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As our state and nation continue to battle the COVID-19 pandemic, Washington's schools are working closely with local health authorities to determine the right mode of instructional delivery for their community.

The following data are self-reported by each public school district, state-tribal education compact school, and charter school. The data will be updated monthly to reflect the school or district's instructional model as of the last day of the month and their plans for the following month.

If you have questions about the data or need assistance navigating the data visualization, please email achievementdata@k12.wa.us.

Current data were collected on: 10/12/2020

Model for Delivering Instruction Data Definitions:

100% Remote:

- All Students are receiving instruction remotely
Small Groups and Remote:
- Targeted students are receiving in-person instruction

-The majority of students are still receiving instruction remotely
Phase-In:
- Specific grade-levels/bands are brought back in-person (fully or partially) in a phased approach

- Other students still receive instruction remotely

- Could include a hybrid and/or A/B structure for some, but not all students
Partial In-Person for All Students:
- All students are receiving instruction, at least partially, in-person

- In this model every student is receiving some level of in-person instruction, but it may not take place every day

- Could include a hybrid and/or A/B structure

- A remote option may be available for families opting out of in-person instruction

Typical/Traditional In-Person:

- All students receive instruction in-person, 5 days per week

- A remote option may be available for families opting out of in-person instruction

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As our state and nation continue to battle the COVID-19 pandemic, Washington's schools are working closely with local health authorities to determine the right mode of instructional delivery for their community. The following data are self-reported by each public school district, state-tribal education compact school, and charter school.

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WaKIDS in Distance Learning Kickoff September 2nd

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WaKIDS in Distance Learning Kickoff September 2nd

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Presenters

Description

An opportunity to come together and learn about some resources for implementing WaKIDS in distance learning environments. Access supports and opportunities with your colleagues to determine what will be helpful and what you can do to get started. This kick-off will be followed by weekly sessions for people who want to continue connecting and problem solving with colleagues throughout the first six weeks of school.

Target Audience: This kick-off is designed specifically for NWESD regional classroom teachers/leads, paraeducators, administrators who administer and/or support WaKIDS only. If you are not from the NWESD region, please contact your home ESD for other similar type classes.

Event Notes

Registration is limited to those from the NWESD region only.

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An opportunity to come together and learn about some resources for implementing WaKIDS in distance learning environments. Access supports and opportunities with your colleagues to determine what will be helpful and what you can do to get started.

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WaKIDS in Distance Learning Weekly Forum

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WaKIDS in Distance Learning Weekly Forum

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An opportunity to come together for facilitated conversations about WaKIDS in distance learning environments. Join the conversations and share current plans, ideas, questions, and concerns with your colleagues. There will be opportunities for resource-sharing, problem-solving and brainstorming around topics that will be generated by the group.

This course is limited to participants from NWESD region only.

This course is limited to participants from NWESD region only.

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An opportunity to come together for facilitated conversations about WaKIDS in distance learning environments. Join the conversations and share current plans, ideas, questions, and concerns with your colleagues. There will be opportunities for resource-sharing, problem-solving and brainstorming around topics that will be generated by the group.

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This is a Google doc with a list of participants that wanted to continue to stay in touch. Feel free to update with your information if you wish.

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Discussion Session #4 Presentation (2).pdf

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Find Child Care one-pager - Spanish[1][2]

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Resources for various learning management systems and distance learning supports

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Resources for various learning management systems and distance learning supports

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Streamlining Learning Management System (LMS) Platforms

Districts across the state are streamlining how they deliver remote instruction and selecting one or two "Learning Management Systems" (LMS platforms) through which teachers deliver instruction and engage students in learning. By narrowing their use of LMS platforms, districts can more effectively teach students and support educators.

The AESD is offering professional learning and technical support to educators and district leaders focused on five LMS platforms: Canvas, Google Classroom, Microsoft Teams, Schoology, and Seesaw.

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Continuous Learning Supports | Washington Association of Educational Service Districts

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Districts across the state are streamlining how they deliver remote instruction and selecting one or two "Learning Management Systems" (LMS platforms) through which teachers deliver instruction and engage students in learning. By narrowing their use of LMS platforms, districts can more effectively teach students and support educators.

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Tips for Establishing Partnerships from Reopening in Early Learning Guidance

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Resources and supports for families and caregivers for distance learning from the AESD

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Resources and supports for families and caregivers for distance learning from the AESD

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Family & Community Distance Learning Resources for Districts | Washington Association of Educational Service Districts

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The AESD will be developing learning platform-specific resources to assist districts in working with families, community organizations, and child care providers as they support students with distance learning. Materials will include customizable and translated presentation materials (PowerPoint slides, presenter scripts, and resource links) for districts to use with families and community partners.

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Resources and supports for families and caregivers for distance learning from the AESD

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Resources and supports for families and caregivers for distance learning from the AESD

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Family & Community Distance Learning Resources for Districts | Washington Association of Educational Service Districts

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The AESD will be developing learning platform-specific resources to assist districts in working with families, community organizations, and child care providers as they support students with distance learning. Materials will include customizable and translated presentation materials (PowerPoint slides, presenter scripts, and resource links) for districts to use with families and community partners.

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Everything you need to find quality child care.

Explore Different Types of Child Care

Finding high-quality child care is one of the most important decisions you will make for your child and your family. Studies show that children who get high-quality child care do better in school and, as adults, earn more. There are many different kinds of child care available.

Licensed child care providers who join Early Achievers work with expert coaches to improve their skills in working with children and to improve their programs to make them the best they can be.
Learn More En español EE Soomaaliya

Child care providers licensed by the state receive early learning training, important safety instruction, first aid training and they must pass criminal background checks. Their child care environments must also pass state inspection. Licensed child care can be provided in a family home setting or in a child care center.
Learn More En español

Family, friends and neighbor (FFN) caregivers include grandparents, aunts and uncles, elders, older siblings, friends, neighbors and others who help families by providing child care. FFN caregivers are typically unlicensed and not regulated by the state.
Learn More Resources for FFN caregivers

During your search, call and visit several child care programs and get answers to important questions like these:

1. How many children does each adult supervise?

2. What is the typical daily schedule?

3. How does the child care provider set limits and discipline?

4. How will the provider help prepare my child for kindergarten?

5. What are meals like?

6. How will the provider honor our family's culture?

Child Care Aware of Washington helps you find high-quality, licensed child care near you. Use our online search tool or call our Family Center, Mon.-Fri. 8:30 am to 4:30 pm. Our child care experts are ready to help. We serve families in over 250 languages at no cost to families.

What about families experiencing homelessness?

We help families with young children who are experiencing homelessness find child care at no cost to them for up to four months. Child care offers young children experiencing homelessness a safe place to play and learn, healthy food and a chance to make friends. Homelessness is not neglect and Child Protective Services (CPS) will not take away your child because you are homeless. Click here to learn more about this program.

Many families need help paying for child care. We've listed some of the most common resources below.

We help you find the right program

If you are unsure which program is for you, we offer free help through The Family Center.
Call the Family Center
1-800-446-1114
What about families experiencing homelessness?

We help families who are experiencing homelessness find child care for up to four months at no cost to them. Child care offers young children experiencing homelessness a safe place to play and learn, healthy food and a chance to make friends. Homelessness is not neglect and Child Protective Services (CPS) will not take away your child because you are homeless. Click here to learn more about this program.

State and federal child care subsidies

Department of Social and Health Services (DSHS) Child Care Subsidy Programs (Learn More)

Working Connections Child Care (WCCC) helps eligible families pay for child care while they work, look for work or go to school. Families qualify for help based on their income.

Seasonal Child Care helps seasonally employed agricultural families.

Military child care assistance programs are available through Child Care Aware of America (Learn More)

ECEAP (E-Cap) and Head Start (Learn More)

ECEAP offers free pre-school programs for eligible 3- and 4-year-old children from low-income families or children with special needs or situations.

Head Start helps children from birth to age 5 with early child care and pre-school, as well as offering pre-natal care to pregnant women. Learn More

Local programs for:

Low- to moderate-income families in Seattle. Call 206-386-1050 or Learn More

Full-time college students in King, Pierce and Snohomish Counties. Learn More.

Low- to moderate-income families in Kent, Auburn, Redmond and Bellevue. Call 206-323-4912. or email subsidy@childcare.org or Apply Here.

Other ways to help pay

The Child and Dependent Care Federal Tax Credit. Learn More.

Flexible Spending Accounts. Learn More.

Ask child care providers if they offer a sliding rate scale based on income, sibling discounts, or if they offer child care scholarships

Child Care Aware of Washington provides local services through six regional partners located across the state. These partners often offer resources beyond child care to help families in their regions.

Child Care Resources - King County

Child Care Resources - Pierce County

Child Care Aware of Washington seeks to help every child receive high-quality child care.

Child Care Resources - King County

Child Care Resources - Pierce County

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Everything you need to find quality child care. Finding high-quality child care is one of the most important decisions you will make for your child and your family. Studies show that children who get high-quality child care do better in school and, as adults, earn more.

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District and School Contacts for Childcare Partners

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District and School Contacts for Childcare Partners

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Discussion Session #3 Presentation (1).pdf

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I am thankful for all the resources you've provided us.

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For those districts starting sooner than mine (Ferndale), I would love to hear how the face to face family connections went.

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For those districts starting sooner than mine (Ferndale), I would love to hear how the face to face family connections went.

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If you end up doing some additional professional development supporting teachers and WAkids,  I will be happy to pass on that information to teachers in my school. I feel it would be very appreciated. 

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If you end up doing some additional professional development supporting teachers and WAkids,  I will be happy to pass on that information to teachers in my school. I feel it would be very appreciated. 

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I would love to be a part of an ongoing professional development class on WaKids

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I would love to be a part of an ongoing professional development class on WaKids

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I am looking forward to exploring the resources that the two groups looked at while I was exploring the other. 

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I am looking forward to exploring the resources that the two groups looked at while I was exploring the other. 

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I am thrilled with the resources that were provided today, thank you! Particularly with the Wa-Kids and Child Care resources 

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I am thrilled with the resources that were provided today, thank you! Particularly with the Wa-Kids and Child Care resources 

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Why are we required to do WAkids?  The SBA was cancelled in the Spring because of the remote-learning situation...what is the discussion around the reasoning for still making us do WAKids?  There is no way to have it be objectively done by a single person if we have to rely on NON-objective parents to give us information.  We also are not able to assess many of the objectives which require us to observe Kinders in social situations with other kids.

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Why are we required to do WAkids?  The SBA was cancelled in the Spring because of the remote-learning situation...what is the discussion around the reasoning for still making us do WAKids?  There is no way to have it be objectively done by a single person if we have to rely on NON-objective parents to give us information.  We also are not able to assess many of the objectives which require us to observe Kinders in social situations with other kids.

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ESD 189-WaKIDS Supports slides August 2020

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Resources for Administering WaKIDS in a Distant Learning Environment

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Resources for Administering WaKIDS in a Distant Learning Environment

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WaKIDS isn't a "test." Kindergarten teachers observe children during everyday activities. This helps teachers find out what each child knows and can do at the beginning of the school year. Knowing more about children's entering skills and strengths helps teachers and parents work together to support student growth in kindergarten.

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Reunite, Renew and Thrive: Social Emotional Learning Roadmap for Reopening School

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Reunite, Renew and Thrive: Social Emotional Learning Roadmap for Reopening School

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https://casel.org/reopening-with-sel/?eml=scb/e/20200811////Regional_Admin_Newsletter_Aug2020_3689_03/////

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I am going to use an adjustable table when teaching via Zoom so that I do not have to sit all day!

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The Zoom link for your sessions is: https://zoom.us/meeting/register/tJwvfuuoqD8iE93Mp9pJDvWi_Z-UHxZyT55h.

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I've asked this question before, but not in here...Would the city or school district be able to provide wifi boxes for families in need? Would Comcast or some other provider offer free or low-cost internet service? The kids who need interaction the most, at least with my class last year, are the ones who do not have wifi or devices.  I can help find devices for kids, but I don't know how to provide wifi.

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Does anyone have a tutorial link?

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What will special services look like for individualized support?

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What will special services look like for individualized support?

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How can we survey child care providers to help districts figure out where the kids are spending their days?

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How can we survey child care providers to help districts figure out where the kids are spending their days?

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Kindergarten specific - if ESD / OSPI could offer extended WaKIDS training (we know how to do it in the other normal - but need training in this new normal of Distance Learning

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Kindergarten specific - if ESD / OSPI could offer extended WaKIDS training (we know how to do it in the other normal - but need training in this new normal of Distance Learning

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Strategies or tools a teacher can use if a family does not have access to the internet or other barriers prevent a family from fully utilizing the GOLD Family App or Ready Rosie.

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Partnering with Families for Assessments

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Partnering with Families for Assessments

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Resources about best practices, strategies or tools that teachers can use with families to empower families to feel comfortable to share their child’s progress and skills, knowledge and abilities.

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A slightly updated list of Health Department Contacts per county

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A slightly updated list of Health Department Contacts per county

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By Katie Novak

If our systems have any chance of supporting students with remote learning, they have to use the principles of Universal Design to ensure that every student, regardless of variability, has equal opportunities to learn. "One-size-fits-all" solutions do not work in the classroom and they certainly don't work remotely. We have to be flexible about how we design remote learning experiences so that they are accessible, challenging, culturally sustaining, and linguistically appropriate.

When discussing "remote" learning, many minds jump to "online learning." Yet, robust online learning requires every student to have a device and a strong internet connection which may not be a reality. If a lack of devices or internet connectivity creates a barrier for a single learner, a district has to ensure there are other pathways to learn. This conversation often becomes "online" vs. "packets," and neither is a viable solution for high-quality learning. In the field of UDL, we often say, "What is necessary for some, is good for all." All students should have access to home learning experiences that do not rely on technology and internet connectivity, but these learning experiences cannot be "one-size." This is necessary because there are many barriers we can predict that will impact student learning in a remote setting.

If a lack of devices or internet connectivity creates a barrier for a single learner, a district has to ensure there are other pathways to learn.

Beyond the variability we can expect in a classroom setting, we have to recognize that many students will be working without support from their families, will be juggling numerous responsibilities such as caring for family members or working, will be significantly impacted by food and/or income insecurity, and will be navigating the racial inequities and police brutality against people of color and what it means to them. All students, including our students with disabilities, Black and brown students, English learners, students who are economically disadvantaged, and our LGBTQ students, need us to consider the barriers they may face so we can be as flexible as possible when designing learning expectations for them. This starts with recognizing that we aren't playing a game of "online learning vs packets."

Examine the following message and note its flexibility. Wouldn't it be amazing if we could share this message with our learners? Granted, you may not be able to offer all options, but considering barriers, and designing to eliminate them, is how we can ensure that all learners will have access to the education we are offering during COVID-19 and beyond.
Students - This fall is going to a little different for all of us, but know that I will teach you no matter what! I have designed learning so it's flexible for all of us. Each week, there will be three options for you to learn.

1. If you have access to a device and internet, you can choose to learn online and attend live Zoom sessions with me. If you don't have a device, the district can loan you one, or you can choose another option. If you can't make the live sessions, don't worry. I will record them and you can watch them later.

2. If you have a device, but don't have access to the internet, you can pick up a USB drive every two weeks with all the options available to you. You can return it with your work on it and pick up a new one so I can provide you with feedback.

3. If hard copies will work better for you, I will be working with the school to put together all the materials you need to make that happen! Let me know if this works and there will be an egg-crate coming your way. Then, I will share a learning plan every two weeks, via email, mail or pick-up. You will have everything you need to choose the options that work best for you.

In these options above, the learning plan would look the same, so teachers aren't creating three different pathways. Within the plan, there are options and choices for how students will learn, and how they will share what they know. All these options are aligned to priority goals and standards so educators can assess progress on standards-based rubrics and can better determine the students who need targeted intervention within a standard.

So, how do you begin to think about remote planning through the UDL lens? Gain tools and insights to reach all learners in a remote setting through our self-paced course, UDL for Remote Learning.

Why UDL is Necessary for Remote Learning

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Why UDL is Necessary for Remote Learning - Novak Educational Consulting

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By Katie Novak If our systems have any chance of supporting students with remote learning, they have to use the principles of Universal Design to ensure that every student, regardless of variability, has equal opportunities to learn. "One-size-fits-all" solutions do not work in the classroom and they certainly don't work remotely.

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Deepening Learning With Understanding by Design

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Learners benefit when teachers intentionally plan their units backward-starting with the desired outcome.

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Interesting.  I will have to follow-up and see what happened.  

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Interesting.  I will have to follow-up and see what happened.  

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I am interested in learning about some tips for collecting WA kids data digitally

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13:02:27	 From  Vesla Tonnessen (Whatcom Early Learning Alliance) : https://padlet.com/ssouthard3/w6kvj0e6uej5zbzu

13:04:11	 From  Sarah Southard : https://padlet.com/ssouthard3/w6kvj0e6uej5zbzu

13:18:05	 From  Sarah Southard : https://native-land.ca/

13:37:55	 From  Stacey Olsen : I am interested in learning about some tips for collecting WA kids data digitally (My input for what I would like to learn about in the coming weeks, wasn't sure if I was supposed to post here or on padlet)

13:44:05	 From  Vesla Tonnessen (Whatcom Early Learning Alliance)  to  Sarah Southard(Privately) : Are you putting Kaye and I in one?

13:59:01	 From  Kay Labitzke : and communication available in home languages with multiple means - equity piece
14:03:19	 From  Kay Labitzke : focusing on family stability and support will be a key to a positive environment
14:04:58	 From  Barbara Del Wraa-BSD : I supported child care and worked with them on protocols this summer.
14:18:28	 From  Barbara Del Wraa-BSD : If they are licensed they are required to have some sort of learning program. Partnerships with districts could help fulfil this requirement
14:18:59	 From  Kay Labitzke : In the spring, we had families voice the challenges they felt of supporting a preschooler as well as older children.  Some also said, "I don't want to be a teacher".  It's challenging to find the balance when we need families to support virtual or totally modified services.
14:19:32	 From  Barbara Del Wraa-BSD : I think identifying key standards can help.  

14:29:34	 From  Barbara Thomas : Are there clock hours?
14:29:49	 From  Kaye Marshall : Yes!
14:30:27	 From  Vesla Tonnessen (Whatcom Early Learning Alliance) : Yes, contact Anita agarcia@nwesd.org

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COVER SUBJECT | IMPROVE YOUR HEALTH-5 THINGS YOU CAN DO TODAY

Ways to Improve Your Health

WHO wants to be sick? At the very least, an illness is an inconvenience and an expense. You not only feel bad, but when you are sick, you may not be able to go to work or school, earn any money, or look after your family. You may even need someone to look after you, and you may have to pay for expensive medicines and treatment.

Well has it been said that "Prevention is better than cure." Some illnesses cannot be avoided. Still, there is much you can do to slow down or even prevent the onset of illness. Consider five things that you can do today to get on the road to better health.

1 PRACTICE GOOD HYGIENE

According to the Mayo Clinic, "one of the best ways to avoid getting sick and spreading illness" is to wash your hands. One of the easiest ways to catch a cold or influenza is to rub your nose or your eyes when your hands have been contaminated by germs. Your best defense against such contamination is to wash your hands regularly. Good hygiene can also prevent the spread of more serious conditions, such as pneumonia and diarrheal diseases, which every year cause the death of over two million children under the age of five. Even the spread of deadly Ebola can be minimized by the simple habit of washing hands.

There are certain times when hand washing is particularly important to protect your own health and that of others. You should wash your hands:

After using the toilet.

After changing diapers or helping a child to use the toilet.

Before and after treating a wound or a cut.

Before and after being with someone who is sick.

Before preparing, serving, or eating food.

After sneezing, coughing, or blowing your nose.

After touching an animal or animal waste.

After handling garbage.

And do not take it for granted that you are cleaning your hands properly. Studies have shown that a large percentage of those who use public toilets do not wash their hands afterward or do not wash them correctly. How should you wash your hands?

Such measures are simple but can avert illness and save lives.

2 USE A SAFE WATER SUPPLY

Obtaining sufficient clean water for one's family is a regular chore in some countries. Yet, access to clean water can become a concern in any part of the world when a main supply that is usually good to drink becomes contaminated as a result of a flood, a storm, a pipe break, or some other issue. If water does not come from a safe source or is not stored correctly, it can cause parasite infestation, as well as cholera, life-threatening diarrhea, typhoid, hepatitis, and other infections. Unsafe drinking water is one of the causes of an estimated 1.7 billion cases of diarrheal disease every year.

There is much you can do to slow down or prevent the onset of illness

Cholera is most often contracted when a person drinks water or eats food that is contaminated with fecal matter from infected people. What steps can you take to protect yourself, even in the immediate aftermath of a disaster, from this and other types of water contamination?

Ensure that all your drinking water-including the water used for brushing teeth, making ice, washing food and dishes, or cooking-comes from a safe source, such as an adequately treated public supply or sealed bottles from a reputable firm.

If there is any possibility that your piped supply has been contaminated, boil your water before use or treat it with an appropriate chemical product.

When using chemicals, such as chlorine or water-purifying tablets, follow the maker's directions carefully.

Use quality water filters, if available and affordable.

If no water-treatment products are available, add household bleach, eight drops per gallon of water (two drops per liter), mix well, and then let the water stand for 30 minutes before using it.

Always store treated water in clean, covered containers to protect it from possible recontamination.

Ensure that any vessel used to take water from your stored supply, such as a ladle, is clean.

Handle water containers with clean hands, and do not dip your hands or fingers into water used for drinking.

3 WATCH WHAT YOU EAT

Good health is impossible without good nutrition, and for good nutrition you need a healthy, balanced diet. You may need to consider your intake of salt, fats, and sugar, and you should watch your portion sizes. Include fruits and vegetables in your diet, and vary what you eat. Reading the packaging will help you to select whole-grain foods when buying bread, cereals, pasta, or rice. These are richer in nutrients and fiber than the alternatives made from refined grain. As for proteins, eat small and lean portions of meat and poultry and try to eat fish a couple of times a week, if possible. In some lands it is also possible to find protein-rich foods from vegetable sources.

If you eat too many sugars and solid fats, you risk becoming overweight. To minimize this risk, drink water instead of sweet beverages. Eat more fruit instead of sugary desserts. Limit your intake of solid fats from such items as sausages, meat, butter, cakes, cheese, and cookies. And instead of using solid fats for cooking, you may want to use healthier oils.

Too much salt, or sodium, in the diet can raise your blood pressure to an unhealthy level. If this is your problem, use the information on food packaging to keep your sodium intake low. Instead of salt, use herbs and spices to flavor your meals.

How much you eat can be as important as what you eat. So, while enjoying your food, do not keep eating after you are no longer hungry.

An issue tied to nutrition is the risk of food poisoning. Any food can poison you if it is not prepared and stored properly. Every year, 1 out of every 6 Americans falls sick from food poisoning. Most recover without lasting ill effects, but some die from it. What can you do to minimize the risk?

4 STAY PHYSICALLY ACTIVE

Regardless of your age, you need regular physical activity to stay in good shape. Many people today do not exercise enough. Why is exercise important? Staying physically active can help you to:

Sleep well.

Stay mobile.

Maintain strong bones and muscles.

Maintain or achieve a healthy weight.

Lower your risk of suffering from depression.

Lower your risk of premature death.

If you do not stay physically active, you are more likely to:

The kind of physical activity that is right for you depends on your age and your health, so it would be wise to consult your doctor before beginning any new exercise program. According to various recommendations, children and adolescents should get at least 60 minutes of moderate-to-vigorous activity every day. Adults should get 150 minutes of moderate activity or 75 minutes of vigorous activity every week.

Choose an activity that is fun. You might consider basketball, tennis, soccer, brisk walking, cycling, gardening, chopping wood, swimming, canoeing, jogging, or other aerobic exercise. How can you tell whether an activity is moderate or vigorous? A general guide would be that moderate activity makes you sweat, but more vigorous exercise makes it hard for you to hold a conversation while doing it.

5 GET ENOUGH SLEEP

The amount of sleep needed varies from person to person. Most newborns sleep for 16 to 18 hours a day, toddlers about 14 hours, and preschoolers about 11 or 12. School-age children generally need at least 10 hours of sleep, adolescents perhaps 9 or 10, and adults from 7 to 8.

Getting the right amount of rest should not be considered optional. According to experts, sufficient sleep is important for:

Insufficient sleep has been linked to obesity, depression, heart disease, diabetes, and tragic accidents. Surely these give us good reason to want to get enough rest.

So, what can you do if you realize that you have a problem getting enough sleep?

Try to go to bed and get up at the same time every day.

Make your bedroom quiet, dark, relaxing, and neither too warm nor too cold.

Do not watch TV or use gadgets while in bed.

Make your bed as comfortable as possible.

Avoid heavy meals, caffeine, and alcohol before bedtime.

If after applying these suggestions you still suffer from insomnia or other sleep disorders-such as excessive daytime sleepiness or gasping for breath while sleeping-you may want to consult a qualified health-care professional.

SAFEGUARD YOUR HEALTH!

Your health is affected by realities over which you have no control-such as economic conditions, the availability of resources, and so on. In all likelihood, however, it should be within your means to adopt at least some of the suggestions given in the foregoing article. As a wise man of ancient times put it, "the shrewd one sees the danger and conceals himself."- Proverbs 22:3.

Readers of the Holy Scriptures are comforted by the trustworthy promise that one day soon, "no resident will say: 'I am sick.'" ( Isaiah 33:24)* In the meantime, do all you can to safeguard your health and that of your loved ones.

AWAKE!

AWAKE!

AWAKE!

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COVER SUBJECT | IMPROVE YOUR HEALTH-5 THINGS YOU CAN DO TODAY Ways to Improve Your Health WHO wants to be sick? At the very least, an illness is an inconvenience and an expense. You not only feel bad, but when you are sick, you may not be able to go to work or school, earn any money, or look after your family.

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We had emergency learning last Spring, now we are working on true remote learning.

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We had emergency learning last Spring, now we are working on true remote learning.

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Thank you for the WaKIDS information - more of that is helpful

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Thank you for the WaKIDS information - more of that is helpful

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We had children who were waiting to be evaluated for early intervention services last spring.  What might that look like this fall?

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We had children who were waiting to be evaluated for early intervention services last spring.  What might that look like this fall?

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Discussion about the positives that came of the spring/summer learning environments.

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Discussion about the positives that came of the spring/summer learning environments.

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Engaging K students and working with them online without having relationship/ connections. Using various platforms with K.

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Engaging K students and working with them online without having relationship/ connections. Using various platforms with K.

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We all seem to be feeling the same kind of concerns with the uncertainty of remote learning.

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If parents choose to let their 5 year olds remain in full day child care, how can pre-k teachers support these children so they will be ready to enter first grade the following school year?

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If parents choose to let their 5 year olds remain in full day child care, how can pre-k teachers support these children so they will be ready to enter first grade the following school year?

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What will early intervention services look like in the fall?

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What will early intervention services look like in the fall?

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Supporting Parents and Children emotionally as well as academically

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Supporting Parents and Children emotionally as well as academically

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I would like to know what other districts within my county are doing for remote learning?  How are they addressing the families with limited access to technology and the EL families?

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I would like to know what other districts within my county are doing for remote learning?  How are they addressing the families with limited access to technology and the EL families?

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Importance of working with childcare providers.

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Importance of working with childcare providers.

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Will school districts be required to offer child care for school aged children of essential workers again at Fall re-opening until in-person school resumes?

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The challenges we have before us may truly be opportunities to be better aligned and collaborate between school districts, preschools, and providers...

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Supporting staff with their anxiety to make the new approaches feel normal.

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Supporting childcare- both licensed and licensed programs.

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Supporting childcare- both licensed and licensed programs.

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Communication with families is key and involving them in expectations.

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Communication with families is key and involving them in expectations.

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Resources, I truly appreciate the multiple categories and resources that are here.  Incredibly thoughtful and helpful as we try to build our programs for the fall.  I also will now learn padlet. :)

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Resources, I truly appreciate the multiple categories and resources that are here.  Incredibly thoughtful and helpful as we try to build our programs for the fall.  I also will now learn padlet. :)

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In the Spring we were able to be flexible with expectations for families, depending on their unique situations. As we go into this year there is a feeling that the expectations will increase for parents and childcare. I'm worrying about isolating some of the families that we serve and also putting additional stress on families.

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In the Spring we were able to be flexible with expectations for families, depending on their unique situations. As we go into this year there is a feeling that the expectations will increase for parents and childcare. I'm worrying about isolating some of the families that we serve and also putting additional stress on families.

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Partnerships with families is essential.  

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Partnerships with families is essential.  

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Updated Bellingham Public Schools Document:

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Updated Bellingham Public Schools Document:

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Porque no puedo ir a la escuela - COVID-19

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Many families with young children are seeking resources about learning at home with young children as the COVID-19 situation evolves in our communities. This is a trying time for early childhood programs and families as they work together to keep young children safe, healthy, and learning. We encourage adults to (1) keep a stable routine and provide consistent guidance, (2) give child-appropriate explanations, (3) provide developmentally appropriate activities, and (4) reach out for support and information from reliable sources. The resources on this list are organized by these four principles. (Note: This list was originally created on March 12, 2020 and has been updated regularly. For additional IEL resources created about this topic, please see our COVID-19 page.)

See related blog: Keep Young Children Learning at Home During Trying Times.

Stable Routines and Consistent Guidance

The selected IEL resources below provide ideas to help caregivers use positive guidance strategies and provide stable routines for young children.

Child-Appropriate Explanations

The links below provide information about managing stress and providing child-appropriate explanations about the coronavirus.

Developmentally Appropriate Activities

Below are selected IEL tip sheets and a blog with ideas for learning activities for young children. See our blogs, videos, and other resources for additional ideas.

Reach Out for Support

Your local health department, school district, and faith-based and community organizations are a source of support during this trying time. The resources below can help you locate these agencies and groups.

Reliable Sources of Information on COVID-19

Below are resources for reliable information about the COVID-19 situation and young children:

Additional Resources for Families

Parents: Supporting Learning During the COVID-19 Pandemic
This 5-part module offers tips to support your child's learning at home during the COVID-19 pandemic. Topics include setting routines and reasonable expectations, and supporting the social-emotional development of children during this difficult time.

Working and Learning from Home During the COVID-19 Outbreak
This resource from healthychildren.org provides tips to help cope with the "new normal" until COVID-19 is under control. Also in Spanish.

Social Distancing as a Family: Screen Time Strategies and Resources for Parents of Children under 6
This recorded Q&A conversation provides parents with ideas for getting sleep, play, and exercise during the pandemic, while balancing family/work obligations and screen time.

Defending the Early Years COVID-19 Resources
These videos for children, webinars for parents and caregivers, and a printable guide for supporting young children provide strategies to support children's play and routines during the pandemic.

Surviving Summer: A Conversation for Parents of Young Children
This recorded conversation features experts in the education field and addresses topics around activities to engage children throughout the summer, supporting children's temperaments and learning styles, creating opportunities for socialization while physically distancing children, and supporting children with disabilities and delays during the COVID-19 pandemic.

Family Guide to At-Home Learning
This guide has practical strategies that work for helping children of all ages who may be struggling with an at-home learning task.

COVID-19 Family Resources
This infographic will help families find COVID-19 resources and information to support their children's learning and development.

Resources for Learning at Home
This list of resources for families was compiled by the US Dept. of Education and includes items from several federal agencies, including the Department of Energy, NASA, The Kennedy Center, and The Smithsonian.

Supporting Families During COVID-19
This list, from Child Mind Institute, provides information about supporting children, addressing specific concerns, taking care of yourself, remote learning, managing anxiety, behavior and others topics. Also in Spanish.

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Learning at Home During Trying Times | Illinois Early Learning Project

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Many families with young children are seeking resources about learning at home with young children as the COVID-19 situation evolves in our communities. This is a trying time for early childhood programs and families as they work together to keep young children safe, healthy, and learning.

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The following are resources to support families in helping young children cope with the challenges that might occur during stressful emergency or disaster situations. This website will be updated as we obtain more resources.

Let's work as a community to support our little ones! Do you have a COVID 19/emergency-related Pyramid Model or early childhood resource you want to share with families? Email it to sipayton@usf.edu.

For Early Childhood Professionals

For Early Childhood Professionals

ReOpening Early Childhood Programs

ReOpening Early Childhood Programs

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The following are resources to support families in helping young children cope with the challenges that might occur during stressful emergency or disaster situations. This website will be updated as we obtain more resources. Let's work as a community to support our little ones!

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Emergency Resources for Migrant Families During COVID-19 

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Imagine what you might be missing.

55% of communication is visual. Traditional masks block faces and prevent our ability to see facial expressions and emotions, catch visual cues, and communicate.

Miscommunication is a leading cause of medical errors and can be prevented. When traditional masks are worn, miscommunication may increase with people who heavily rely on visual communication, such as deaf and hard of hearing individuals, children, and older adults. For many, missing critical visual cues can be the difference between complete understanding and a preventable ER visit.

The ability to see a smile can really help. Facial expressions are important for perceived empathy and building rapport, which can reduce confusion and improve relationships. A ClearMask™ transparent mask provides natural, empathetic communication and eliminates barriers caused by traditional masks.

Wear a mask without hiding your face.

The ClearMask™ brand is the first fully transparent, FDA-cleared, class II transparent surgical mask with full-face visibility. Our mask has a smart, patent-pending design optimized for comfort and breathability, while providing assured protection. The mask blocks aerosols, fluids, and sprays from our faces through its anti-fog, transparent plastic barrier and meets applicable ASTM level 3 standards. Proudly manufactured in the United States and abroad.

Available in two different strap styles: EZ-Adjuster or classic tie-on.

Everyone benefits from seeing facial expressions and emotions.

Unlike other masks, a ClearMask™ transparent face mask allows us to see each other's entire face and facial expressions, making communication more human, natural, and accessible. Transparent, see-through masks are important for so many people, including:

Deaf and hard of hearing individuals

Older people

Children

Schools and teachers

Interpreters and translators

People who may not speak the same language

People experiencing confusion, stress, or anxiety

Immunosuppressed people and their caretakers

Essential employees

Customer-facing employees

Workers in noisy environments

Anyone who wants to wear a face mask for protection

Make a clear difference for all.

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Imagine what you might be missing. Deaf and hard of hearing individuals Older people Children Schools and teachers Interpreters and translators People who may not speak the same language People experiencing confusion, stress, or anxiety Immunosuppressed people and their caretakers Essential employees Customer-facing employees Workers in noisy environments Anyone who wants to wear a face mask for protection Make a clear difference for all.

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Design tools from Understanding by Design

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Design tools from Understanding by Design

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Teaching for Meaningful Learning

Blogger, Jennifer Gonzalez, writes a cautionary article about the superficiality of "activity-oriented" units.

Neurologist and teacher, Dr. Judy Wills, discusses how UbD reflects insights about learning from neuroscience.

A summary of research on Transfer.

Research on Deeper Learning (a main goal of UbD)

Shaun Killion argues that Knowledge is a prerequisite to Understanding

How to Teach for Deep Understanding: The Missing Step

Linda Darling-Hammond makes the case for expanded use of performance assessments.

Noam Chomsky discusses high-stakes testing.

A classic article by Grant Wiggins. Written in 1989, it is perhaps even more timely today.

A modern version of the same ideas by David Perkins

A soon-to-be classic article on "feedback" by Grant Wiggins

A thoughtful article by Grant Wiggins on grading and reporting.

Tom Guskey discusses notable obstacles to reform of grading practices.

Neurologist Judy Willis explains how video games provide insights into teaching.

A seminal article on the power of formative assessments.

A classic article on "big ideas" in mathematics.

Rick Stiggins distinguishes assessments OF learning from assessment FOR learning.

Marc Chun described the qualities of authentic performance tasks and how to teach toward them.

Conceptual understanding in mathematics - a blog by Grant Wiggins

A classic article about Transfer.

A Venture Capitalist Examines the Purpose of Education

Erik Mazur describes his Interactive Lecture method.

Teacher Ron Berger discusses how to discusses a culture of excellence through authentic, project-based learning.

An excellent summary of the 16 Habits of mind identified by Art Costa and Bena Kallick.

Discusses ways in which Understanding by Design can support programs for ELL.

Excellent article on the teaching of History in Colleges and High Schools.

Seven Principles of Effective Learning - David Perkins uses baseball as a metaphor.

A Research Study of Understanding by Design in Singapore

A teacher "shadows" a student for a day and reports on the experience. A must read for all educators!

A description of an action research study of classroom assessment practices in Donegal (PA) school district.

Free on-line courses are available in multiple disciplines and topics. The courses include videos, audio lectures, and notes given by professors at Harvard, Princeton and MIT, and may be accessed at:

Recommended: Produced by the MA DOE in conjunction with a statewide curriculum project, this video describes the UbD design process. View MA UbD Videos

A collection of UbD videos View Videos

Jay discusses the Understanding by Design® framework View video

Jay discusses "backward design" View video

Jay and Judy Willis, MD discuss ideas from their new book View video

Grant Wiggins presents an introduction to Understanding by Design® - Part 1 - View video - Part 2 - View video

Short videos on the new Understanding by Design Guide to Creating High-Quality Units (ASCD 2011). In these videos, Jay and Grant discuss the changes to the UbD template and highlight some features of the new design guide.

Jay's author's page View

Grant's author's page View

A short video introduction to Understanding by Design®. View video

Understanding by Design® is introduced through commentary by teachers and administrators. View video

Jay and Grant discuss Essential Questions. View video

Podcast "Using Essential Questions to Uncover Content and Spark Thinking" Click to hear podcast

High School Teachers reflect on their use of Understanding by Design View video

Grant Wiggins on Formative Assessment and Character Development View video

Jay's keynote address on a Curriculum and Assessment system View video

Jay McTighe talks with EL editor in chief Marge Scherer about the promises and challenges of the Common Core State Standards. View video

Free video program from The Arts in Every Classroom Series - "Using UbD to Design Multi-Arts Curriculum Units" View video

Jay discusses the challenges of trying to learn to surf. View video

Jay discusses a transformative moment from his early teaching career. View video

Just for fun - a UbD rap created by a teacher! View Video

* Video examples of teaching Argumentation in high school mathematics. View videos

* A video example of engaging teaching in a U.S. History course. U.S. History Video

Dr. David Perkins discusses "Understanding"

Harvard Physics professor Dr. Erik Mazur discusses his interactive lecture methods and teaching for understanding

An inspiring video about Project Based Learning from the founders of High Tech High

Ron Berger discusses "good work" through authentic learning

Dr. Rick Stiggins on classroom assessment

Dr. Dylan Wiliams offers an excellent video series on Formative Assessment

Dan Meyer's classic Ted Talk

135 Videos on Student-Centered Discussions from the Teaching Channel

The New York City BOE offers an informative video that describes the use of Norman Webb's Depth of Knowledge (DOK) framework for teaching and assessing the Common Core Standards.

An excellent resource for teachers from PBS media. Click on the following link (free registration required):

Introductory video on Defined STEM, a resource for project-based learning.

Project based learning replaces lectures for an AP Government course

A short series of videos on the brain from NBC LEARN

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Teaching for Meaningful Learning Blogger, Jennifer Gonzalez, writes a cautionary article about the superficiality of "activity-oriented" units. Neurologist and teacher, Dr. Judy Wills, discusses how UbD reflects insights about learning from neuroscience. A summary of research on Transfer.

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A Resource for partnering with families for whole child assessments- WaKIDS

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A Resource for partnering with families for whole child assessments- WaKIDS