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Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School - CASEL

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As educators across the country prepared to welcome students and adults back to school in Fall 2020, they faced the layered impact of school closures, the COVID-19 pandemic, and racial inequities exacerbated by the pandemic and amplified by the nationwide mobilization for racial justice.

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Learning to Teach Virtually: An Investigation of Synchronous Virtual Classroom Training Webinar

There are hundreds of articles about preparing instructors for the transition to online learning in general, but very few focus on the specific challenges posed synchronous virtual classrooms. Even fewer investigate instructor preparation to meet these challenges. How much training do virtual instructors receive, what does it involve and how effective is it? In this "Learning to Teach Virtually" webinar we'll share and discuss key findings from a Virtual Classroom Training Survey conducted in partnership with OLC that sheds new light on designing and implementing effective training for virtual classroom instruction.

Speaker Bio

Glenn Kessler, Ph.D.
Glenn has over 40 years of experience in higher education and information technology. His academic experience includes teaching (both online and face to face), advising and academic program development. He was an Assistant Dean of the College at the University of Virginia and the Associate Director for Academic Programs for the University of Virginia's adult education program. Glenn served as the VP Emerging Technology for the RIA Group, a unit of the Thomson Corporation, and VP for Electronic Product Development for several Reed Elsevier companies including Reed Reference Publishing and Butterworth US. He holds an M.A. in Philosophy from McGill University and a Ph.D. in Logic from Princeton University. He is currently a senior consultant with Align Virtual Learning Solutions and continues to teach online at the University of Virginia and the University of Maine System.

Webinar sponsored by:

Kathryn (Kate) Wood, Ph.D.
Kate is senior project director at the University of Virginia's Center for Survey Research. She is instructor in the Department of Sociology at the University of Virginia, and in addition teaches in UVA's Bachelor of Interdisciplinary Studies Program. She is experienced with both face-to- face and online classrooms. Her research and teaching interests include research methods, the study of social inequality, and the sociology of religion.

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Learning to Teach Virtually: An Investigation of Synchronous Virtual Classroom Training Webinar - OLC

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Learning to Teach Virtually: An Investigation of Synchronous Virtual Classroom Training Webinar There are hundreds of articles about preparing instructors for the transition to online learning in general, but very few focus on the specific challenges posed synchronous virtual classrooms. Even fewer investigate instructor preparation to meet these challenges.

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A collection of resources from teachers for teachers.

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Born from the belief that no one knows teaching like teachers, Teacher2Teacher is a growing community where you can connect to share resources, learn from one another, and solve the big problems that no one can solve alone. Join us and help shape the conversation.

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Born from the belief that no one knows teaching like teachers, Teacher2Teacher is a growing community where you can connect to share resources, learn from one another, and solve the big problems that no one can solve alone. Join us and help shape the conversation.

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Doug Fisher, Nancy Frey, and John Hattie - WOW!

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

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The Center for Strengthening the Teaching Profession (CSTP) supports student achievement through a focus on teaching excellence. We don't believe good teaching happens by accident, but that high-quality teaching occurs when there is a strong system and a strong profession that supports teachers.

Our priorities, which also remain the same, have guided the work we do:

Teacher Leadership: CSTP provides teachers with opportunities to develop leadership skills and contribute to policy decisions

Policy and Dialogue: CSTP engages the public in dialogue with the education community that is centered on powerful learning for all students

Research: CSTP commissions research and builds capacity for using data to inform policy discussions and decision-making

CSTP is a unique, innovative and independent Washington state nonprofit organization that helps build a strong, supported and effective teaching force for Washington's students. Since 2003, we have and continue to promote state and local policies and practices to help thriving, professional educators positively impact student learning.

There's just three easy steps you can take to find out more about CSTP and join us in this work - 1) sign up for our listserv, 2) "like" us on Facebook and 3) read our award-winning blog "Stories From School".

Sincerely,

Nasue Nishida
Executive Director

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The Center for Strengthening the Teaching Profession (CSTP) supports student achievement through a focus on teaching excellence. We don't believe good teaching happens by accident, but that high-quality teaching occurs when there is a strong system and a strong profession that supports teachers.

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Developmental Assets and Relationships (Search Institute)

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Developmental Assets and Relationships (Search Institute)

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Search Institute-- Helping Young People Be and Become Their Best Selves

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Search Institute bridges research and practice to help young people be and become their best selves. Our applied youth development research, including Developmental Assets® and developmental relationships, has helped young people succeed since 1958.

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https://www.pbisrewards.com/blog/pbis-incentives-distance-learning/

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Live Remote Learning (synchronous)

This method of instruction is "synchronous," meaning that the students and teacher are online at the same time. Instruction happens virtually through some sort of videoconferencing software where participants can see and hear each other. This allows the students and teacher to communicate back and forth in real time, and it creates a learning experience similar to a traditional classroom. This synchronous learning environment can be a powerful way to maintain classroom relationships and provide some degree of normalcy during remote learning. While all ages can benefit from this, it is especially important for younger learners.

Because not all students may be able to attend class at a designated time, teachers often record the sessions and post them online for students to watch later. These sessions are usually "optional," for students who want some real-time contact, need social and emotional support, or desire more personal guidance through course materials.

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Choose Your Remote-Teaching Platform - AVID Open Access

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This method of instruction is "synchronous," meaning that the students and teacher are online at the same time. Instruction happens virtually through some sort of videoconferencing software where participants can see and hear each other. This allows the students and teacher to communicate back and forth in real time, and it creates a learning experience similar to a traditional classroom.

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards. They are intended to help publishers, other designers of instructional materials, and instructional leaders find new efficiencies in the curriculum that are critical for the unique challenges that have resulted from school closures and anticipated disruptions in the year ahead, keeping at the forefront principles of equitable instruction.

All of the guidance is designed to support planning and decision making. Due to the structural differences between the grade-specific (K-8 mathematics, K-12 ELA/literacy) and course-specific (high school mathematics) guidance, the high school mathematics resource was developed separately. The high school mathematics content was designed in close partnership with Asia Franks and Jaliyla Fraser.
*Note: Send Feedback While these documents were created for the 2020-21 academic year, they remain helpful for those setting academic priorities for the 2021-22 school year. Given the incredible variability of the 2020-21 school year, to maximize the effectiveness of this guidance, the recommendations should be examined and adjusted based on the specific knowledge educators have about what students were able to accomplish and what may need additional attention. In the 2021-22 school year, educators must take into account the unique needs of students and continue to use strong formative assessment practices to understand where there is unfinished learning and to support students in engaging with grade-level content. For more information on academic acceleration and prioritization, integrated scaffolds and support, human-centered learning environments, culturally relevant pedagogy, and methods for understanding student progress, see our Priorities for Equitable Instruction: 2021 & Beyond page.

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Priority Instructional Content in English Language Arts/Literacy and Mathematics

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.

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ReImagine 1.0, 2.0 & 3.0 with Jeff Utecht 

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ReImagine 1.0, 2.0 & 3.0 with Jeff Utecht 

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Elena Aguilar's website accompanying her book focused on supporting the resilience of educators.

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Onward: Stories and Resources to Cultivate Emotional Resilience

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Your first stop for resources, inspiration, and guidance on cultivating emotional resilience. The perfect site for anyone who is feeling burned-out and beat-down. Don't just survive. Thrive with Onward.

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Creating a PBIS Behavior Teaching Matrix for Remote Instruction

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Creating a PBIS Behavior Teaching Matrix for Remote Instruction

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https://www.pbis.org/resource/creating-a-pbis-behavior-teaching-matrix-for-remote-instruction

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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This revised framework does a LOT of the connecting work for us between the framework & remote learning. Danielson now lists very concrete examples of remote learning practices under each element she spotlilghts.

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This revised framework does a LOT of the connecting work for us between the framework & remote learning. Danielson now lists very concrete examples of remote learning practices under each element she spotlilghts.

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It's easy to ignite learning when we understand how to ignite the brain

Education in America has stagnated...

Throughout the last fifty years we have tried unsuccessfully to raise our education levels in America. Unfortunately, nothing has worked....

Using a neural lens, we can positively affect our education deficiencies, by giving teachers tools and practices that align with how the brain works and how children learn.

Inspire Teachers

to ignite their classroom using research-based brain science methodologies which allow them to manage the classroom by managing the brain.

Provide K-12 professional development

to help educators realize a new paradigm - a way of thinking about teaching and learning using a neural lens.

Translate Neuro-scientific Research

(how the brain processes and retains information), into accessible classroom practices and processes.

Improve Educational Outcomes

for all students by empowering them to access their own potential as they understand themselves and see themselves as learners.

"Neural Education offers a deeper understanding of the brain's amazing capacity. When this understanding informs the classroom, lessons come alive - joy and meaning are brought back to learning."

Terry Bergeson - WA Superintendent of Public Instruction 1996-2008

Pacific Lutheran University - Interim Dean, School of Education and Kinesiology

We translate neuroscience research into practical teaching and learning tools that can be applied to real classrooms with real results!

Understanding how the brain works, what stimulates it and how to harness the connections in a positive way enables teachers, parents, and students to flourish.

Summer Institutes

Professional Learning Communities

Parent / School Outreach

Seminars / Webinars

Conferences

Peer-reviewed Papers

Summer Institutes are held at Pacific Lutheran University in Tacoma, WA and Heritage University in Toppenish, WA

2020 Summer Institutes

Basic Summer Institute

In this one-week immersive course, a framework and foundation in evidence-based Neuroscience is taught that empowers educators. Every participant will gain insight into the science behind how children learn and be given practical and proven skills to identify and re-engage students.

35 Clock hours eligibility! Standard or STEM (PLU only) clock hours.

Learn how to:

Create a stress-free classroom for all

Eliminate disciplinary referrals

Increase Academic Performance

Help students self-engage with voice and agency

Advanced Summer Institute

This Advanced Neural Education Institute offers graduate educators the opportunity to widen and deepen the neural lens that was introduced in Basic Neural Education Institute. Concepts and techniques that were explored earlier will be honed and polished for application in the classroom. In addition, participants will leave the institute with an action plan for classroom implementation and school-wide dissemination.

20 Clock hours eligibility! Standard or STEM clock hours.

Learn How to:

Advance your application of neuroscience fundamentals

Scale neuroscience within your school community

Help Students access deep learning

"In my 25 years of being in education, this is HANDS DOWN the VERY BEST professional development I've been part of...ever!!"

Karey Richardson, Principal - Stahl Junior High

Making a Difference

Impact of applying Neural Education Principles

Neural educators view teaching and learning as collaborative practices that grow cognitive capacity with the goal of helping every student reach their full potential.

Classrooms are viewed as greenhouses that promote neural growth

Student behavior is re-framed to be seen as the brain's way of communicating overload/stress/anxiety

Lessons become opportunities to co-create - giving students autonomy and purpose

School communities shift to focus on relationship building which fosters academic growth

Classroom management is seen as a side-by-side endeavor with the goal of cultivating neurotransmitters

"Learning about the brain allowed me to understand my own behavior in relation to the behavior of my students. Consequently, I was able to change my beliefs about student behavior by looking through a neural lens. Now I see the student, not the behavior."

Karen Foley, Elementary Teacher - Lincoln Elementary

"We have high poverty and ACEs (Adverse Childhood Experiences) climate. I'm seeing how knowledge about learned helplessness helps my children move beyond the "I'm no good" freeze stage. What is interesting for me is that kids who used to give up on the learned helplessness kids are now reinvigorated to teach them resilience by practicing it themselves."
Debbie Dougherty - Toppenish Middle School

Building on momentum from the Summer Institutes, Neural Education graduates are bringing their learning and connections back to their classrooms and schools .

Click the button below for a list of current projects.

How YOU can Help

AmazonSmile is a website operated by Amazon with the same products, prices, and shopping features as Amazon.com. The difference is that when you shop on AmazonSmile, the AmazonSmile Foundation will donate 0.5% of the purchase price of eligible products to the charitable organization of your choice.

Kieran and his Neural Education team see it as their mission to translate the newest findings from psychology/neuroscience/learning sciences into a practical brain-centric pedagogy.

This mission drives Neural Education to continually grow a connected community of neuro-centric teachers and learners seeking to deepen their understanding of How Children Learn.

Board of Directors

Maria Mackey - Treasurer

Christine Young - Secretary

Missy Widmann

Ashley Valentine

Paul O'Beirne

John W Donnelly

Ed Bland

Kimberly Phillips

Nathan Hoerschelmann

Anne Tipper - Advisor

Featured Sponsors

seeks to educate students for lives of thoughtful inquiry, service, leadership and care-
for other people, for their communities and for the Earth.

Celtic Life & Heritage Foundation is a 501(c)(3) non-profit public benefit corporation whose purpose is to preserve the Irish Celtic heritage for the benefit of Americans of Irish descent; and for all others who are interested in amazing stories, rich history, and would love to experience the goodness of an Irish Blessing.

The Foundation celebrates and preserves Irish Celtic heritage primarily through themed education modules (available for public, private, and home schools) along with short media vignettes, and most recently the Irish card game Seanchaí.

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It's easy to ignite learning when we understand how to ignite the brain Education in America has stagnated... Throughout the last fifty years we have tried unsuccessfully to raise our education levels in America. Unfortunately, nothing has worked....

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Challenging Learning through FEEDBACK by Nottingham and Nottingham

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Challenging Learning through FEEDBACK by Nottingham and Nottingham

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The Challenging Learning Story

Foreword by Larry Ainsworth

Chapter 1: Setting the Scene

Chapter 2: Current Reality

Chapter 3: Creating a Culture for Feedback

Chapter 4: Goals Before Feedback

Chapter 5: Taxonomies to Support Goal Setting

Chapter 6: Feedback and the SOLO Taxonomy

Chapter 7: Seven Steps to Feedback

Chapter 8: Tools for Feedback

Repertoire and Judgment Notes

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The Challenging Learning Story Foreword by Larry Ainsworth Chapter 1: Setting the Scene Chapter 2: Current Reality Chapter 3: Creating a Culture for Feedback Chapter 4: Goals Before Feedback Chapter 5: Taxonomies to Support Goal Setting Chapter 6: Feedback and the SOLO Taxonomy Chapter 7: Seven Steps to Feedback Chapter 8: Tools for Feedback Repertoire and Judgment Notes

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Home_Page - Flipped Learning Network Hub

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The "FLN" is the original non-profit online community for educators interested in learning more about the flipped classroom and flipped learning practices.

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How should I Talk About Race in a Mostly White Classroom?

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How should I Talk About Race in a Mostly White Classroom?

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article for discussion

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Race and racism are important topics to bring into your classroom. Because race is part of our public conversation and integrated into so many aspects of our world, young people want to and should be part of that conversation, no matter their race. White students in predominantly white classrooms should be discussing race for those reasons and because they are members of a multicultural society and world. Sometimes teachers feel reluctant to raise the topic of race especially if they are teaching in an all or predominantly white community. Teachers may be concerned that students bring their own assumptions and stereotypes, will hold back for fear of saying the "wrong" thing or bias will emerge and will be hard to facilitate and contain. Also, teachers may fear pushback from administrators and parents who feel they shouldn't talk about it at all.

Below are tips and strategies to consider when teaching predominantly white students about race and racism.

1. Set up group guidelines.

Students, and in particular white students, sometimes don't participate in discussions about race because they feel inadequate, worry they'll be mocked, are embarrassed by their lack of knowledge or concerned that strong feelings will arise. Many may think the topic isn't relevant to them. When engaging in any conversations about tough topics, it is critical to set up group guidelines or agreements to promote a classroom environment that is safe and respectful. Do this collaboratively with students and make sure that the following areas are discussed: listening and interrupting, how to deal with strong emotions, establishing trust, confidentiality, sharing "air time" and dealing with differences or disagreements. Further, from the beginning establish an environment that allows for mistakes. Because we are products of a biased society, students may not be cognizant that everyone has biases and holds stereotypes. This should be explained to them explicitly. Assume good will and convey to students that they should do the same. Find ways to inspire students to challenge themselves and their assumptions by asking open-ended questions.

2. Help students accept discomfort and uncertainty.

A safe learning environment doesn't mean you and your students will or should be comfortable with every discussion. Be prepared for these conversations to potentially be messy and complicated. They may not end as you expect they will. You can remind yourself of this and share that understanding with your students so you manage everyone's expectations. It is helpful to remember and share with students that often deep learning, the kind that is lasting and long-term, comes when things are uncomfortable or "sticky" and you are able to work through those things. That's the "aha" or epiphany moment. It may also be helpful to explain to students that often when things are complicated or when there is a conflict, if things are handled well, there can be a higher understanding or improved relationships on the other side.

3. Clarify that the goal is not to be "colorblind."

The goal of teaching about race and racism is to help students understand the historical context and current manifestations of racism in the U.S. There are many white people who believe the best way to eliminate racism is to not talk about it and not notice racial differences at all (i.e. be "colorblind"). They may want to tell young people not to notice differences because they conflate noticing differences with having bias. It may also be a way to avoid dealing with discussions of race because they are uncomfortable. It is completely natural to notice race and other physical characteristics; telling children not to see it is incorrect and confusing. Let students know that noticing differences does not promote bias-judging and discriminating based on race does. Further, it's important to acknowledge that white is a racial identity and even explore with students what being white means to them. You may also want to share with parents that you are talking about these issues because some white parents may believe that talking about race makes them or their children racist.

4. Acknowledge that learning about race and racism is a process.

It is often the case that white people who have always been in the majority do not think about their own racial identity the way that people of color often do. Recognize that learning about race and racism is a process because many white students may not have had the opportunity to reflect on and discuss it. They will come with bias and misinformation, as we all do, and it will take time for them to develop their own understanding and insights. Make it clear that this can be a lifelong process and that one is always learning, including yourself, and that you will be learning together. Introduce less complex topics at first and from the beginning, present and use accurate terminology. At the same time, don't sugarcoat or simplify language or concepts. Defining words and the language of race and bias can be one of the first things you do which can include differentiating prejudice, bias, discrimination, racism and implicit bias. In the beginning, establish the fact that we all have a race, and they are included in that. Sometimes white students think that race doesn't apply to them and includes only people of color.

5. Provide opportunities to learn about others and foster empathy.

Regardless of whether or not the racial diversity of our larger society is represented in your school, it is important to bring diverse voices and perspectives into the classroom in other ways besides personal sharing. This is particularly true if you have a predominantly white school and you are talking about race. Use children's books, short videos, movies, literature, stories by teens, or arrange for a video chat to expose students to other voices on race as this fifth grade teacher did. As the goal is to dispel stereotypes-not perpetuate them-be sure to review these resources in advance. Exposing white students to people who represent different racial groups can also build empathy as they learn and better understand others' lives, experiences, perspectives and feelings.

6. Address white privilege in non-defensive ways.

The term "white privilege" is one that often produces anxiety and defensiveness among white people, including students. At the same time, if students are going to engage in conversations about race, privilege has to be on the table. The goal of a discussion about white privilege is not to make anyone feel guilty for who they are or defensive about their lot in life. The goal should be to help students understand and analyze issues of power and privilege as they relate to racism. One way to start the conversation is to talk with students about the ways bias manifests in institutions (i.e. discrimination). Explain that bias can impact people in two ways: by discriminating against some or advantaging others, depending on race or other aspects of identity.

Define white privilege as: "unearned and often unseen or unrecognized advantages, benefits or rights conferred upon people based on their membership in a dominant group (e.g. white people, heterosexual people, men, able-bodied, etc.) beyond what is commonly experienced by members of the non-dominant group."

Another angle to discuss privilege is to talk with your students about the ways they feel disempowered or discriminated against as young people, often through ageism directed towards them. These can include things like not being allowed to do certain things they think they should be allowed to do; assumptions adults make about them; or discriminatory acts that target them. Students can reflect on the ways that they, as young people, lack privilege in these situations. This discussion will help them understand the concept of privilege without getting defensive and will help to foster empathy. You can then make the connection to white privilege and since you've set the groundwork, hopefully the leap to white privilege isn't too far a reach for them. It will be important to identify dominant identities (i.e. being white) because students may not accept that they have white privilege by saying they belong to another marginalized group ("but I'm gay, poor, female"). While that may be true, it doesn't erase their white identity.

7. Connect to ally behavior and engage in social justice.

As your students discuss race, some of them may be interested in addressing the racism they have learned about, both in their interpersonal relationships and in society. Helping your students understand what it means to act as an ally and learning the different ways to engage in ally behavior is an important next step. White people can act as allies by identifying racism when they see it, calling it out and challenging it in a myriad of ways. You can help to facilitate this process by giving students an opportunity to explore how to act as an ally and practice different strategies-both interpersonal or on a larger stage by getting involved in activism. There a wide variety of ways to do this including educating others, online activism, advocating for legislation, protesting, creating public awareness, etc. Convey a message of critical hope that when people work together-in the past and in modern times-they can make a difference and improve our society and world.

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How Should I Talk about Race in My Mostly White Classroom?

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Race and racism are important topics to bring into your classroom. Because race is part of our public conversation and integrated into so many aspects of our world, young people want to and should be part of that conversation, no matter their race.

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Her "Marigold" story is great for new teachers

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Addressing Barriers in Remote Learning with UDL

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Addressing Barriers in Remote Learning with UDL

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Katie Novak has developed a flowchart of barriers and examples of how to mitigate them.

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Remote Planning

with a UDL Lens

In our first part of our UDL for Remote Learning series, I shared WHY Universal Design for Learning (UDL) is essential to tackle and succeed in remote learning. Now that we have established why UDL is important to Remote Learning, the key now is HOW?

So, how do you begin to think about remote planning through the UDL lens? As with all things, there is no single representation, but we have designed a flow chart that may inspire you to address barriers in new ways. I partnered with my colleagues to create a remote learning barrier flowchart.

If you have any ideas about how to make this flowchart more relevant, authentic, and meaningful, don't hesitate to reach out and inspire us! As my bestie George Couros always says, "The smartest person in the room... is the room."

Download it, print it, share it, comment below, tweet me @katienovakudl.

Looking to deepen your learning and expand your skills in UDL and Remote Learning? Contact us to discuss options for your district or check out our UDL for Remote Learning Self-Paced Course.

How to Address Barriers in Remote Learning

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How to Address Barriers in Remote Learning - Novak Educational Consulting

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Remote Planning with a UDL Lens In our first part of our UDL for Remote Learning series, I shared WHY Universal Design for Learning (UDL) is essential to tackle and succeed in remote learning. Now that we have established why UDL is important to Remote Learning, the key now is HOW?

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Achieve the Core: Priority Standards @ this critical time

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Achieve the Core: Priority Standards @ this critical time

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards. They are intended to help publishers, other designers of instructional materials, and instructional leaders find new efficiencies in the curriculum that are critical for the unique challenges that have resulted from school closures and anticipated disruptions in the year ahead, keeping at the forefront principles of equitable instruction.

All of the guidance is designed to support planning and decision making. Due to the structural differences between the grade-specific (K-8 mathematics, K-12 ELA/literacy) and course-specific (high school mathematics) guidance, the high school mathematics resource was developed separately. The high school mathematics content was designed in close partnership with Asia Franks and Jaliyla Fraser.
*Note: Send Feedback While these documents were created for the 2020-21 academic year, they remain helpful for those setting academic priorities for the 2021-22 school year. Given the incredible variability of the 2020-21 school year, to maximize the effectiveness of this guidance, the recommendations should be examined and adjusted based on the specific knowledge educators have about what students were able to accomplish and what may need additional attention. In the 2021-22 school year, educators must take into account the unique needs of students and continue to use strong formative assessment practices to understand where there is unfinished learning and to support students in engaging with grade-level content. For more information on academic acceleration and prioritization, integrated scaffolds and support, human-centered learning environments, culturally relevant pedagogy, and methods for understanding student progress, see our Priorities for Equitable Instruction: 2021 & Beyond page.

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Priority Instructional Content in English Language Arts/Literacy and Mathematics

# data[].attributes.attachment_link.description
These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.

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There are so many tools to use when asking kids to show their work and physical manipulatives are unavailable.

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Online manipulatives bring all of the learning and fun without the mess. Our math virtual manipulatives help students grasp abstract concepts through modeling. Literacy virtual manipulatives create a fun space for practicing spelling, rhyming, and more!

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Virtual Manipulatives | Mathematical Modelling | Toy Theater

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Original teaching tools aimed at supporting teachers in the elementary school classroom. Two color counters, 3D dice, probability spinners, graph builders, fraction bars, base ten blocks, and more!

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A systematic approach to teacher observations that promotes trust, empathy, and reflection to help teachers take the risks needed to improve academic and SEL outcomes for their students.

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The teacher observation evaluation process is supposed to improve teaching and learning, but research makes it clear that it doesn't. In fact, it creates fear, which stifles teacher innovation and risk-taking.
Trust-Based Observations changes that.

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The teacher observation evaluation process is supposed to improve teaching and learning, but research makes it clear that it doesn't. In fact, it creates fear, which stifles teacher innovation and risk-taking. Trust-Based Observations changes that.