, parents, job seekers, adults, and older people who are blind or visually impaired.

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See for yourself what the most common age-related eye conditions look like. Transcript of Video NARRATOR 1: People with visual impairments using assistive devices. NARRATOR 2: For people with normal sight, it can be difficult to fully comprehend the experience of the visually impaired. One frequent comment from those with vision loss is: "if ...

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Strategies for managing an online classroom 

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Strategies for managing an online classroom 

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7 Strategies for Managing an Online Classroom

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Managing an online classroom has different components than managing a brick and mortar classroom. No matter what age range of students a teacher teaches online, there are certain considerations that…

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Video: Google Chrome Accessibility Features

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Video: Google Chrome Accessibility Features

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Chromebook Accessibility - Google for Education

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Chromebooks include accessibility right out of the box, unlocking learning experiences for students with diverse needs, abilities and learning styles. Built-in settings and easy-to-use apps and extensions help customize the learning experience to include and engage every student.

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Our sole mission is to provide scholarships to eligible New Haven students who have financial need and academic potential.

"A good education is important because it contributes to world peace. Properly educated persons apply their knowledge, insight, understanding, and fine ideals to meet more adequately their family needs and beyond that, to develop the justice which alone can earn for us 'Peace on earth, good will to men.' "

The New Haven Scholarship Fund was founded in 1959 by Jean Paton Lovell (1894-1996). Jean Lovell, a mathematics teacher at James Hillhouse High School, noticed that several of her students had great academic potential but lacked the finances to further their education. That first year, Jean raised $400 from friends, matched it with $400 of her own and awarded eight $100 scholarships. Today, the all-volunteer Board of Directors, (several of whom were themselves recipients of the NHSF scholarship), continues Mrs. Lovell's vision.

In the 60 years since our founding in 1959, the New Haven Scholarship Fund has awarded over $9.5 million in scholarships to more than 8,500 New Haven Public High School graduates with the academic potential and financial need to enroll in colleges, universities and other programs of post-secondary education. The New Haven Scholarship Fund helps motivated New Haven high school graduating seniors break the cycle of limited opportunities.

Our sole mission is to provide scholarships to eligible New Haven students who have the most financial need and academic potential.

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Our sole mission is to provide scholarships to eligible New Haven students who have financial need and academic potential. "A good education is important because it contributes to world peace. Properly educated persons apply their knowledge, insight, understanding, and fine ideals to meet more adequately their family needs and beyond that, to develop the justice which alone can earn for us 'Peace on earth, good will to men.'

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Speech and Language Supports for Bilingual Students

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Speech and Language Supports for Bilingual Students

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COVID-19 and School Closures: Tips for Parents of Bilingual Children and English Language Learners Receiving Speech-Language Therapy Services

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Across the United States, COVID-19 has changed speech and language service delivery in schools and homes for children with speech and language disorders. This may present unique challenges for families and students who are bilingual and/or English language learners. ASHA offers this guidance to parents and caregivers.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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A Google Slide Sample to copy and use for presenting chapters/ books/ stories

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A Google Slide Sample to copy and use for presenting chapters/ books/ stories

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People who learn and think differently can use technology to help work around their challenges. This is called assistive technology (AT). AT helps people with disabilities learn, communicate, or function better. It can be as high-tech as a computer, or as low-tech as a pencil grip. It's a type of accommodation that involves tools.

Assistive technology has two parts: devices (the actual tools people use) and services (the support to choose and use the tools).

Students who struggle with learning can use AT to help with subjects like reading, writing, and math. AT can also help kids and adults with the tasks of daily life. And many adults use these tools on the job, too.

Assistive technology devices

There's a wide range of AT devices for people with learning and thinking differences. Simple AT tools include highlighters, organizers, and timers.

Other AT tools are high-tech and depend on digital devices. For example, an app with text-to-speech technology can read aloud for people with dyslexia.

There are hundreds of these tools. For examples, explore:

Assistive technology services

Getting the best use out of assistive technology requires more than just having a tool. That's where AT services come in. AT services is any support that helps people with disabilities to choose, get, or use an AT device.

Some examples of AT services include:

Evaluation performed by a doctor or specialist

Training to help a person learn what a tool can do and how to use it

Help with repairing a device

Without these services, assistive technology may not be effective. AT tools and services work together to help people thrive.

Myths about assistive technology

There are lots of myths about AT. Some people wrongly believe that using AT is "cheating." Others worry that people who use AT may become too reliant on it.

One of the biggest myths is that using AT will prevent kids from learning academic skills. Education experts say that's not true.

At the same time, keep in mind that AT can't replace good teaching or instruction. And it won't "cure" a learning difference like dyslexia or ADHD.

Watch a video debunking five myths about AT.

Selecting and using assistive technology

Finding the right AT tools and learning how to use them can be overwhelming.

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What is assistive technology (AT)? It's any device, software, or tool that lets people with disabilities work around challenges. AT tools can help with reading, writing, math and other tasks.

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NHPS College & Career Pathways_SY2022-2023

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NHPS School Counseling - Career Connected Pathways

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State info on disabilities eligibility guidance documents and forms 

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State info on disabilities eligibility guidance documents and forms 

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CT.gov - Connecticut's Official State Website

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Disabilities, Eligibility, Guidance and Forms

Guidance for Independent Educational Evaluations (IEE) and In-School Observations
An IEE is an evaluation conducted by a qualified examiner who is not employed by the school district responsible for the public education of the child.

Special Education Eligibility Documents
Bureau of Special Education guidelines, resources and tools to assist in determining student eligibility for special education and related services.

Special Education Guidance Documents and Topic Briefs
Bureau of Special Education guidance on varied special education-related topics including related service areas and ancillary staff.

Special Education Updates
Bulletins, blogs and updates.

Specific Learning Disabilities and Dyslexia Resources
Information on the identification/assessment, instruction/intervention, and resources for educating students with SLD/Dyslexia.

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Disabilities Eligibility Guidance Documents and Forms

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Guidance for Independent Educational Evaluations (IEE) and In-School Observations An IEE is an evaluation conducted by a qualified examiner who is not employed by the school district responsible for the public education of the child. Special Education Eligibility Documents Bureau of Special Education guidelines, resources and tools to assist in determining student eligibility for special education and related services.

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Concurrent enrollment: on NHPS high school campus

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Concurrent enrollment: on NHPS high school campus

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Concurrent Enrollment - College courses taken within the high school and taught by a high school teacher.

College credit is issued if a student earns a C or higher in the course.

Concurrent Enrollment College Programs:

Specific High School Opportunities:

Co-Op Arts and Humanities - UCONN ECE

ESUMS - UNH STEP, UCONN ECE, Multiple Industry Certifications

Hill Regional Career - SCSU EC, UB EC, EMT @ YNHH EMS

High School in the Community - CT ST Middle College, SCSU EC

Hillhouse - Manufacturing Pathway, SCSU Healthcare Pathway, UCONN ECE, CT ST Middle College - ESL

Metropolitan Business Academy - UB EC, SCSU EC, QU Education Pathway

New Haven Academy - QU PAL (on campus options), SCSU EC

Sound School - UCONN ECE, SCSU EC, Multiple Industry Certifications

Wilbur Cross - SCSU EC, QU EC, CT ST Middle College, CT ST Middle College- ESL, Manufacturing Pathway, Education Pathway, EMT @ YNHH EMS along with other industry certifications

✔️NOTE: Course availability varies by high school and students/families can consult each school's website or ask their School Counselo r for more details regarding specific course availability and eligibility.

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NHPS School Counseling - Concurrent Enrollment: On High School Campus

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Partner Institutes of Higher Education Include: CT State @ Gateway Southern CT State University UConn Quinnipiac University University of Bridgeport University of New Haven

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Elopement Management Checklist