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Mind Over Matter (wvia.org)

In order to combat the stigma and increase awareness, prevention, treatment and management of a range of mental Illnesses, WVIA and Geisinger are presenting a new mental health initiative called Mind Over Matter. Like WVIA’s successful Battling Opioids series, this public health initiative aims to improve the mental and physical health of our community through a multi-platform approach that will include TV, radio and digital content.

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Mind Over Matter: You Are Not Alone

Premieres Thursday, April 28th at 8pm on WVIA TV
According to the American Psychological Association, stress levels are the highest they've been in 15-years. Join moderator Tracey Matisak and a panel of regional mental health experts as they discuss Stress, Grief , Eating Disorders, and Digital Addiction. Hear stories from people who are coping with mental health challenges and find out where to get help.

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Premieres Thursday, April 28th at 8pm on WVIA TV According to the American Psychological Association, stress levels are the highest they've been in 15-years. Join moderator Tracey Matisak and a panel of regional mental health experts as they discuss Stress, Grief , Eating Disorders, and Digital Addiction.

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Spanish

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Spanish

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Tutorial: SMART Goals - Metas inteligentes para aprender inglés

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5th-8th grade

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PK-4th

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PK-12

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New Leaders

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OSHA - English

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OSHA Protecting workers from heat stress

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OSHA - Spanish

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OSHA Protecting workers from heat stress Spanish

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English/Spanish

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Parent Involvement Consortium

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Virtual Dissemination Event Hosted by the Consortium Incentive Grant Projects

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Inspire and Innovate: the Migratory Parent Action Coalition (I2MPACT) is a Consortium Incentive Grant funded by the U.S. Department of Education Office of Migrant Education. I2MPACT is established to support state migrant education programs (MEPs) to increase parent involvement through an expanded u

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StartSOLE - Self Organized Learning Environments in your Classroom

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StartSOLE is a free iOS app & website for teachers to implement Self Organized Learning Environments in their classrooms.

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Family Engagement

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Our goal in this WIDA Focus Bulletin is to raise awareness of the need for family engagement practices that take into consideration students' academic achievement and language development. This is why we chose to write this bulletin for a dual audience-families and educators.

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NASA

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Learn About Mars
Joey Jefferson, Mars 2020 Lead Deep Space Network Scheduler
Wednesday, June 23rd at 10:30am Pacific / Register here

Before we can launch to Mars, we need to learn more about where we're going and why. This will help us design our mission and plan for launch, arrival, and surface operations. Joey Jefferson, Mars 2020 Lead Deep Space Network Scheduler at NASA's Jet Propulsion Laboratory can answer your questions about Mars.

Surface Operations
Claire Newman, Mars 2020 Research Scientist
Tuesday, July 27th at 10am Pacific/ Register here
Having safely landed on Mars, now we're ready to explore, identifying areas of geological interest and putting scientific instruments to use. One of the most challenging parts of the Perseverance rover mission is collecting samples of Mars rocks and soil, placing those samples into tubes, and leaving them strategically on the surface, where they could eventually be collected and returned to Earth by a future mission. Claire Newman is a Mars 2020 Research Scientist and can answer your questions about Mars science and surface operations.

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Mission to Mars Student Challenge for Summer Camps - Kids' Sessions!

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Learn About Mars Joey Jefferson, Mars 2020 Lead Deep Space Network Scheduler Wednesday, June 23rd at 10:30am Pacific / Register here Before we can launch to Mars, we need to learn more about where we're going and why. This will help us design our mission and plan for launch, arrival, and surface operations.

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Mission to Mars

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Mission to Mars Student Challenge for Summer Camps - Training Series

Join in the summer fun and immerse your youth in the latest exploration of Mars with NASA's Mission to Mars Student Challenge for Summer Camps! A 7-week series of hands-on activities take youth from learning about Mars, planning a mission, launch and landing, and exploring the surface - all while following the Perseverance Rover's current exploration of Mars!

To help you implement one or more of these activities in your summer program, we are offering a series of one-hour trainings that will show camp and afterschool leaders how to guide youth through an activity from each phase of the challenge. No prior STEM experience is necessary! We'll present a variety of activity styles from hands-on to on-line, focusing on the science, engineering, and art of exploring Mars. Our primary focus will be youth of upper elementary and middle school age, but we'll touch on options for younger and older kids.

We'll have time for your questions during each training, plus we'll devote the final training to share experiences in implementing the activities in summer camp, encourage student project sharing, and take more questions.

Bring your supplies and work the activity along with us, and if you can't join us live, you can watch the recordings later.

Attend them all ( see the full schedule), or pick the ones that interest you and your kids the most! Complement the activities with virtual community-wide talks with Mars 2020 mission experts during the summer!

After the Training Series...

Join us for six, live webinars and learn directly from JPL scientists and engineers discussing their STEM careers starting at the end of June through the end of July. Register for each session below!

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Held on Thursday, April 8 @ 10am PDT/1pm EDT

In this session, NASA experts talked about Ingenuity, the first helicopter designed to fly on Mars. They discussed what to expect as they prepared for Ingenuity's historic first flight. Learn what it took to design a helicopter capable of flying in Mars' ultra-thin atmosphere, what to expect during the historic first flight, and how to follow along with resources from NASA.

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Perseverance has landed safely on Mars! A successful landing in such a dangerous environment is a testament to the power of teamwork and dedication by NASA scientists and engineers. Though we are now safely on the surface, this is really only the beginning of the most technologically advanced rover mission in history!

In celebration of a successful landing, NASA is rolling out two additional weeks of the Mission to Mars Student Challenge! These bonus weeks can be done any time and even extended over a longer period of time. After all, the Perseverance rover mission is planned to last more than two Earth years.

In the first of our bonus weeks, all about surface operations, students will engage in scientific investigations that will have their missions roving the surface and looking for signs of life while studying Mars' interior, volcanoes, and rocks. Now that we've successfully landed on Mars, it's time to explore and do science! After NASA engineers put the rover through a series of system health checks, it will be time to get busy learning about our landing site. This week, students learn how we drive rovers on Mars and how we use science tools, or instruments, to investigate rocks and volcanoes, look for life, and more. Here's Amila Cooray, a mechatronics engineer at NASA's Jet Propulsion Laboratory, with some expert info about how NASA conducts surface operations on Mars. !

Mission to Mars Student Challenge: Surface Operations
After safely touching down on the surface of Mars, it's time for students to start operating their spacecraft. Amila Cooray, a mechatronics engineer at NASA's Jet Propulsion Laboratory, talks about his job on the Perseverance Mars rover mission and what goes into operating a mission on the surface of the Red Planet.
Lessons & Activities
Engage your students in learning about Mars next week with these activities, also available under the "Operations" Education Plan on the challenge website. Remember: Lessons and activities are aligned with the Next Generation Science Standards and Common Core State Standards for Mathematics, and can be done in any order, in part or in full, as schedules allow.

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One of the most challenging parts of the Perseverance rover mission is collecting samples of Mars rocks and soil, placing those samples into tubes, and leaving them strategically on the surface, where they could eventually be collected and returned to Earth by future missions. This week, students learn how we sample rocks on Mars and package these samples for return to Earth sometime in the future. Students can also consider how a future mission might collect these samples by programming a video game to do just that.
This week is especially fun for students because they'll be thinking about doing something NASA has never done before - bringing samples from Mars to Earth. Here's Aaron Yazzie, a mechanical engineer at NASA's Jet Propulsion Laboratory, with some expert advice about how NASA handles Mars samples. !

Mission to Mars Student Challenge: Sample Handling
An important part of the Perseverance Mars rover mission is to collect and store rock samples for future missions to retrieve and eventually return to Earth. Aaron Yazzie, a mechanical engineer at NASA's Jet Propulsion Laboratory, talks about his job on the Perseverance Mars rover mission and how the rover will collect and store samples on the Red Planet.
Lessons & Activities
Engage your students in learning about Mars next week with these activities, also available under the "Sampling" Education Plan on the challenge website. Remember: Lessons and activities are aligned with the Next Generation Science Standards and Common Core State Standards for Mathematics, and can be done in any order, in part or in full, as schedules allow.

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STEM Enrichment Training - Mission to Mars Student Challenge

Learn about Mars, make and test a parachute and find out how to re-engage your youth in the successful Perseverance Mars rover landing in February. In this recording of a STEM enrichment training (held on Jan. 21, 2021) experts at NASA's Jet Propulsion Laboratory walk through activities featured in the Mission to Mars Student Challenge and discuss how to incorporate them in an out-of-school setting.
Find step-by-step instructions and supply lists for the activities featured in this training at:
Interested in learning more?

NASA's Museum & Informal Education Alliance is a great way to get the resources, trainings, and tools that make it easy to incorporate NASA content into your programming, year round.

Join here.
Visit the Mission to Mars Student Challenge landing page to explore more, including:
See you on Mars!

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Join in the summer fun and immerse your youth in the latest exploration of Mars with NASA's Mission to Mars Student Challenge for Summer Camps! A 7-week series of hands-on activities take youth from learning about Mars, planning a mission, launch and landing, and exploring the surface - all while following the Perseverance Rover's current exploration of Mars!

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FCC

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EBB: What It Is & How It Works
The Affordable Connectivity Program replaced the Emergency Broadband Benefit on December 31, 2021. Learn more about the Affordable Connectivity Program by visiting fcc.gov/ACP.

FCC Chairwoman Jessica Rosenworcel gives an overview of the Emergency Broadband Benefit.
Important Emergency Broadband Benefit Program Updates
Consumer Alert: An imposter website was falsely offering enrollment in the Emergency Broadband Benefit and collecting consumers' personal information.
Households enrolled in the Emergency Broadband Benefit Program as of 12/31/21 will continue to receive their current monthly benefit during a 60-day transition period.
Congress created the Affordable Connectivity Program, a new long-term, $14 billion program, to replace the Emergency Broadband Benefit Program. This investment in broadband affordability will help ensure we can afford the connections we need for work, school, health care and more for a long time.

What's changing?

The maximum monthly benefit will change from $50 per month to $30 per month for households not located on qualifying Tribal lands. The monthly benefit will remain at $75 per month for households on qualifying Tribal lands.

Households have new ways to qualify for the Affordable Connectivity Program such as: receiving WIC benefits or having an income at or below 200% of the Federal Poverty Guidelines.

Households that qualified for the Emergency Broadband Benefit due to a substantial loss of income as a result of a job loss or furlough since February 29, 2020, or by meeting the eligibility criteria for a participating provider's COVID-19 program, will need to requalify for the Affordable Connectivity Program. These households will receive additional details about the steps they need to take from the program administrator (USAC) or their internet service provider, in January 2022, and will be given at least 30 days to respond. They will continue to receive their full Emergency Broadband Benefit until March 1, 2022.

Most Emergency Broadband Benefit households will not have to take any action to continue receiving the new $30 monthly benefit after the transition period ends on March 1, 2022. If your out-of-pocket costs will increase as a result of the reduced monthly benefit amount, your service provider will contact you to let you know if you need to take any additional steps in order to continue receiving the Affordable Connectivity Program benefit.
After the transition period ends on March 1, 2022, the monthly discount for all legacy EBB participants not located on qualifying Tribal lands will be reduced to $30. Contact your provider If you are concerned about a possible increase in your monthly service bill or are interested in changing to a different service plan.
Households located on qualifying Tribal lands will continue to receive a $75 monthly benefit and will not need to take any action to continue receiving the Affordable Connectivity Program benefit.

Have questions about the transition from the Emergency Broadband Benefit to the Affordable Connectivity Program? Check out the Emergency Broadband Benefit FAQ for more information.

About the Emergency Broadband Benefit

The Emergency Broadband Benefit is an FCC program to help families and households struggling to afford internet service during the COVID-19 pandemic. This new benefit will connect eligible households to jobs, critical healthcare services, virtual classrooms, and so much more.

The Emergency Broadband Benefit will provide a discount of up to $50 per month towards broadband service for eligible households and up to $75 per month for households on qualifying Tribal lands. Eligible households can also receive a one-time discount of up to $100 to purchase a laptop, desktop computer, or tablet from participating providers if they contribute more than $10 and less than $50 toward the purchase price.

The Emergency Broadband Benefit is limited to one monthly service discount and one device discount per household.

Who Is Eligible for the Emergency Broadband Benefit Program?

A household is eligible if a member of the household meets one of the criteria below:

Has an income that is at or below 135% of the Federal Poverty Guidelines or participates in certain assistance programs, such as SNAP, Medicaid, or Lifeline;

Approved to receive benefits under the free and reduced-price school lunch program or the school breakfast program, including through the USDA Community Eligibility Provision in the 2019-2020, 2020-2021, or 2021-2022 school year;

Received a Federal Pell Grant during the current award year;

Experienced a substantial loss of income due to job loss or furlough since February 29, 2020 and the household had a total income in 2020 at or below $99,000 for single filers and $198,000 for joint filers; or

Meets the eligibility criteria for a participating provider's existing low-income or COVID-19 program.

The Affordable Connectivity Program replaced the Emergency Broadband Benefit on December 31, 2021. Looking to enroll in the ACP? Apply now at GetInternet.gov.

Learn more about the Affordable Connectivity Program by visiting fcc.gov/ACP.

Benefit Transfers

Emergency Broadband Benefit recipients can transfer their monthly benefit to a new participating service provider at any time. To move your benefit to a different provider, simply contact the new provider and ask that they transfer your benefit. You do not need to cancel the benefit, or your service, with your current benefit provider before requesting the transfer.

Get More Consumer Information

Check out the Broadband Benefit Consumer FAQ for more information about the benefit.

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The Emergency Broadband Benefit is an FCC program to help families and households struggling to afford internet service during the COVID-19 pandemic. This new benefit will connect eligible households to jobs, critical healthcare services, virtual classrooms, and so much more.

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ED COVID-19 Handbook Volume 2- same as above

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ED COVID-19 Handbook Volume 2- same as above

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Roadmap to Reopening Safely and Meeting All Students’ Needs

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ED - COVID-19  Handbook Volume 1- For School Administrators- not sure if it's necessary for mep families/staff.

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ED - COVID-19  Handbook Volume 1- For School Administrators- not sure if it's necessary for mep families/staff.

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Strategies for Safely Reopening Elementary and Secondary Schools

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COVID-19 Resources

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A day-camp experience for kids every weekday! Our head counselor, Zach, guides “campers” as they learn through play. Experts also lead activities like science experiments, dances, animal encounters, story times, and crafting. Partners include the San Diego Zoo Wildlife Alliance, The Metropolitan Museum of Art, OK Go, Memphis Zoo, Lincoln Center and more.

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The summer fun is back on Camp TV-a day-camp experience for kids every weekday! Our head counselor, Zach, guides "campers" as they learn through play. Experts also lead activities like science experiments, dances, animal encounters, story times, and crafting. Partners include the San Diego Zoo Wildlife Alliance, The Metropolitan Museum of Art, OK Go, Memphis Zoo, Lincoln Center and more.

ABOUT THE PROGRAM

Camp TV

Welcome to CAMP TV - a day camp experience in your living room! An enthusiastic head counselor, played by Zachary Noah Piser, guides "campers" as they learn through play. Content partners include the New York Public Library, the New Victory Theater, Lincoln Center for the Performing Arts, Bedtime Math, Wildlife Conservation Society, the Memphis Zoo, and more.

©2021 WNET All Rights Reserved. 825 Eighth Avenue, New York, NY 10019

WATCH ANYWHERE

Dozens of your favorite THIRTEEN and PBS programs are available to watch on-demand on many popular platforms.

DOWNLOAD APPS

STREAM TO YOUR TV

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The summer fun is back on Camp TV-a day-camp experience for kids every weekday! Our head counselor, Zach, guides "campers" as they learn through play. Experts also lead activities like science experiments, dances, animal encounters, story times, and crafting. Partners include the San Diego Zoo Wildlife Alliance, The Metropolitan Museum of Art, OK Go, Memphis Zoo, Lincoln Center and more.

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iSOSY Website

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The COVID-19 lessons were developed to address the need to understand the Coronavirus Pandemic. Each lesson has basic vocabulary, an activity, and a pre- and post-assessment.

Additional COVID-19 materials that are updated regularly can be found by clicking here for the the iSOSY COVID-19 Padlet link.

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The COVID-19 lessons were developed to address the need to understand the Coronavirus Pandemic. Each lesson has basic vocabulary, an activity, and a pre- and post-assessment. Additional COVID-19 materials that are updated regularly can be found by clicking here for the the iSOSY COVID-19 Padlet link.

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PDE - Public Health Guidance for School Communities - information has been removed

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PDE - Public Health Guidance for School Communities - information has been removed

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Phased Reopening of Pre-K to 12 Schools During COVID-19

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Phased Reopening of Pre-K to 12 Schools During COVID-19

This page was updated on November 23, 2020, to reflect the Order of the Secretary of the Pennsylvania Department of Health Requiring Universal Face Coverings. Updates are marked with an asterisk (*).

The Pennsylvania Department of Health (DOH) and the Department of Education (PDE) are issuing the following public health guidance to assist Pre-K to 12 schools in developing and implementing Health and Safety Plans for safely returning to in-person instruction for the 2020-21 school year amidst the COVID-19 pandemic.

The following guidance provides public health standards to mitigate the spread of COVID-19 for social distancing, face coverings, hand hygiene, and cleaning and disinfecting in Pre-K to 12 school settings. This guidance reflects currently endorsed public health best practices from DOH and is in response to requests from school leaders for state-level health guidance. This guidance serves as minimum standards for practices across all Pre-K to 12 schools with the understanding that more rigorous measures may be required in certain areas depending on community transmission of COVID-19.

The science and public health conditions surrounding COVID-19 are continually evolving. This guidance will be updated as necessary when new information becomes available. DOH will continue to monitor community transmission rates and other surveillance metrics and may, in close coordination with the Pennsylvania Department of Education (PDE), issue guidance related to targeted school closure as part of a wider public health mitigation strategy.

Contents: Communication/Awareness | Example School Symptom Screening Tool | Face Coverings and Masks* | Hand Hygiene, Cleaning, and Disinfection | Immunizations | Individuals with Disabilities or Other Chronic Conditions | Responding to Confirmed or Probable Cases | School Health and Safety Plans | Social/Physical Distancing Measures | Symptom Monitoring

School Health and Safety Plans

All Pre-K to 12 schools should develop Health and Safety Plans prior to returning students to school buildings and resuming in-person instruction. In developing these plans, Pre-K to 12 schools must consider the safety and health of all adult staff, in addition to students, as well as balance the educational imperative to open schools to in-person instruction with the public health imperative to mitigate COVID-19 infection and transmission rates.

Given that children and adolescents may experience challenges in effectively adhering to recommendations, it is critical that staff set a good example for students by modeling behaviors around physical distancing, face coverings and hand hygiene. When these precautions are taken, disease transmission is likely to decrease - and students and staff may be better positioned to safely resume in-person instruction.

All Pre-K to 12 schools should continually monitor the prevalence and spread of COVID-19 in their communities and be prepared to implement stronger containment or mitigation strategies, such as remote learning, when necessary and in line with public health guidance. Pre-K to 12 schools should develop plans that allow them to quickly respond to the changing environment with minimal disruption to student learning. The most current information and additional guidance on COVID-19 is available on the Pennsylvania Department of Health's website.

A Phased School Reopening Health and Safety Plan Template is available on the PDE website along with PDE Preliminary Guidance for Phased Reopening of Pre-K to 12 Schools.

*NOTE: Local education agencies (LEAs) must submit a Health and Safety Plan to PDE prior to resuming in-person instruction. Plans should be updated if they do not currently include theOrder of the Secretary of the Pennsylvania Department of Health Requiring Universal Face Coverings. (See Face Coverings section below.) Understanding the volatility and uncertainty of the COVID-19 virus, plans should be flexible enough to contemplate any future change in conditions. PDE should always have the most recently approved Health and Safety Plans on file for each public school entity. The current plan also must be posted on the school entity's website.

Social/Physical Distancing Measures

Social distancing, also called "physical distancing," means keeping a safe space between yourself and other people who are not from your household. Social Distancing is fundamental to lowering the risk of spread of COVID-19, as the primary mode of transmission is through respiratory droplets by persons in close proximity.

All Pre-K to12 schools should implement strategies that limit the number of individuals in classrooms and other learning spaces, and interactions between groups of students. All schools should have protocols for distancing student desks/seating and other social distancing practices that allows at least 6 feet of separation among students and staff throughout the day to the maximum extent feasible.

Adult/Staff Interaction

Maintain a distance of at least 6 feet from other adults to the maximum extent feasible.

Maintain at least 6 feet from students, whenever possible and when not disruptive to the educational process.

Hold group meetings such as parent-teacher conferences, staff meetings, and curriculum planning virtually.

Implement strategies to increase adult-adult physical distance in time and space, such as staggered drop-offs and pickups, and outside drop-offs and pickups when weather allows. Discourage parents from entering the school building.

Use physical barriers, such as plexiglass, in reception areas and employee workspaces where the environment does not accommodate physical distancing.

Discourage congregating in shared spaces, such as staff lounge areas.

Busing and Transportation

Require students and parents/guardians/caregivers to perform a symptom screening prior to arriving at school or the bus stop each day. (See Symptom Screening Tool.)

*Bus drivers and passengers must wear face coverings while on the bus, in accordance with the Updated Order of the Secretary of the Pennsylvania Department of Health Requiring Universal Face Coverings.

Promote social distancing at bus stops. Consider adding more bus stops to minimize the number of students waiting together.

Load the bus by filling seats from back to front to limit students walking past students to find a seat.

Do not seat students in the front row of the bus.

Assign seats by cohort (same students sit together each day) or encourage students from the same family to sit together, or both.

Use tape marks to show students where to sit.

Minimize the number of people on the bus at one time within reason and to the greatest extent possible.

Do not allow individuals, including parents, guardians and other caregivers, on the bus, unless absolutely necessary (i.e., to assist a student with a disability).

Open windows, if weather allows, to improve ventilation.

Disinfect buses after each run. Thoroughly clean and disinfect buses daily.

Provide sanitizing options on the bus and promote use.

Have all students wash their hands or use hand sanitizer before or immediately upon entering the school.

Send students directly to their assigned classroom upon entering the building. Do not allow students to congregate in a lobby, hallway, or cafeteria before school starts.

Communicate that individuals who are self-quarantining or have been diagnosed with a confirmed or probable case of COVID-19 may not drop off or pick up children from school.

Survey parents and families about their plans to utilize school district transportation services to better understand capacity needs.

Encourage alternative modes of transportation for students who have other options to minimize the number of students on each bus.

Desks/Seating

When multiple students are in one enclosed space, such as a classroom, seat students at least 6 feet apart and facing the same direction, to the maximum extent feasible.

Turn desks to face in the same direction. If desks or workstations cannot be moved, have students spaced apart and sitting on only one side of tables.

Alternative Spaces

Separate students within common areas.

If possible, hold classes in gyms, auditoriums, other large spaces or outdoors, where physical distancing can be maintained.

Hallways

Create one-way traffic pattern in hallways.

Place physical guides, such as tape, on floors or sidewalks to create one-way routes.

Stagger class times to limit numbers of students in hallways at any time.

Assign lockers by cohort or eliminate lockers altogether.

When feasible, keep students in the classroom and rotate teachers instead.

Outdoor Playground Spaces

Cohort students and limit the size of groups using the playground at any one time.

Reinforce physical distancing during playground play to the extent feasible.

Have students and staff wash their hands or use hand-sanitizer before and after being on the playground.

Gatherings/Field Trips

Limit gatherings, events, and extracurricular activities to those that can maintain physical distancing.

Consider canceling field trips at the start of the school year and rescheduling when there is good viral control.

To the greatest extent possible, use virtual group events, gatherings, or meetings, and promote distancing of at least 6 feet between people if events are held.

Meals/Cafeterias

School meals play an important part in providing food security for children and adolescents. Decisions about how to serve meals must take into account the fact that in many communities there may be more students eligible for free and reduced meals than prior to the pandemic.

The best option is to serve individual meals and have students eat in classrooms or other spaces as an alternative to the cafeteria.

If meals are served in a cafeteria setting, sit students at least 6 feet apart and have students wear face coverings when walking to and from the cafeteria as well as when getting their food.

Require students and staff to wash hands or use hand sanitizer before and after eating.

Seat students in staggered arrangements to avoid "across-the-table" seating.

Have students eat in cohorts.

Serve individually plated meals/box lunches.

Avoid buffet style or self-serve meals.

Do not serve meals family style.

Do not allow snacks to be shared for classroom activities or events.

Avoid sharing of food and utensils.

Utilize outdoor space, when possible.

Create an environment that is as safe as possible from exposure to food allergens and consistent with individual 504 plans. See DOH Information on Life Threatening Allergies.

*Face Coverings and Masks

By Order of the Secretary of the Pennsylvania Department of Health, all individuals age 2 years or older are required to wear face coverings to protect everyone in the Commonwealth from the spread of COVID-19. The order outlines situations when a face covering must be worn and includes limited exceptions to the face covering requirement.

The Order was effective July 1, 2020, and remains in effect until the Secretary of Health determines the public health risk is sufficiently reduced so that face coverings are no longer necessary as a widely utilized public health tool.

View the Updated Order of the Secretary of the Pennsylvania Department of Health Requiring Universal Face Coverings.

"Face covering" means covering of the nose and mouth with material that is secured to the head with ties, straps, or loops over the ears or is wrapped around the lower face. A "face covering" can be made of a variety of synthetic or natural fabrics, including cotton, silk, or linen. A "face covering" may be factory-made, sewn by hand, or be improvised from household items, including, but not limited to, scarfs, bandanas, t-shirts, sweatshirts, or towels. While procedural and surgical masks intended for health care providers and first responders, such as N95 respirators, meet those requirements, these specialized masks should be reserved for appropriate occupational and health care settings.

"Alternative to a face covering" may include a plastic face shield that covers the nose and mouth, extends below the chin and to the ears, and leaves no exposed gap between the forehead and the shield's headpiece. The Centers for Disease Control and Prevention (CDC) has advised there is currently not enough evidence to determine how much protection a face shield provides to individuals around the person wearing the face shield, because of gaps where respiratory droplets may escape. The CDC does state, however, that face shields may still be an option in situations where wearing a cloth face covering is not otherwise feasible. Therefore, all alternatives to wearing a face covering, including the use of a face shield, should be exhausted before an individual is excepted from the Order.

*School Staff and Visitors

Face coverings must be worn by all non-students, both staff and visitors (including parents and guardians), while on school property (indoors and outdoors), including during student drop-off and pickup.

Reasonable accommodations should be provided to a visitor or staff member who states they have a medical condition, mental health condition, or disability that makes it unreasonable for the person to maintain a face covering. Accommodations could include providing an alternative to a face covering, such as a face shield, or service options that do not require the individual to enter the school, such as curbside pick-up.

Individuals must wear a face covering unless they have a medical or mental health condition or disability, documented in accordance with the Americans with Disabilities Act, that precludes the wearing of a face covering in school. However, all alternatives to wearing a face covering, including the use of a face shield, should be exhausted before an individual is granted an exception to wearing a face covering.

The use of face coverings should be taught and reinforced among all staff.

Face coverings may be removed to eat or drink; however, at those times, social distancing must be practiced.

Staff are not required to wear a face covering in situations where wearing a face covering creates an unsafe condition to operate equipment or execute a task.

Transparent face coverings provide the opportunity for more visual cues and should be considered as an alternative for younger students, students who are deaf and hard of hearing, and their teachers. Individuals who are communicating or seeking to communicate with someone who is hearing impaired or who has another disability, where the ability to see the mouth is essential to communication, should consider using an alternative face covering such as a plastic face shield and increase physical distancing.

An adequate supply of face coverings and other personal protective equipment (PPE) should be available at each school building and the inventory carefully monitored. (See Pennsylvania COVID-19 PPE & Supplies Business-2-Business (B2B) Interchange Directoryfor assistance sourcing these materials.)

All students, whether indoors or outdoors, must wear a face covering that covers their nose and mouth while at school and at school-sponsored events, and when they are traveling in school buses and school-provided transportation.

Children two years and older are required to wear a face covering unless they have a medical or mental health condition or disability, documented in accordance with Section 504 of the Rehabilitation Act or IDEA, that precludes the wearing of a face covering in school. Accommodations for such students should be made in partnership with the student's health care provider, school nurse, and IEP/504 team. All alternatives to wearing a face covering, including use of a face shield, should be exhausted before an individual is granted an exception to wearing a face covering.

Students and families should be taught how to properly wear a face covering (cover nose and mouth), to maintain hand hygiene when removing the face covering for meals and physical activity, and how to replace and maintain (washing regularly) a cloth face covering.

Schools may allow students to remove face coverings when students are:

Eating or drinking when spaced at least 6 feet apart, or

When wearing a face covering creates an unsafe condition in which to operate equipment or execute a task, or

At least 6 feet apart during "face-covering breaks" to last no longer than 10 minutes.

Transparent face coverings provide the opportunity for more visual cues and may be considered as an alternative for younger students, students who are deaf and hard of hearing, and their teachers.

The Universal Face Covering Order requires schools to do all the following:

Require all people, including employees, teachers, students, and visitors, to wear a face covering and enforce the requirement;

Mitigate or eliminate employee, teacher, student and visitor exposure to people who cannot wear or refuse to wear a face covering;

Post prominent signs what are visible to all people - including employees, teachers, students, and visitors - stating that face coverings are required by Order of the Secretary of Health; and

Provide reasonable accommodations to people, including their employees, teachers, students, and visitors, who state they have a medical condition, mental health condition, or disability that makes it unreasonable for the person to maintain a face covering. Accommodations could include an alternative to a face covering, such as use of a face shield or providing service options that do not require an individual to enter the school, such as curbside pick-up or delivery.

Sports

See the Governor's Guidance for All Sports Permitted to Operate During the COVID-19 Disaster Emergency to Ensure the Safety and Health of Employees, Athletes and the Public for comprehensive sporting activity guidance.

Hand Hygiene, Cleaning, and Disinfection

COVID-19 may survive on certain surfaces for some time, which means it is possible to be infected after touching a contaminated surface and then touching the mouth, eyes, or nose. Frequent handwashing, along with cleaning, sanitizing, disinfecting, and ventilating learning spaces and any other areas used by students (i.e., restrooms, hallways, and transportation), decreases transmission.

Hand Hygiene

When handwashing, individuals should use soap and water to wash all surfaces of their hands for at least 20 seconds, wait for visible lather, rinse thoroughly, and dry with a disposable towel.

Teach and reinforce washing hands and covering coughs and sneezes among students and staff. See CDC Handwashing Resources.

Make hand sanitizer available in common areas, hallways or in classrooms, or in all three, where sinks for handwashing are not available. See CDC Hand Sanitizer Use.

Work with local health departments and health care systems to disseminate hygiene and disinfection strategies for infection prevention at home.

Have adequate supplies and carefully monitor inventory to support healthy hygiene behaviors, including soap, hand sanitizer with at least 60 percent alcohol, paper towels, tissues, and no-touch trash cans. (SeePennsylvania COVID-19 PPE & Supplies Business-2-Business (B2B) Interchange Directoryfor assistance sourcing these materials.)

Cleaning and Disinfection

Clean and disinfect frequently touched surfaces and objects within the school and on school buses at least daily, including door handles, sink handles, and drinking fountains.

Disinfect buses after each run. Thoroughly clean and disinfect buses daily.

Clean spaces when used by different groups or cohorts of students.

Clean and disinfect bathrooms frequently throughout the day.

Disinfect shared equipment such as computers, keyboards, art supplies, tools and play/gym equipment frequently, and promote hand washing before and after sharing equipment. Consider obtaining extra supplies and materials to limit the need for sharing. Limit the use of shared equipment when possible.

Have students and staff wash hands (or use hand sanitizer) before and after touching shared equipment.

Limit or prohibit the use of communal drinking fountains and provide safe alternatives for providing water, when possible.

If possible, eliminate high-touch surfaces (i.e., remove cabinet doors so that students and staff can easily access supplies without touching a door or handle.)

Use routine cleaning practices for indoor areas that have not been used for 7 or more days or outdoor equipment.

Follow standard protocols to clean surfaces that are not high touch, such as bookcases, cabinets, wall boards, or drapes, as well as floors and carpets.

Use disinfectants registered by the EPA as effective against SARS-CoV-2, the virus that causes COVID-19. See List N on the EPA website. Refer to and follow manufacturers' direction for use. Only products labeled assafe for humans and the environment (e.g., Safer or Designed for the Environment), containing active ingredients such as hydrogen peroxide, ethanol, citric acid, should be selected from this list, because they are less toxic, are not strong respiratory irritants or asthma triggers, and have no known carcinogenic, reproductive, or developmental effects.

Do not have students present when disinfectants are being used or have students participate in disinfecting activities.

Ensure ventilation systems operate properly and increase circulation of outdoor air by opening windows and doors when possible.

In addition to the standards above, Pre-K to 12 schools should refer to the CDC Cleaning and Disinfecting Your Facility for guidance on how to clean specific surfaces.

Outdoor Playground Spaces

Clean and disinfect plastic and metal playground equipment, particularly high-touch surfaces such as railings, handles, etc., frequently and routinely over the course of each day.

Have students and staff wash their hands or use hand sanitizer, before and after being on playgrounds.

Reinforce physical distancing of at least 6 feet during playground play.

Limit the size of groups using the playground at any one time.

Consider providing access to hand washing/sanitizing stations on the playground.

Individuals with Disabilities or Other Chronic Conditions

Students with Disabilities or Other Chronic Conditions

Every student with a disability is entitled to a free appropriate public education including services, or accommodations, or both based on their individualized education program (IEP) or 504 Plan. It may not be feasible, depending on the needs of the individual child or adolescent, to adhere to distancing guidelines. Teams should determine a student's ability to meet distancing guidelines on a case by case basis, which may require creative solutions. If a student with a disability is unable to follow the distancing or other health and safety guidelines, schools should at all times follow applicable federal and state law, and take the following steps:

Collaborate with student's parent/guardian, medical provider, certified school nurse and school administrators to develop an appropriate educational plan of care for students (i.e., 504 Plan or IEP).

Determine how to meet student needs safely and consider the following:

Medically fragile and high-risk students and the staff assigned to those classrooms should have a symptom screening done at school daily, in addition to the symptom screening required prior to arriving at school. (See Symptom Screening Tool.)

Consider remote learning options when appropriate.

Staff with Chronic Conditions

Staff at higher risk should avoid gathering in groups of any size and avoid common areas such as staff lounges.

Schools should consider providing alternate work options or duties that minimize exposure risk, including telework options, where feasible.

Immunizations

Efforts to reduce the transmission of COVID-19 have led to many children not receiving routine preventative medical services. It is vital that all children receive recommended vaccinations on time and get caught up if they are behind as a result of the pandemic. Routine vaccination prevents illnesses that lead to unnecessary medical visits, additional outbreaks of vaccine preventable diseases, hospitalizations, and further strain on schools, families and health care systems.

Schools should work with local pediatricians, school nurses, and public health authorities to promote childhood vaccination messaging before and during the school year. Students, families and staff should be encouraged to get the influenza vaccination. The flu vaccine is vital to reducing the impact of respiratory illness in communities.

Communication/Awareness

All Pre-K to 12 schools should have a Health and Safety Plan that includes a system for ensuring ongoing communication with families around the elements of the local Health and Safety Plan including ways that families can practice safe hygiene in the home.

*The Secretary of Health's Updated Universal Face Masking Order requires all schools in the commonwealth to post prominent signs that are visible to all people - including employees, teachers, students, and visitors - stating that face coverings are required by Order of the Secretary of Health.

Post signs in highly visible locations (e.g., school entrances, restrooms) that promote everyday protective measures and describe how to stop the spread of germs (such as by properly washing hands and properly wearing a face covering).

Post signs on how to stop the spread of COVID-19, such as screening symptoms and staying at home when sick, properly washing hands, everyday protective measures, and how to properly wear a face covering. The CDC developed resources that can be utilized in the school setting.

Broadcast regular announcements on reducing the spread of COVID-19 during the school day.

Include messages (e.g., videos) about behaviors that prevent the spread of COVID-19 when communicating with staff, students and families (such as on school websites, in emails, and on school social media accounts).

Ensure communications are in common languages spoken at school and home and easily understandable for students and adults.

Post the local Health and Safety Plan on the school entity's public website prior to allowing students to return to school.

Provide regular update information on school websites and in parent flyers/letters.

Encourage caregivers and families to practice and reinforce good prevention habits at home and within their families.

Remind parents/guardians/caregivers to keep children at home if sick with any illness.

Prepare parents/guardians/caregivers and families for remote learning if school is temporarily dismissed.

Provide training to prepare parents/guardians/caregivers for digital and remote learning.

Discourage students and families from gathering in public places while school is dismissed to help slow the spread of COVID-19 in the community.

*Encourage students, parents, and staff todownload COVID Alert PA to their smartphones and opt-in to receive alerts of potential exposure to someone who tested positive for COVID-19.

In addition, schools are advised to take the following actions:

Additional Resources

Symptom Monitoring

Staying home when sick is one of the most effective ways to minimize the risk of transmission of COVID-19. Both symptom screening and testing are strategies used to identify individuals with COVID-19. The CDC Interim Considerations for K-12 School Administrators for SARS-CoV-2 Testing provides additional information on types of testing and outlines scenarios for when students may need testing. This information may be used in conjunction with the attendance considerations below as a framework to inform attendance policies and practices.

Pre-K to 12 schools should communicate to everyone in the education community that staff and children should not come to school and to notify school officials if they become sick with COVID-19 symptoms, test positive for COVID-19, or are exposed to someone with COVID-19 symptoms or to someone with a confirmed or probable case of COVID-19.

Adopt flexible attendance and sick leave policies for students and staff.

Instruct parents to keep children at home if they are ill.

Any student or staff with a fever of 100.4 degrees or higher or the symptoms of possible COVID-19 infection should not be in school. (See Symptom Screening Tool.)

Provide school staff with necessary equipment to measure temperatures for any student or staff who may become ill during the school day.

Work with school administrators, nurses, and other health care providers to identify an isolation room or area to separate anyone who develops the symptoms of COVID-19 while on school premises. (See Symptom Screening Tool.)

Provide ongoing education and communication to staff, parents/guardians and students about signs and symptoms of COVID-19, and the importance of staying home if sick. See the CDC Symptoms Fact Sheet andCDC Prevent Spread of COVID-19.

Require students and parents/guardians/caregivers to perform a symptom screening prior to arriving at school or at the bus stop each day. (See Symptom Screening Tool.)

School staff and families may benefit from using the DOH Symptom Screening Tool.

Additional Resources

Responding to Confirmed or Probable Cases

After a Positive Case of COVID-19

DOH or county and municipal health departments (CMHDs) staff will notify the school entity immediately upon learning that a person with a confirmed or probable case of COVID-19 was present at the school or a school event while infectious. DOH or CMHD staff will assist the school with risk assessment, isolation and quarantine recommendations, and other infection control recommendations. Schools should take every measure to maintain the confidentiality of the affected individual.

It is the responsibility of DOH or CMHD staff to contact a student or staff person with COVID-19, inform close contacts of their possible exposure, and give instructions to those involved, including siblings and other household members, regarding self-quarantine and exclusions. The individual who tested positive will not be identified in communications from DOH or the CMHD to the school community at large but may need to be selectively identified for contact tracing by the DOH or CMHD staff.

If the person is present on school property when DOH or CMHD staff notify the school of the positive case information, the person should immediately, but discreetly, be taken to the COVID-19 related isolation space for pick up (if student) or asked to return home (if staff).

Establish procedures for safely transporting home sick individuals.

Contact DOH or the CMHD for further guidance if a parent/guardian/caregiver notifies the school of potential exposure by a student, staff member, or school visitor.

The entire building does not need to be evacuated.

Wait at least 24 hours before cleaning and disinfecting. If not feasible, wait as long as possible. If seven days have passed since the sick individual was in the affected area, cleaning is not needed.

Close off areas used by the sick person and do not use again before cleaning and disinfecting. Follow CDC Guidance on Cleaning and Disinfecting protocols.

Create a communication system to self-report symptoms and for notifying staff and families of exposures and closures. Schools should, however, take every measure to maintain the confidentiality of the affected individual.

Pre-K to 12 schools are reminded to contact local DOH or CMHD staff before acting in response to a known or suspected communicable disease. Call DOH at 1-877-PA Health (1-877-724-3258); a representative is on-call 24 hours a day. Pre-K to 12 schools located in a jurisdiction with a CMHD should call the CMHD. DOH and CMHDs will provide guidance to schools regarding disease information, appropriate letters and communications, identification of high-risk individuals, appropriate action and treatment, and on-going support and assistance.

Contact Tracing

Robust surveillance, case investigation, contact tracing and isolation of positive cases or quarantine of close contacts can slow and stop the transmission of COVID-19. Pennsylvania's public health infrastructure of epidemiologists, community health nurses, and CMHD staff are the backbone of this work. More information on contact tracing and case investigation can be found in DOH'S Contact Tracing Plan.

DOH and its CMHD partners have established procedures for timely communication with Pre-K to12 school entities when there is a probable or positive COVID-19 case. Local DOH staff or the CMHD will notify the school entity and PDE immediately upon learning that someone who tested positive for COVID-19 was present at the school or school event while infectious. DOH or CMHD staff will assist the Pre-K to 12 school with risk assessment, isolation and quarantine recommendations, and other infection control recommendations.

Use assigned seating for each class when feasible.

Take attendance for every class and include all individuals (staff and contractors) who were in the classroom.

Use sign-in sheets for in-person meetings to document staff attendees.

Keep accurate records of any persons other than students and staff that enter the building, their reason for being there, the locations in the building they visit, and the names of close contacts they visit in the building if possible.

DOH or CMHD staff will assist the Pre-K to 12 school entity with contact tracing and may request information regarding potential close school contacts from school nurses/health staff. Decisions to track additional health information (i.e., quarantine timeframes) will be made at the local school level.

Take measures that allow for exposed individuals to be more easily traced:

Schools should be prepared to refer symptomatic individuals or those who have a known exposure to a confirmed case to an appropriate health care provider or testing site. Refer to DOH information on Coronavirus Symptoms and Testing for details on current testing locations throughout the Commonwealth.

Schools should support students and staff who are quarantined by allowing for leniency in absenteeism from in-person instruction and extra-curricular activities and transitioning to remote learning and work.

Attendance Policies

Current quarantine guidance for close contacts of persons with COVID-19 may present attendance challenges for students who are quarantined because of a household contact with a case. A "close contact" is defined as either being within approximately 6 feet of a COVID-19 case for 15 or more minutes (close contact can occur while caring for, living with, visiting, or sharing a health care waiting area or room with a COVID-19 case), or having direct contact with infectious secretions of a COVID-19 case (e.g., being coughed on). See the Department of Health Case versus Contact for more information on these distinctions.

Returning to Pre-K to 12 School

Refer to the COVID-19 Symptomatic K-12 Student or Staff Process Flow (PDF) for steps schools should take when a student or staff member present symptoms of COVID-19 but are not a confirmed case. The process flow also includes criteria for returning to school.

Closing School

The Departments of Health and Education have issued guidance related to targeted school closures. Additionally, the Department of Health will continue to monitor community transmission rates and other surveillance metrics across the commonwealth, including Pre-K to 12 school specific outbreaks of COVID-19.

Example School Symptom Screening Tool

Complete Daily Prior to School/Work*

Employee or Student Name:

Assigned Class/Group:

Temperature:

Are you/is the student taking any medication to treat or reduce a fever such as Ibuprofen (i.e. Advil, Motrin) or Acetaminophen (Tylenol)?

Are you/is the student experiencing any of the following?

Have one or more symptoms in Group A OR

Have two or more symptoms in Group B OR

Are taking fever reducing medication.

Cough
Shortness of breath
Difficulty breathing
New olfactory disorder
New taste disorder

Fever (measured or subjective)
Chills
Rigors
Myalgia
Headache
Sore throat
Nausea or vomiting
Diarrhea
Fatigue
Congestion or runny nose

Stay home if, you or the student:

*May be utilized as a screening tool for both at home and on-site screening practices.

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This page was updated on November 23, 2020, to reflect the Order of the Secretary of the Pennsylvania Department of Health Requiring Universal Face Coverings. Updates are marked with an asterisk (*).

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Communication Toolkit For Migrants, Refugees, and Other Limited-English-Proficient Populations

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Communication Toolkit For Migrants, Refugees, and Other Limited-English-Proficient Populations

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CDC

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Centers for Disease Control and Prevention

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For Migrants, Refugees, and Other Limited-English-Proficient Populations

CDC created this communication toolkit to help public health professionals, health departments, community organizations, and healthcare systems and providers reach populations who may need COVID-19 prevention messaging in their native languages.

This toolkit provides:

Current messaging from a trusted source.

Information in plain language available for downloading and sharing.

Translated materials to help communities disseminate messages to a wider audience.

Print Resources

Find print resources in multiple languages. Navigate to the Print Resources webpage and search by the language you are looking for, or click on the language below.

COVID-19 materials are available in:

Audiovisual Resources

Guidance Resources

Additional Resources

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For Migrants, Refugees, and Other Limited-English-Proficient Populations CDC created this communication toolkit to help public health professionals, health departments, community organizations, and healthcare systems and providers reach populations who may need COVID-19 prevention messaging in their native languages. This toolkit provides: Current messaging from a trusted source.

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Responding to Community Questions

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WellSpan Health-Spanish Version

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WellSpan Health-English Version

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Pennsylvania Department of Education

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When high levels of stress are present, it is important to find ways to engage in self-care, both at a systems level and at an individual level.

Self-care involves any action during the day that helps maintain a feeling of calm, balance, and wellness (e.g. setting boundaries, mindfulness, movement breaks, self-advocacy).

Individual self-care is any intentional action that is done by an individual to take care of their own mental, emotional, spiritual, and physical health. While individual self-care is vital to maintaining balance in life, individuals do not exist in a vacuum. This is why community self-care is also important. Community self-care are intentional actions done by community members to take care of the community they live in by leveraging their privilege to be there for others. A community can include the community in which you reside, or your school community.

Often, the events of daily life take over the intentions of engaging in self-care. This is why self-care planning can help to ensure self-care practices occur. These pages were designed to assist individuals and school communities with addressing self-care and self-care planning, and promoting a feeling of balance.

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When high levels of stress are present, it is important to find ways to engage in self-care, both at a systems level and at an individual level. Self-care involves any action during the day that helps maintain a feeling of calm, balance, and wellness (e.g. setting boundaries, mindfulness, movement breaks, self-advocacy).

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Supporting Social and Emotional Wellness 

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Supporting Social and Emotional Wellness 

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Pennsylvania Department of Education

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Pennsylvania Department on Education

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national association of school psychologists

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A collection of talking tips, mental health and well-being resources, and more for families.

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What Do You Believe…? Card Set

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Parent Transition Plan Survey

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Life Skills/Visual Cards

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Student/Parent Survey

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College and Career Readiness

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A Parent's Guide to College and Career Readiness

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A Parent's Guide to College and Career Readiness

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College Readiness Consortium

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A Parent's Guide to College and career Readiness

The Consortium has created a resource for parents and families with concrete ways to support their child's development in each of the five areas of college readiness. The Parent's Guide contains helpful information about what parents can do from preschool through high school to guide their students on the path to college.

College-Ready Minnesota 2011

This booklet, College-Ready Minnesota, describes only a sample of the many ways that the University of Minnesota is working to increase the number and diversity of Minnesota students who graduate from high school with the knowledge, skills and habits for postsecondary success.
Download PDF
The Access System: Achieving College and Career-Readiness for Every Student's Success, 2010

A proposal for a new high school assessment and accountability system for Minnesota created by the College and Career-Ready Policy Institute Assessment Working Group.
Download PDF
Report of the Postsecondary and Workforce Science Readiness P-16 Working Group, 2008

Final Report and Recommendations presented to the Minnesota P-20 Partnership by the Postsecondary and Workforce Readiness Science Readiness Working Group.
Download PDF
Improving Stem Instruction in Minnesota, 2008

Final Report and recommendations presented to the Minnesota P-20 Partnership by the Science Instruction Working Group.
Download PDF
The Road Map to College and Career Readiness for Minnesota Students, 2007

Final report and recommendations presented to the Minnesota P-20 Partnership by the Postsecondary and Workforce Readiness Working Group.
Download PDF
Ideas for the Future: Aligning Minnesota's Educational Systems to Prepare All Students for Higher Education and High-Skill Employment, 2007

A summary of conclusions reached by the working groups of the Minnesota P-20 Partnership.
Download PDF
The Bridge to Higher Learning: A New Vision for Minnesota's High Schools in the Global Information Age, 2007

Outlines a vision of high schools that prepares all students for postsecondary success.
Download PDF
Minnesota's Promise: World-Class Schools, World-Class State, 2006

Summarizes the results of a multidimensional stakeholder process that developed a common vision for the future of public education.
Download PDF

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The Consortium has created a resource for parents and families with concrete ways to support their child's development in each of the five areas of college readiness. The Parent's Guide contains helpful information about what parents can do from preschool through high school to guide their students on the path to college.

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Is the wheel truly random?

Yes, but don't just take our word for it. We are so confident in our code that we built a tool to let you prove it yourself. You can run 10,000 spins in seconds and see the results.
Run 10,000 Spins
How We Guarantee Randomness: To ensure genuinely unpredictable results, this site does not use the standard Math.random() function. Instead, the wheel's physics are driven by crypto.getRandomValues(), a specialized, high-security function built into modern web browsers. This cryptographically secure function uses high-entropy sources from your operating system, like hardware timings, mouse movements, and keyboard delays, to generate truly unpredictable results.

This secure random number isn't just used to pick a winner from a list. It's used within the physics simulation of the wheel, ensuring the outcome is genuinely random and impossible to predict.

How Come I Got the Same Result Twice? This is a great question, and it's actually a normal part of true randomness. Think of it like flipping a fair coin. It's entirely possible to get "Heads" three times in a row. Each spin of the wheel is a completely new, independent event. Past results have zero influence on the next outcome.

If you want to make sure that a winner doesn't get picked again, remove the winner after each spin by clicking the Remove button.

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Free and easy to use spinner. Used by teachers and for raffles. Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Definition, Guide, and Importance of Goal Setting

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iSOSY created Goal Setting materials to give service providers and students a platform to discuss the importance of setting goals and the tools to get there. Those working many years in migrant education noticed that students - OSY in particular - are often confused when asked about their goals. Many have never had the opportunity to really think about what they would like to accomplish in their lives - academically or otherwise.

Instructors Guide

Student Goal Book - English

Student Goal Book - Spanish

The Goal Setting Assessment Rubric is used to record the instructor's overall impression that the student is grasping the purpose and practice of setting goals. A score on the simple rubric below may be recorded for all students who have completed the program's Goal Setting instruction session(s), whether or not they participate in the Guided Student Self-Reflection. The Guided Student Self-Reflection Rubric can be used after each component or at the end of the learning experience. Each component contains a "doing" statement and a "feeling" statement based on the lesson objective.

​

The Goal Setting Student Self-Evaluation is designed to help students consider where they are on the journey toward fulfilling goals. It may be used to assist both students and service providers in determining the most accurate score on the Goal Setting Assessment Rubric, while also providing space for the student to reflect and describe their experience.

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The Student Goal Book includes a "When You Move" page for students to enter their own information, as well as the name and contact information for their service provider. In the event of a move, the student may share this with their new Migrant Education Program service provider, allowing them to continue with their goals and learning plan without too much interruption.

​

Learning Plans

The Provider Version allows the service provider to keep track of students and their progress.

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​ Personal Learning Plan Student Version - Spanish

Goal Setting Training

​ Goal Setting Training PowerPoint

​ Goal Setting Student Scenarios for Training

​ Printable PDFs from Instructors Guide:

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iSOSY created Goal Setting materials to give service providers and students a platform to discuss the importance of setting goals and the tools to get there. Those working many years in migrant education noticed that students - OSY in particular - are often confused when asked about their goals.

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Compiled by CCIU

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Compiled by CCIU

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Compiled by CCIU

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Compiled by CCIU

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Offline Learning at Home: Ideas for English Language Learners

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Offline Learning at Home: Ideas for English Language Learners

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Colorin Colorado

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Amidst the current COVID-19 crisis, many schools are reaching their learning community through remote, online, or hybrid options. This shift to remote learning can be especially daunting for educators as we continue to scramble to best serve students and families.

Yet equitable access to the resources and infrastructure needed to support families is not always available, despite the progress that has been made in many places. Many of the multilingual families in the U.S. schools we work with have limited access to a device, stable internet service, and even in extreme cases, stable electricity. Online learning is therefore not a viable option.

Reaching Students Offline

Districts have worked hard to overcome many of these obstacles, by providing individual devices to students and partnering with service providers that offer free Internet, accessible community hot-spots, and free data for families, but many students, especially our multilingual learners in rural areas, remain disconnected. In some areas of our region, high speed, broadband internet is not yet available and cell service does not reach rural homes.

This article addresses some creative best practices for reaching students, especially our multilingual learners, who can not equitably access online learning opportunities, as well as ideas for building upon families' cultures, languages, and strengths in distance learning.

Partnering with Families

Partnering with students' families has never been more important than during this time, when face-to-face interaction with our students is limited. As Laura Gardner reminds us, "Parents have the capacity to help their children regardless of their background."

To foster connectedness with students, families and their community, it is essential that we focus communication on personal check-ins. These check-ins are a means of informing families of services such as school lunches and other resources, and provide a compassionate listening ear. To get started:

→ Consider the questions on the needs assessment for distance learning and then reach out to parents and guardians using their preferred method of communication.

→ Find out what translation resources, including interpreters and hotlines, are available. If that's not an option, use a translation app like TalkingPoints, if necessary. (Parents receive translated text messages in their language but don't have to download the app.)

→ If you can't get through to your students or families via text, phone, or other regular contact channels, have a back up plan.

→ Try to reach students via postcards; send a letter with a self-addressed stamped envelope; or ask a friend to contact them for you. Be sure to tell a school administrator if you have not yet been able to contact students. If your school has a resource officer, they may be able to make a home wellness check.

Resources: For more ideas on connecting with your students during school closures, read Making the Connection: Communicating with ELLs and Their Families During School Closures.

Offline Learning Opportunities

Once you have connected with students and their families who do not have access to online learning opportunities, consider which of the following offline learning options would work best for this student.

Oral and Aural Language Development

If families are in a position to support their child's offline learning, you can offer them some of these suggestions for supporting their multilingual learners oral language development through daily activities in the home. Many multilingual families already have a strong oral language tradition that is perfect for developing oral and aural language in their home language. The additional time at home together could actually provide a benefit for home language development and cultural awareness. Students may even develop a stronger sense of their identity through extended interactions with parents, guardians, and family members during this time of sheltering in place. As Fred Genesee reminds us in this article, "There is undeniable and growing evidence that the home language of ELLs is of considerable benefit to their overall academic success."
Recommendations:
Encourage parents, older siblings, and guardians to:

→ Tell f amily stories in the home language.

→ Include the child in household chores like cooking and cleaning.

→ Ask the child to tell a story or recount an event using all of their languages.

→ Sing songs from the home culture and share cultural traditions.

→ Ask the child what they are interested in or what they are curious about; discuss these topics.

→ Sort clothing for the laundry by type of clothing, color, or the family member who wears it.

→ Notice and name changes in the natural world as seasons and times of day change.

Resource: For more information and ideas on learning at home, read Empowering ELL Parents and Families at Home.
Distance Learning at Home: Ideas in the Kitchen
Reading

Distributing copies of books from the school or classroom library is one way to support at home, offline learning. These books can be distributed with school lunches, if your school is offering that service. Picture books, wordless books, and books in the students' home languages are especially valuable. Even if children are not yet independent readers, they can use the books to develop curiosity and early literacy skills. Share some simple strategies with parents or guardians, who may not have the time or ability to sit down and read a book aloud with their child.
Recommendations:
Encourage parents to:

→ Ask questions about the pictures in the book.

→ Have the child find words they recognize or the letters in their name in the text.

→ Ask the child to retell the story based on the pictures in the book.

→ Compare the activities and characters shown in the pictures to those in the family.

→ Create a new ending to the story together.

→ Draw a new story for the same characters in the book.

→ Ask another family member to read aloud to younger children or create a story for them to read.

→ Use household items like cereal boxes, soup cans, and labels to build print awareness.

Resources: If your school does not lend books at this time, you can print readers from sources like Reading A to Z or Waterford Early Learning Boosts For younger learners, you can print coloring books like these from museums and have students use the pictures to tell stories. For older students, NewsELA offers a variety of printable articles that can be differentiated per reading level to best support your multilingual learners.

Writing

Writing can be especially challenging for multilingual learners. Our students often think they are not good at writing unless it is perfect and they may not have the language skills necessary to edit and revise their own work yet. In this time away from a traditional learning setting, the focus of writing can take on a variety of forms, genres, voices and languages.

For example, you can learn more about multisensory techniques for teaching handwriting, originally published by Understood. The tips are also available in Spanish.
Recommendations:
→ Students can create their own guiding message for the day. Many students have taken to creating positive messages through sidewalk chalk art.

→ Have students create a photo journal with a compelling image they see in their homes, in their community or in a story.

→ Have students create notes to family or community members that they are not currently seeing during this quarantined time.

Resources: Peter Cameron, educator and professional development provider from Canada, has created a shareable at-home writing journal, as well as a math journal and book report template. You can adapt this journal to any grade level and make paper copies for students without internet access. Additionally, one of our favorite writing support resources is the lighthouse writers workshop. The site offers great ideas to support writing beyond the classroom including writing prompts for the whole family. You can send students a writing prompt or idea from this website in English or their home language via snail mail, deliver a writing prompt with their daily food pick up, or call them with one of the writing ideas from this site.

Language Integrated At Home Learning Opportunities

This unprecedented time of world-wide school closures, canceled state achievement tests, and relaxed classroom based assessments may be the perfect time for teachers to provide students with a choice of project-based or game-based learning activities. During the regular school year, these types of activities are often cut out of the school day.

For example, a team of creative ESL teachers from around the US, led by Maria Montroni-Currais, collaborated to create 8 Weeks of ESL At Home Activities which have now been translated into 27 languages with more translations on the way. You can hear more about this project in Maria's podcast with Tan Huynh on his Empowering ELLs blog.

Here are some additional resources:

The power in these types of activities is they help build autonomy and ownership in a student's day, especially when there is so much uncertainty in their lives.
Distance Learning at Home: Ideas with TV
Creating Accessible Packets

While publishing companies and other websites may offer prepared learning packets for each subject area, these materials may not be accessible to multilingual learners and their families, especially to learners that are dually identified. Teachers should revise pre-made packets or design their own to ensure that multilingual learners are able to learn from packets, regardless of their language acquisition level or background knowledge.
Recommendations:
Try some of these strategies to make your packets more accessible to multilingual learners and dually identified students:

→ Rewrite directions to make them direct, step-by-step, and brief.

→ Translate directions into students' home language to provide more opportunity for family support.

→ Provide a clear model of how to complete each activity or problem.

→ Organize packets with practice problems or questions immediately following a model.

→ Break up text and activities into small, manageable chunks.

→ Add a visual such as an image, a graph, or a chart to support the content of the text in each small chunk.

→ Reword or reduce the amount of text on each page. Use Rewordify.com as a starting point.

→ Provide visual word banks, sentence frames, and framed paragraphs for written responses.

→ Offer choices in how students complete the packet, rather than requiring students to work through the packet from start to finish.

→ Offer choices for students to demonstrate what they've learned.

→ Encourage students or parents to choose a different text or problem to better match their interests, culture, language, or background.

→ Provide support and feedback on the work in the students' home language via phone when possible.

→ Determine if there are any manipulatives or materials you can send home with packets, such as straws cut into short pieces for math/counting practice.
Infographic: Making packets accessible
Special thanks to Claribel González for creating this infographic and sharing it with us!

Final Thoughts

The challenges of this moment are significant; yet, as you can see from these examples, educators and families all over the country are tackling those challenges with creativity, ingenuity, and above all, a tremendous dedication to their students and children. It is our hope that by sharing their examples we can give our schools and communities some tools that will help them succeed in this endeavor -- and that will spark students' excitement for learning, even from afar.

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Offline Learning at Home: Ideas for English Language Learners

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Amidst the current COVID-19 crisis, many schools are reaching their learning community through remote, online, or hybrid options. This shift to remote learning can be especially daunting for educators as we continue to scramble to best serve students and families.

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Colorin Colorado

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Teaching online is like traveling to a new country. You're not really sure where anything is, you are afraid to try new things because you might be embarrassed, and you miss the ease of your old daily life and the ability to connect seamlessly with others.

On the other hand, it can be very exciting to see student learning in new and different ways, you can take pride in the growth you experience while learning new instructional strategies, and you will make connections that sometimes can be even more meaningful because you have the opportunity for one-on-one interactions.

This article will give you some ideas on how to navigate this journey as you plan instruction for your English language learners (ELLs) through distance learning.

Needs Assessment

It's important to start your planning by looking more closely at the factors that will impact the success of your students' experiences with distance learning. You can use this downloadable needs assessment for planning ELLs' distance learning, which includes considerations for both offline and online learning.

The tools covers multiple topics; you may wish to read through them all to see which are most relevant to your work or complete the tool as part of a team. The questions can be used by individuals or teams. I also recommend ELL teachers work with grade level and/or content area teams to review these questions so all educators are on the same page when considering how to deliver instruction and what supports should be in place for students and families.

Once the team has reviewed tool, they can determine their priorities and where to put their energy for planning instruction.

District planning examples

Here are some ELL district planning documents that we have used in Roseville, MN:

Distance Learning Strategies

Survey: Distance Learning & ELLs

What does distance learning look like for ELLs in your district? Tell us in this brief survey.

Note: This section refers to some specific platforms by name, although your district may use other approved platforms. It's critical to understand online security risks for children and take measures to protect students' privacy as part of your planning.

1. Get to know your tools.

Take a look at our needs assessment and the section on tools for instruction. Depending on what Learning Management System (LMS) your district uses, there may be tutorials to help you learn how to use these instructional tools.

Keep in mind that:

the focus should be on how the tools can best support teaching and learning goals rather than on the tools themselves

it's best not to introduce too many new tools - otherwise students will spend their time learning the tools rather than learning the content

your district may have a list of approved and vetted platforms for distance learning.

See more in 4 Buckets Manage ALL Our Virtual School Tech by Tan Huynh.

2. Establish a structured learning environment.

This is a lot like arranging your classroom at the beginning of the year - without the inspiring posters! Decide what tools you want students to use regularly (only pick a few) and set up the dashboard or learning activity page. For example, you may want to have a calendar with assignments, announcements, discussion board, and a chat room. Students will know what to do every week because the lesson structure repeats with different content.

For example:

open with a video greeting that you have recorded

do two readings

comment on the discussion board

connect with a partner

write or record (audio or video) a short discussion of your take-aways from the learning, etc.

See more ideas in Five Structures for Virtual School from Tan Huynh's Empowering ELLs blog.

3. Emphasize language production.

Remember to keep the focus on academic learning and to avoid providing only skills-based activities, even if your primary activity is content review. If students are isolated in their homes, they are not likely to have much English language exposure. While this is a valuable time for students to deepen their native language skills with family members, it is critical that teachers build in activities that require students to share their thinking in English.

Look for ways to build interaction, even if you aren't using video. For example, students can post messages via writing, audio, and video and respond to each other. Recordings should be short - three to five minutes in general. If you want to try out sharing your own tips on distance learning for ELs, post to this Flipgrid!

Another strategy is to create videos that students can watch at their convenience and review multiple times for practice. (Some teachers have noted that their ELLs are struggling to keep up with "live" instruction and would benefit from videos they can review multiple times.) You may wish to share greetings, lessons, and important information this way.

See additional ideas in these posts:

4. Scaffold supports.

Differentiate instruction and activities to accommodate different English language proficiency levels. This may mean that you have different sections and tasks for identified students. If you have mainstream students performing closer to grade level, they may interact with the content tasks with minimal support.

For beginning level English learners, however, you will need to analyze the instruction, readings, and activities to provide accommodations such as:

native language or simple English explanations through video

more visuals

native language or leveled English text

an activity completed in a small group rather than independently.

Pairs and groups can be assigned in online learning platforms and it can be helpful for students to collaborate on learning just like in the classroom. Online learning doesn't mean everything has to be done in isolation - many young people are used to connecting with each other through electronic platforms and this is no different.

5. Get those creative juices flowing. (We all have them!)

Many teachers are not going to love online teaching and may grieve the lack of daily interaction with students. It is important to keep a sense of fun and personalization in the online environment. This is an opportunity to reconnect with the creative juices that might be dormant!

Students like it when teachers share little personal stories or pictures. They will also enjoy doing more creative projects and sharing them online. This could be a VoiceThread or Adobe Spark presentation, which allows students to create a slideshow and explain each slide verbally. Their classmates can respond on each slide with a text or verbal response. It's also a good opportunity for a project presentation video or graphic design/artwork assignment.

Give students choices of how to demonstrate their learning - they may surprise you with the creative work they share. My son had a talent for creating music playlists and he created a themed playlist for an assignment explaining how each song related to his insights in a novel. He also dressed up as Arthur Dent for a creative book review and I could not figure out for four months where my ratty green bathrobe had gone...until we cleaned his locker at the end of the year!

6. Look for ways to support social-emotional learning.

Many teachers have shared that their ELLs are valuing the chance to connect with them and their peers as well as continue their education through distance learning. Look for ways to help provide positive encouragement, continue building relationships, and offer support during a time of anxiety and stress. This is especially important for students who may have experienced trauma and a lot of upheaval, like refugees or students with interrupted education - particularly given the abrupt nature of many of the national school shutdowns.

For some great ideas, take a look at:

You can also look for ways to connect content to students' experiences and cultures through culturally relevant instruction.

Online Activities for ELLs

Here are some examples of activities for ELLs, with a focus on oral language development and content development.

1. Students can upload videos of themselves reading their favorite books.

2. Students can write and draw responses to a prompt (for example, "What is one way you can be helpful to your family at home?") and then students can leave questions or comments for each other.

3. Students can film themselves solving a math problem or record themselves explaining how they solved the problem, and the teacher can provide feedback.

4. Students can interview someone in their family that is important to them and create a presentation to share. They can present in both English and native language and include photos or short videos with quotes from their important person. Other students can leave written or verbal comments on slides in English or the students native language.

5. Teacher can create a presentation with slides and voice narration on a platform like VoiceThread. Students can respond orally or in writing to questions posed in the VoiceThread.

6. Teacher can provide a slideshow with visuals on a content topic and resource links for students to learn about the topic. Different students are assigned a few slides to narrate for their classmates to learn about the topic. A variation of this is for students to each get a different topic related to the unit (after learning about it from the teacher) and have them create a group presentation on that topic to share with the class.

Activity: Pass the Paper

Post a short text or image as a prompt to start the discussion.

Round 1: Everyone posts a word, phrase, or short comment about the prompt (depending on age/proficiency levels) via written response, audio, or video.

Round 2: Everyone adds a question related to a classmate's round 1 post.

Round 3: Everyone adds an answer to a classmate's question from round 2.

Round 4: Students review all questions and answers on the grid and use the information to help them write (or record) a reflection that they send to the teacher.

Planning Instruction

Once you have a sense of your goals and what tools you will use for distance learning, you can focus on developing a unit of lessons. A weekly plan as part of a learning unit can help you maintain the same structure and learning activities each week. If students get used to the structure of the online learning course or the materials they receive weekly, they can use their mental energy on language and content learning.

An example of a weekly online instructional schedule might look like this for secondary English learners:

Lesson Launch:

Introduce topic w/ video and essential question

Students interact on a discussion board and share one take-away and one question regarding each reading.

Assign group project to students related to the learning objective. (Students work in Google docs or Padlet) to create a visual to upload and share with the class.

1/2 page written reflection is submitted.

Written reflections are evaluated and feedback comments are shared in writing.

Assign two readings.

Assign 1/2 page written reflection on the essential question using evidence from text to support claims. Due Thursday.

Teacher shares link to recorded video mini-lecture on the topic.

Teacher meets with the students to have a class / small group discussion on the essential question. Teacher can share sentence stems.

Teacher shares snippets of quality written responses to the essential question through messages or class discussions and discusses what makes the response a quality example.

An example online instruction schedule might look like this for elementary English learners:

Lesson Launch:

Introduce topic w/ video and essential question

Students read aloud from books that have been sent home or available online via Epic (free to school closure) or RAZ Kids (fee based).

Assign two independent student learning activities related to the learning objective.

1/2 page written reflection is submitted by returning a packet or taking a photo of response and submitting it.

Written reflections are evaluated and feedback comments are shared in writing.

Assign two student learning activities such as a game or learning app.

Teacher introduces by video the academic language structures needed to share their thinking about essential video.

Students write 1/2 page response to the essential question using sentence frames. For beginning ELs, provide scaffolded support such as a graphic organizer with pictures and key vocabulary.

Teacher meets with the students to have a class / small group discussion on the essential question. Teacher can share sentence stems.

Teacher shares snippets of quality written responses to the essential question through messages or class discussions and discusses what makes the response a quality example.

Sample lesson: An online lesson for ELLs

An online lesson plan takes into account the asynchronous (not in real time) learning environment and need for active learning in different ways. It is unlikely that a teacher and students will be able to meet live every day at the same time, so the lesson will be prepared and shared online for students and families to work with according to their own schedule and access to a device or Wi-Fi. The lesson, which is part of a larger unit, will include certain elements such as student engagement, language production, demonstrating content learning, critical thinking tasks, scaffolded supports and an assessment.

Here is a sample lesson plan for a 3rd grade EL level 2 student group. The lesson will be delivered with SeeSaw. Here is the EL Distance Learning Lesson Plan fillable template.

Standard: 4-ESS2-1

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Content Objective:

I can observe the impact of erosion.

I can give evidence to support my explanation of my observation.

Language Objective:

I can explain the impact of erosion using observation evidence in a sentence frame, "I observed that when ________ then ___________."

Introduction:

"Today we will learn about erosion. Erosion is when earth or rocks are worn away by water or wind. You will do a home experiment to learn about erosion and explain your observation on SeeSaw."

Modeling:

Show students how to set up the experiment using the materials listed in the lesson. Introduce the sentence frame and any key vocabulary by stating an example sentence for the students. "I observed that erosion happened when I poured a lot of water on the dirt."

Activity/assignment:

For your experiment you will put dirt in a small tub and put the tub at an angle or slope. Make some holes in an empty pop bottle then fill it with water and hold it over the dirt. What happens if you try different things?
1. If the dirt tub is at a higher slope?
2. If the dirt tub is flat?
3. If you have a little water come out?
4. If you have a lot of water come out?

Reflection: After students have seen each other's video explanations of the experiment, they will write an exit ticket on Padlet to state one thing they know about erosion and one thing they liked from the activity.

Teacher reflection: From the exit tickets, I can see that the students understand that more erosion happens when the slope is higher and there is more water. Next time I will think of alternatives to certain materials since not all students had dirt for the experiment.

Scaffolded support for different language proficiencies: (click all that apply in the lesson)

Adapted from Generation Genius: Weathering and Erosion - grades 3 - 5 lesson plan

Online learning tools

Here are three platforms that your district may be using. This is not an endorsement of any one product, but rather a quick guide to some resources teachers have used successfully with ELLs.

You can learn more about the privacy ratings of these and other platforms from the Common Sense Privacy Evaluation program. Please ask for guidance on the most secure ways to use any platform, including those listed below, with a particular eye on protecting personally identifiable information (PII) for ELLs and immigrant students.

Note: Some districts do not permit the use of video or images of students for security reasons. To learn more about protecting student privacy for ELLs and immigrant students, see our related resource section. Keep in mind that some free platforms may sell data to third-party vendors. In addition, Zoom is facing increased scrutiny for security problems.

Seesaw article: Remote Learning for Teachers

Privacy evaluation: Seesaw (Common Sense Media)

Strengths:

1. Focus on oral language production
2. Family connection
3. Ease of use
4. Visual platform
5. Free

Tool: Flipgrid

Flipgrid article: Remote Learning with Flipgrid

Privacy evaluation: Flipgrid (Common Sense Media)

Strengths:
1. Focus on oral language production
2. Student-to-Student connection
3. Ease of use - multiple classes
4. Visual platform
5. Free

Tool: VoiceThread

Website resources: Digital Database of Successful VoiceThread Projects

Privacy evaluation: VoiceThread (Common Sense Media)

1. Content presentation with oral and written language production
2. Student-to-Student connection
3. Ease of use - project based and collaborative
4. Visual platform
5. Free

Assessment and Feedback

Using rubrics

Students need feedback in order to learn. Whatever platform you use, you will need to determine how you will give feedback on their learning. If it is online, students can use rubrics for assignments and receive comments verbally or in writing. Comments can be encouraging and individualized to help them learn how to apply the feedback. In a non-digital system, teachers will need to try other approaches, such as phone calls, to students to review their work and questions.

A clear rubric for content and language production is helpful to guide the students' work. Allow students to revise work because it is about learning, not perfection. It's also highly likely that students will not fully understand what is expected in a task due to the new learning format. Use "second attempts" as an opportunity for them to apply your feedback and demonstrate learning.

The importance of regular feedback

The best feedback will happen frequently in multiple areas of the digital space. It could be on the discussion board, individual assignments or larger projects. Since students can't see you, they need to know you are there through your interaction and encouraging feedback. You may be nervous in this new platform and they are equally (if not more) nervous because they want to do well and they need to hear from you daily so they know they are on the right track.

Remember they do not have the advantage of asking questions in a classroom and getting your feedback as they work, so give them additional opportunities in the digital platform. We are asking learners who rely on a lot of classroom scaffolded supports to be successful to become independent learners overnight. The chart below shows the intersection between language skills and learning - how a student's language abilities impact their independent learning level.
Continuum of Language and Learning

DEPENDENT

INDEPENDENT

READING/ WRITING

Marisa

Tomas

LISTENING/

Tomas

SPEAKING

Marisa

Grading

Keep a grade book online so students know what is due, what grades they received (if grades are being used) and the feedback for assignments. If beginning-level students are attempting assignments in an online platform, teachers may want to advocate for a Pass/No Pass grading system because they will be working very hard in a language they don't fully understand to demonstrate their learning. (Some districts are using Pass/No Pass more broadly.)

Tips for Collaboration

Just as planning instruction for distance learning will take intentional thought and planning, so will collaboration. The good news is that there may be new kinds of opportunities for collaborating as it becomes an even more critical piece of the puzzle during this time of school closures, especially for ELLs. There also may be new kinds of instruction happening, such as project-based learning or more content-specific lessons, that will lend themselves well to collaboration among content-area teachers and EL educators.

Other teachers are also great resources for instructional problem-solving; collaboration between general education and ELL teachers will make lessons engaging and accessible for ELLs.

Here are some ideas on how to collaborate on behalf of ELs at a distance, which can be used among individuals or larger groups. These strategies can also be used for colleagues who have an established partnership, as well as those who are new to collaborating. And remember that it may be much easier to start small - choose just one strategy that fits your schedule and workload, and think about how to use it strategically!

Check in with a colleague to see whether they are in touch with ELLs and their families and if they need suggestions on how to make contact.

Check in with a colleague on whether they need some ideas on how to support EL instruction.

Invite a colleague to co-plan and/or co-teach a lesson.

Ask a colleague to share a question or challenge they would like to address.

Share examples of how you are collaborating more broadly with colleagues (and ask the people who are already partnering with you to do the same).

Send a note to colleagues whom you haven't worked with before introducing yourself, briefly explaining your role, and sharing ideas on how you might work together.

Share examples of student work, successful student activities, or strategies for distance learning/family engagement that seem to working well for ELs in your school or district.

Partner with a team on behalf of a specific student, group of students, or family.

Consider sending out a strategy or resource idea on a regular basis to colleagues.

Final Thoughts

It's okay to feel a range of emotions as you begin this new distance learning adventure. Remember you are making history! Also remember that you are not alone and it's important to develop your own professional learning community around this work. Since the whole world is going through an online teaching revolution due to school closings, there are a myriad (almost too many) of resources available to help with online learning.

To keep from being overwhelmed:

Don't get lost in the weeds of all the choices.

Keep your focus clearly on what you want students to learn.

Think of a creative project.

Use one or two "go to" apps that work for you and your students to adjust to this new learning environment.

Think of e-learning as Emergency Learning - and you are a learner.

Don't forget to take care of yourself.

When the Apollo 13 crew was in danger, great minds got together and solved the seemingly impossible problem of placing a square vent in a round hole. This is our opportunity to bring our great minds together and do what seems impossible - teach all students through distance learning. With creativity, a good team and some extra pots of coffee, you will succeed!

Recommended Resources

For additional resources, see:

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Distance Learning for ELLs: Planning Instruction

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Teaching online is like traveling to a new country. You're not really sure where anything is, you are afraid to try new things because you might be embarrassed, and you miss the ease of your old daily life and the ability to connect seamlessly with others.

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Social-emotional support for ELL & immigrant students during COVID-19

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Social-emotional support for ELL & immigrant students during COVID-19

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Nathaniel Provencio, Associate Superintendent of Prince William County Schools in Northern Virginia, talks about the impact of COVID-19 on his district's immigrant families, as well as the importance of social-emotional support for students during this time.

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Social-emotional support for ELL & immigrant students during COVID-19

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COVID-19 Information for ELL and Multilingual Families

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COVID-19 Information for ELL and Multilingual Families

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Colorin Colorado (also available in Spanish)

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Sharing COVID-19 Updates ELLs and Immigrant Students

It is essential to continue sharing information about COVID-19 with English language learner (ELL) and immigrant families, especially as it changes. Key topics include:

Basic information about the virus, how it spreads, and who it most affects, such as the elderly and people with certain underlying health risks

What to do if you are sick

Preventative measures such as hand-washing, not touching your face, and staying home if you are sick

Information about social distancing

Here are some strategies to support that effort:

Ensure that students are receiving reminders on preventative measures regularly.

Encourage teachers to use visuals, videos, and demonstrations with ELLs on steps like hand washing and that they check students' understanding of that information.

Ensure that families receive this key information as well. Keep in mind that families will have different preferences on how they wish to communicate:

Phone calls, texts, and social media: Many families may prefer to communicate via phone, text, or social media instead of email. They may also be sharing regular updates with their own networks through these channels.

Translated information: Many COVID-19 resources have already been translated into other languages. Check with your local public health office to see if they have information serving the immigrant families in your community. We have also compiled multilingual resources below. Note: Families with lower levels of literacy may not be able to read written hand-outs. Making information available in a variety of forms will increase families' access.

Community networks and media outlets: Some immigrant communities may have robust communication networks within parent groups, with local organizations, or through media outlets in their language. Collaborating with these networks can provide a valuable two-way benefit both in sharing information and learning more about families' questions, concerns, and ideas.

Health, safety, and basic needs: Considerations for immigrant families

It's important to keep in mind the following:

some immigrant families may not have access to medical care, insurance, or sick leave

lost wages in the event of school or business closures, along with reduced access to school meals for children, may have a significant impact on families' stability

many families may live with grandparents or other older relatives.

Learn more from the following:

Centers for Disease Control and Prevention (CDC)

Coronavirus Resource Center

This resource center is now available in multiple languages.

Fact sheets and poster center

Coronavirus fact sheets are now available in multiple languages.

It's important that schools share accurate information about coronavirus with all school staff and families, including families of English learners. These resources include multilingual fact sheets and infographics.

Infographics

FAQs, fact sheets, and glossaries

Videos

School district updates in multiple languages

Related Resources

Classroom resources

Resources for families

How you can help

Learn how you can help families impacted by COVID-19 school closures, lay-offs, and medical emergencies. You may be able to find more information about local organizations working in your community.
Photo credit: James Gathany/CDC

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COVID-19 Information for ELL and Multilingual Families

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It is essential to continue sharing information about COVID-19 with English language learner (ELL) and immigrant families, especially as it changes.

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Colorin Colorado

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How can schools best support English language learners (ELLs) and immigrant students through the COVID-19 pandemic? What lessons have we learned so far?

This section includes information on:

distance learning for ELLs

communicating and partnering with families

social-emotional supports for ELLs and immigrant students.

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How can schools best support English language learners (ELLs) and immigrant students through the COVID-19 pandemic? What lessons have we learned so far? This section includes information on: distance learning for ELLs communicating and partnering with families social-emotional supports for ELLs and immigrant students.

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How to Expand ELLs' Access to Technology for Distance Learning Article

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How to Expand ELLs' Access to Technology for Distance Learning Article

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Colorin Colorado

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Throughout the pandemic, numerous districts and communities have looked for ways to expand technology access for all students, including English language learners (ELLs) and immigrant families.

Now that many schools are returning to remote learning for periods of time during the Omicron surge, that access remains critical. Here are some helpful tips and lessons learned from prior periods of the pandemic that can help ensure that students have the devices and Internet connections they need.

Special thanks to educators who have provided feedback through surveys and social media, as well as to the staff of Wolfe Street Academy, a community school in Baltimore, MD, for great insights!

The Digital Divide Continues

The COVID-19 pandemic has made a signficiant dent in the digital divide (an issue of concern for ELL educators for many years), increasing families' access to devices, computers, and Internet service in many places in the country.

Yet even with the progress made during the pandemic, deep disparities and inequities still persist, according to Vikki Katz, a communication professor at Rutgers University. In an Associated Press article aboutthe digital divide during the Omicron surge, Katz notes that for families who are "underconnected" and have sporadic Internet access, it is challenging for students to jump back into remote learning with little notice.

In addition, a focus on sustaining in-person learning this year may mean that in some schools:

students do not have access to a personal device as they did previously

programs meant to support remote learning and Internet access have ended.

Family Communication and Partnerships

In order to improve students' technology access, there are a few areas in which schools can focus. The first, which educators have pointed to again and again during the pandemic, is strong relationships with families since ongoing communication is so critical to navigating these uncertain times.

Tips for schools

Families have a legal right to information from the school in their home language.

Learning more about how and when families prefer to communicate can make a significant difference in family engagement. For example, some districts have had success with texting apps such as Whatsapp and Talking Points, as well multilingual groups on Facebook. Many families also have strong networks amongst themselves that include texting groups, social media groups, and phone trees.

Keeping in communication with students and families about what's working (or not) will help schools figure out where to focus their efforts.

Educators who partner with families frequently, including ELL and bilingual educators, interpreters, and family liaisons, will have valuable tips and recommendations. These educators may also be part of professional networks where they can learn what is working in other districts.

Sharing family surveys via phone or text - and in families' languages - will likely yield more information than posting surveys online, especially if the surveys are not translated.

Newcomer families, such as Afghan families who have come during this school year, will need additional information since they did not experience remote learning in the previous school year.

Finally, it is important not to make assumptions. Many immigrant families may use technology to help with their international communication, and some ELLs are so advanced that they provide technical support for other students and their teachers! Students may also be quite familiar with one kind of digital tool, like apps, but not others.

Access to Devices

ELL educators have shared the following insights about their students' access to technology during the pandemic:

In many ELL families, multiple siblings shared devices for their schoolwork.

Students without devices may used cell phones to complete assignments.

Some families did not know that devices were available from their district, and they did not find out about these options in time to get a device.

Educators heard from families who were reluctant to take a device home due to concern about damaging the device.

Immigrant families may have been concerned that using a device provided by the school would impact their immigration cases if using the device was considered a social "benefit."

Tips for schools

Schools and districts may wish to start with a needs assessment and talk with families about their child's access to a device for schoolwork.

It is important for educators to be on the lookout for students who:

do not have a device

plan on sharing a device with a sibling

plan on using a cell phone to complete schoolwork.

If you do identify students who don't have a device for schoolwork, talk with an administrator about whether there are options to fill this gap. In addition to any district programs or grants to expand technology access, local community partners, businesses, or individuals may be able to contribute to a technology fund.

Districts may also wish to consider programs that offer a device as part of a digital literacy course so that families learn important technical skills, such as this program in Boulder, CO.

In addition, schools should not assume that educators have devices or internet access at home.

Internet Access

Even if all students have a device, access to reliable Internet connections may prove to be another obstacle in distance learning.

Here are some of the situations that educators of ELLs have shared with us during the pandemic:

If internet companies required a social security number and no "past due" bills to register for free access, this deterred some families from signing up.

Information about internet access was not available in families' home languages, or it was too confusing.

Families lived in residences whose address was not recognized by the internet company.

If multiple families were sharing a residence, there were cases in which the internet company only allowed one registration per address, leaving other families in the residence without an option of setting up their own connection.

Students in more rural areas were not be able to get a signal even with reliable internet providers and routers.

Some families did not have electricity at home, as in the case of migrant farmworkers living in temporary housing or trailers.

Some families were afraid to sign up due to their immigration status.

Tips for schools

In order to overcome these challenges, schools and districts tried some creative solutions, such as:

providing devices with data, where students could connect anywhere and anytime

offering hot spots, including on buses that would travel to neighborhoods where internet access was an issue

offering free wi-fi at the school (or partnering with another institution in the community to provide wi-fi) that families could access from the parking lot to download relevant information

partnering with municipal governments, internet providers, and cell phone companies to expand access.

There is no "one-size-fits-all" solution to this challenge, which is why understanding your families' circumstances will lead to a better solution for your students and educators.

Tech Support and Training

Once students have devices and data, there is still another key step needed to ensure students can successfully use their distance learning platforms - training and tech support. Many English-speaking families described being overwhelmed by the number of platforms and log-ins needed for their child or children to complete schoolwork.

You can imagine what that challenge was like for ELL students and families who were often navigating new platforms and trying to get their technical questions answered.

Tips for schools

Multilingual tutorials

To increase student success, schools and districts might consider offering translated student and family tutorials about the platforms they will be using. Some platforms have translated tutorials available, or districts have created their own.

For example, Hartford Public Schools shares this Google Classroom tutorial in Spanish on their website and the New York City Department of Education has a collection of multilingual Google Classroom tutorials available on YouTube.

Providing technical support

In order to identify key needs and priorities around tech support, you may wish to ask families about the challenges they have had with technology during the pandemic.

In addition, the following steps can improve technical support for multilingual families:

providing a translated form where families can keep track of their child's log-in info and any family log-in info they need

providing "how-to" instructions through short videos or screen shots with highlights or arrows (which can be added through "markup" features on smart phones)

ensuring that families have a way to ask questions related to tech support with the assistance of an interpreter

setting up a process for collaboration and communication among educators, interpreters/family liaisons, and tech support staff

providing training for families on how to use their device or platforms to support learning.

Protecting Student Privacy

It is critical to keep in mind that privacy concerns may be particularly complex for families of English learners and immigrant students. At the same time, families who are using internet and wi-fi at home for the first time may need additional information about how to protect their privacy.

Your district may have policies in place regarding student privacy and online learning. For example, some districts restrict the use of videos of students. Check with your school administrator for clarification as needed and also to share appropriate information with families on protecting their privacy in their home language.

Offline Instruction at Home

Finally, there are numerous resources for helping to support instruction at home when technology access is not available (or to complement online learning). You will find many of these resources and activity ideas, as well as tips on how to build upon families' cultures, languages, and strengths, in Offline Learning at Home: Ideas for ELLs.

Partnering for Success

There are numerous steps schools and districts can take to expand ELLs' technology access, and we hope this article provides some ideas that might work in your setting. We encourage educators and administrators to keep networking, sharing what works, and developing solutions so that students have access to the technology they need to continue their learning during the pandemic and beyond.

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How to Expand ELLs' Access to Technology for Distance Learning

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Throughout the pandemic, numerous districts and communities have looked for ways to expand technology access for all students, including English language learners (ELLs) and immigrant families. Now that many schools are returning to remote learning for periods of time during the Omicron surge, that access remains critical.

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8 Strategies for Building Relationships with ELLs in Any Learning Environment Article

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8 Strategies for Building Relationships with ELLs in Any Learning Environment Article

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Colorin Colorado

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One of the biggest topics that educators are thinking about this year is the importance of social-emotional learning (SEL). Building relationships with students is a key aspect of SEL for students of all ages.

The good news is that there are a lot of ideas educators can try now and throughout the year. You might think of it as "going slow to go fast" - a process that not only builds confidence and community but increases engagement and supports students' later academic success.

What's in this article

We have compiled some of these ideas and resources for building relationships with English language learners (ELLs) and their classmates below in the following strategies:

Before getting started

As you read, keep in mind that many of the following activities can be differentiated for varying language proficiency levels. These strategies offer opportunities for:

And we encourage you to keep in mind Kristina Robertson's popular piece of advice: try just one new thing at a time!

Note: This article was originally written for online and hybrid settings. For tips on using these strategies in distance learning, see our recommendations at the end of the article.

Essential Question

As you read this article, consider the following essential question:
In what ways can I build strong relationships with multilingual students this year?
Strategies: Getting to Know Students

Share your stories!

If you try any ideas from this article, we'd love to hear how it went! Post your story on social media here:

Show respect for your students by taking time to learn how to pronounce and spell their names correctly. Ensure that students' names are written correctly in student databases, especially as schools move to more online systems. A misspelled name can impact the services and instruction a student receives.

When you ask students to say their name, listen carefully and repeat it until you get it right.

Ask students to record their names for you so that you can hear their pronunciation. (You can ask them to send you a voice recording or use an online platform like NameCoach.) Share recordings with colleagues who work with the students so that they also pronounce the students' names correctly.

Model the correct pronunciation of students' names to the class so that all students can say it correctly.

Use students' names when greeting them each day.

Consider asking students to share examples of how people mispronounce their name and how that makes them feel.

Learn more about different naming conventions in your students' cultures and languages.

Refrain from coming up with a nickname or a version of the name that's easier for you to say.

Project ideas:

Assign a multimedia or written project in which students share:

If your students are using technology, this is a good way to introduce online platforms they will be using this year.

You might also read aloud books from our booklists on names for children and young adults. After listening, students can record, write, or draw stories about their own names.

Using tech: SeeSaw can be used with primary grades. SeeSaw has related activities already prepared in their "Activity Bank," such as " Your Name is Everything You Are."

For older students, consider using:

What are your students' experiences, interests, hobbies, talents, goals, and strengths? Tapping into these " funds of knowledge" can:

foster relationships, friendships, and student confidence

make students' strengths more visible to peers and educators

engage students across the curriculum.

For example, the children of migrant farmworkers might have a wealth of knowledge about agriculture, seasonal harvest, and different regions of the country. (You can learn more about " funds of knowledge" from this helpful guide.)

Bring these topics into the class by:

giving students a chance to share their interests or strengths in surveys, peer interviews, writing prompts, and art projects

encouraging students to express themselves by decorating a virtual locker or bringing in something they can hang on the wall of the classroom

talking with family members about their child's interests and talents

talking with members of the students' communities about their insights

providing time for students to discuss current events of interest

learning more about culturally responsive practice (and what it looks like during a pandemic).

Note: See some great strategies from Judie Haynes and Carol Salva that incorporate these ideas into activities to start this coming new school year.

Project ideas:

Ask students to share a photo or drawing of themselves that is important to them and to explain why. (You can learn more about this strategy that ELD Team Lead Cindy Close in Douglas County, CO shared with us from Education Week.)

For a more in-depth assignment, ask students to create a project focused on one of their hobbies, interests, or talents that they can share with the class. Some examples might include a collage, a short presentation, poem, or a short video.

Using tech: The platforms mentioned under strategy one will work well for these ideas. You might also consider:

a digital photo album site, such as Google photos

a digital collage site, like PicCollage

a photo finding mission app, like Plum's Photo Hunt

Flipgrid, where students can post their digital picture while they talk about why that picture or object is important to them.

You can welcome students' languages by learning a few words or phrases, such as a greeting or how to say "thank you," or asking them to teach you and their peers some words. They will appreciate the gesture and enjoy being the teacher (and the expert) for a change!

This not only highlights the language skills that your student has, it celebrates the gift of multilingualism and gives other student a chance to think about what it is like to go through the day learning in a different language. (Learn more in our section on what it feels like to be a language learner.)

You might also look for places where you can display flags from students' countries or other photos that are meaningful for students.

Project ideas:

Create a classroom bulletin board, either online or on the wall, where students and families can add homemade signs to a world map with important words such as "hello," "friend," and "thank you." (Thank you to Amanda Goman for sharing this idea on Twitter!)

Tech ideas: Look for ways to create and decorate a shared virtual space or virtual bulletin boards with tools such as Padlet, Corkulous, or Bitmoji. (Note that some of Bitmoji's avatars are not appropriate for students, especially of younger ages.) Various Google Classroom tools include places to save images as well.

Provide opportunities for students to share important traditions throughout the year. You may wish to ask students early in the year what their favorite holidays are and then plan a lesson on that holiday with their family. Look for these opportunities throughout the year and across the curriculum, as well as including them as a part of family outreach events.

Project ideas:

Invite students and families to prepare a presentation or respond to a writing prompt about:

a family story, folktale, or local legend

a favorite saying, poem, or song from their native language

a recipe

a family or holiday tradition.

Tech ideas: Any of the creation tools mentioned above could be used for these projects.

The demands on teachers of ELLs this year will be many; however, making time for regular personal interaction with students will strengthen your ability to deliver effective, meaningful instruction and keep in touch with them during a fluid situation. To help carve out this time:

talk with colleagues and administrators about ways to fit that interaction into instruction, office hours, or family engagement

look for opportunities to co-teach or collaborate with colleagues or paraprofessionals to use time efficiently

consider using phone calls, blogs, messaging, or other forms of written communication with students as a way to check in

collect examples of success and share them with administrators to advocate for more time if needed.

Project ideas:

Ask students to prepare 3-5 (appropriate!) questions they would like to ask you in an interview, such as your favorite food, a favorite toy from childhood, or a book you enjoyed reading. After reviewing and approving their questions, schedule time for them to interview you, in person or online, which they can share with the class through a written summary, video, or presentation. If time allows, you may wish to interview them as well!

Tech ideas: Brainstorming questions would work well in small groups on Jamboard, a digital whiteboard that is a Google extension. Interviews could be done orally asynchronously via Flipgrid or Voxer, a voice messaging app for phone or desktop. Final video could be posted on any of the creation apps listed above (Seesaw, Nearpod, Peardeck, Buncee, etc.)

Strategies: Connecting Experiences to Learning

Once you get a better sense of your students' life experiences, you can connect them to learning by:

looking for ways to connect these interests to the curriculum

asking students to brainstorm ideas on what they would like to study

using an inquiry-based or project-based learning approach that allows students to take the lead in identifying a question or problem to solve/research

assigning students research projects that focus on issues or concepts that apply to their own community

identifying community assets, guest speakers, or local organizations that can support this learning

offering students opportunities to present their work in public, whether to classmates, parents, or community members.

Project ideas:

Consider taking on a classwide project (or group projects) that students help plan and design to address a topic or concern of interest.

Tech ideas: Use Jamboard to brainstorm questions students want to answer in their project or inquiry. Once the questions are posted on Jamboard, they can sort and categorize the questions. Jamboard allows students to post a sticky note and see what others are posting in real time. This can be used in break out groups and/or asynchronously.

Sharing personal stories can be powerful experiences for students and their classmates as well. Provide opportunities for students to share their stories both privately and publicly, whether through artwork, in writing, or in conversation. If a student shares some difficult experiences, consider whether more support is needed through follow-up conversations with families or counseling.
Notes of caution
If you do invite students to share personal stories:

Attend to student cues on whether they wish to share their personal experiences with classmates: Many students have endured traumatic experiences that they may not wish to share. Explain at the beginning of any storytelling activity that it is voluntary and provide alternative assignments as needed. Some students may be willing to share their experiences with their peers or in a more public format such as school assemblies, the school newspaper, or self-published books.

Be aware of the "dangers of a single story": Be mindful of what Nigerian author Chimamanda Ngozi Adichie calls "the danger of a single story" in her 2009 TED talk; in other words, when learning about a student's life story, remember that your own experiences and assumptions, as well as the stories of other individuals, may not reflect your student's life. In addition, students who have the same racial background, speak the same language, or who hail from the same country may not have much in common, and in fact may experience some tension if they come from different groups with histories of conflict.

Don't single students out because of their identity: Never put students on the spot as a "representative" of their race, gender, ethnic group, gender identity, country of origin, experience, or other aspect of their identity. Honor students' experiences and perspectives for what they are, especially if those experiences and perspectives challenge your assumptions.

Project ideas:

Work with students to present a brief personal story they want to share in writing, artwork, video, or audio. This small project may grow into a larger, longer project, such as an autobiography project or yearbook project (which could work well online!).
Tech ideas:

Storybird is an easy to use digital storytelling platform that allows students to create stories with characters and elements provided by dragging, dropping, and writing in your story.

Make Beliefs Comics is a comic strip storytelling platform.

Book Creator is an iPad app that can be used with young students.

There is a lot of attention on social-emotional learning right now for good reason. All students have experienced disruption to some level in their social and academic lives, and many students have also experienced hardship, loss, illness, trauma, and deep levels of stress and anxiety. As district leader Nathaniel Provencio notes in the video below, creating a supportive, nurturing environment for your students, regardless of setting, is a critical step in helping them navigate the uncertainty of the coming year.

Some ideas include:

keeping a calm and predictable environment

creating calm corners

preparing students for transitions

giving students sensory and stretch breaks

teaching tools for mindfulness and stress relief, such as breathing exercises or visualizations

sharing resources such as this "virtual calming room"

encouraging students to show kindness, develop empathy, and share appreciation for each other

encouraging your students to identify and focus on their strengths and resilience, as discussed above

In addition, keep an eye out for situations in which students may need additional support from counselors. Learn more about the impacts of COVID-19 on immigrant families and these trauma-informed school strategies during COVID-19 from the National Child Traumatic Stress Network.

Project ideas:

Ask students to share an experience through writing or discussion about a time that they overcame a difficulty or reached a goal. Ask them to reflect on what made that achievement possible.

Tech ideas: Use one of the storytelling platforms above so that students can share this experience as a story or their own superhero comic.

Many educators use circle time as a chance to check in and learn more about how students are doing. We have also heard from middle and high school educators that advisory periods offer powerful opportunities to connect with students. One ELL educator shared that her colleagues at the high school level were reluctant take on advisory periods. However, in a survey at the end of the year, the overwhelming majority favored keeping the advisory periods as a way of getting to know students better throughout the year.

In addition, other educators use private mailboxes, student mood charts, journal entries, and other personal ways for students to let teachers know how they are doing.

As you work with ELLs, make sure that all students have opportunities to participate in these activities and scaffold their participating with strategies such as offering sentence frames for discussion to help scaffold students' participation.

Project ideas:

Think about different topics and questions to use during circle time or advisory, perhaps alternating between general updates and focused activities. You also wish to invite students to come up with topics and themes.

Another teacher, Jorge Bermudez, shares his alternative high school's experience with rethinking their advisory periods in the video below.

Offering students opportunities to reflect about own identity can help create an " identity-safe classroom " and also lay important groundwork for later discussions. It can also challenge the notion of "color blindness," a perspective which ignores important aspects of students' identity and experiences. When discussing identity:

Honor students' experiences and perspectives for what they are.

Avoid assumptions. Dr. Ayanna Cooper speaks more about this in her interview clips below about Black immigrant students.

Never put students on the spot as a "representative" of any aspect of their identity or experience.

Become familiar with some of the myths related to ELLs and immigrant students. If needed, share these with colleagues.

Keep in mind that students may be masking some part of their identity. For example, some Indigenous students from Latin America may not share their Indigenous culture or language with the school, or the fact that Spanish is not their first language.

Project ideas:

Look for ideas that fit your classroom in the following collection of resources:
Elementary School Middle and High School Professional development and collaboration
Closing Thoughts

There will be a lot of trial and error in the coming year. As Kristina Roberston says below, if something doesn't work, go back to the drawing board and try again! Don't let those bumps discourage you from continuing to build the critical connections that you, your students, and your families need this year. They may just be what helps everyone get through a school year like no other!

Discussion/Reflection Questions

What is one takeaway that resonates with you from this article?

What is one activity you might try?

What strategies have you used in the past to build strong relationships with students? How might you adapt them this year?

What will be hardest about building relationships this year with students and families?

What are you feeling nervous about year?

What are you looking forward to this year?

More Recommended Resources

Social-emotional resources

Interactive strategies for building relationships & distance learning

Recommended blogs

Getting to know your ELLs and their families

Acknowledgements

Special thanks to Kristina Robertson, Becky Corr, Susan Lafond, Areli Schermerhorn, and Beth Skelton for their contributions to this article.

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10 Strategies for Building Relationships with ELLs

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One of the biggest topics that educators are thinking about this year is the importance of social-emotional learning (SEL). Building relationships with students is a key aspect of SEL for students of all ages. The good news is that there are a lot of ideas educators can try now and throughout the year.

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iSOSY Personal Wellness Training Package

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iSOSY Personal Wellness Training Package

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This training package was created to address the broad concept of personal wellness, fully embracing the extensive research showing that mind and body are inextricably connected and therefore, it is impossible to to have good overall mental wellness without good mental health.

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The importance of mental health and personal wellness in the lives of migratory students led iSOSY to create several resources that educate and encourage those students, their families, and their service providers. The resources include five lessons focused on mental health, an in-depth look at the role of ACEs (Adverse Childhood Experiences) in the migratory community, state-specific resource sheets, and an entire Personal Wellness Training Package.

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Click here to read about the importance of using "People-First Language" when discussing mental health.

Personal Wellness Training Package

State Resources

History and Role

of ACEs

Personal Wellness Webinars

Mental Health

Lessons

This information is presented for educational purposes only. It is not a substitute for informed medical advice or training. Do not use this information to diagnose or treat a health problem without consulting a qualified health or mental health care provider. If you or someone you know is suicidal or in emotional distress, contact the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) or Live Online Chat. Trained crisis workers are available to talk 24 hours a day, 7 days a week. Your confidential and toll-free call goes to the nearest crisis center in the Lifeline national network. These centers provide crisis counseling and mental health referrals. You may also call 1-800-662-4357 to reach the National Helpline.

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The importance of mental health and personal wellness in the lives of migratory students led iSOSY to create several resources that educate and encourage those students, their families, and their service providers. The resources include five lessons focused on mental health, an in-depth look at the role of ACEs (Adverse Childhood Experiences) in the migratory community, state-specific resource sheets, and an entire Personal Wellness Training Package.

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PENNSYLVANIA’S EARLY CHILDHOOD HEALTH AND SAFETY SYSTEMS TRAINING SERIES

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PENNSYLVANIA’S EARLY CHILDHOOD HEALTH AND SAFETY SYSTEMS TRAINING SERIES

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CDC Guidance for Child Care

Parent, Family and Community Engagement

Implementation Considerations

Re-Imagining ECE Environments

Supporting the Social Emotional Well-Being of ECE Professionals, Children and Families

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Parent Engagement Webinars (formerly Preschool Initiative)

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Parent Engagement Webinars (formerly Preschool Initiative)

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All archived webinars and materials

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This page contains presentations conducted by experts in fields that directly or indirectly support and enhance the engagement of migratory parents/caretakers in the education of their children.

The Four CIG Webinar Sharing Resources was presented by the four consortia: I2MPACT, iSOSY, MPEC, and the IRRC. This webinar provides information on the work of each consortium and the materials available for use for identifying and recruiting migratory students; assisting Out-of-School Youth; and, enhancing parent/caretaker engagement. (February 2021)

The Mindfulness and Books as Tools to Ease Trauma and Stress webinar introduced the impact of mindfulness in the mitigation of the effects of trauma and stress on preschool-aged migratory students. (August 2020)

The Positive Influences to Ease Trauma and Stress on Preschool-Age Children webinar introduced Adverse Childhood Experiences (ACEs) and positive influences that can mitigate the effects of trauma and stress on preschool-aged migratory students. Definitions, science, and a brief history of research and practices were discussed along with ideas about how to make a difference in a child's life by being a positive influence.

The Engaging Migrant Preschoolers in STEM webinar focused on supporting students and families with STEM (science, technology, engineering, and math) learning. The presenter shared resources and strategies, including games and visuals, that support STEM-focused conversations and activities. (June 2020)

The Summer Service Resources for Migratory Preschoolers and Parents webinar focused on resources that may be beneficial to support summer services for the migratory preschool students and their parents/caretakers. The Preschool Initiative (PI) Learning Kits and arts-integrated strategies are showcased along with other resources that utilize online books, videos, music, and text messaging.

The Four CIG Collaboration: Resources to Serve Students webinar was presented by the four consortia (GOSOSY, MiraCORE, the PreSchool Initiative [PI], and the IRRC). Each consortium was able to share ideas and materials that are available to help provide high-quality services for MEP students. (May 2020)

The Working with Preschoolers: Understanding Developmental Milestones webinar is designed to increase service providers' awareness and understanding of the developmental milestones that occur between the ages of three and five. Additionally, the webinar explores ways in which culture can impact those milestones and implications for planning activities and instruction.

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Presentations for Migrant Educators and Advocates - I2MPACT

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This page contains presentations conducted by experts in fields that directly or indirectly support and enhance the engagement of migratory parents/caretakers in the education of their children. The Four CIG Webinar Sharing Resources was presented by the four consortia: I2MPACT, iSOSY, MPEC, and the IRRC.

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Search for guidelines by using the filters on the left to find what you need

Interact by answering questions to determine if the task is safe to perform

Read the guideline as a standard web page

View or Print posters by choosing an available color scheme you desire

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Early Childhood

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Best Practices for Early Childhood Education Continuity

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Free during COVID-19 summer months -  resource to support families with information and resources for supporting the children in their care. Available in English and Spanish

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Meaningful Mealtimes

Mealtime is a perfect time for learning! Build an awareness of sequence and patterns by talking about the steps in a recipe. Support language and literacy skills by describing the foods you are eating.

Little Muscles, Big Fun!

Before children can write legibly or tie their shoelaces, they must develop the small muscles in their hands and fingers! Tearing paper, using tweezers, rolling dough, and pinching leaves are examples of activities that grow these important muscles. Try these fun activities throughout the day!

Dressing for the Weather

Springtime means that the weather is changing almost all the time! Before your child gets dressed for the day, look at the weather forecast and talk about what the symbols and numbers tell us. Encourage your child to use what he knows about the weather to choose which clothes are best for your weather!

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Healthy at Home: A Toolkit for Supporting Families Impacted by COVID-19

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In order to serve educators and families during the COVID-19 crisis, ReadyRosie developed this free toolkit as a resource to support families with information and resources for supporting the children in their care. The current content on this site will be available throughout the summer.

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Free during COVID-19. Here you can find content, encouragement, information and tips that you can use to customize your support and extend learning at home

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Classroom Connect - Resources for Educators impacted by the Coronavirus

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Welcome to Classroom Connect-content, encouragement, information and tips that you can use to customize your support and extend learning at home.

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Presenter's Page

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HUNE is a not for profit organization that provides free bilingual English and Spanish training, technical assistance and individual assistance to families of infants, toddlers, children, and youth with disabilities and to professionals who work with children. This assistance helps families.

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Presenter's Page

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EdTech Consultant and Expert Monica Burns - Class Tech Tips

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Monica Burns is an EdTech consultant and expert who helps teachers, schools and technology developers use technology in the classroom better.

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Finding Meaning and Navigating the New Normal: Self-Care while Supporting Others

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Finding Meaning and Navigating a New Normal: Self-care While Supporting Others

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This session was originally held on May 27, 2020.

Presenters:
Lysandra Alexander, Program Development Coordinator, MEP, Pennsylvania Department of Education
Stephanie Colvin-Roy, Lead ICPS International Trainer, Center for Schools and Communities

The world has changed. Our current situation is temporary, things will be different in the future, leading to some permanent changes. David Kessler, author and world-renowned expert on grief, explains that many people are experiencing multiple griefs including anticipatory grief in response to COVID-19. Anticipatory grief is anxiety about our “imagined futures”, uncertainty and fears of the unknown. Participants attending this virtual workshop will identify and practice strategies for understanding and managing stages of grief including Kessler’s sixth stage, Finding Meaning.

Embracing a new normal requires resiliency and participants will examine concepts from the psychology of resilience including psychiatrist Victor Frankle’s tragic optimism and benefit-finding. Dr. Frankle’s concept focused on how to remain optimistic despite tragedy. Characteristics of compassion fatigue and crisis-related stress will be identified and participants will examine strategies for establishing and maintaining physical and psychological wellbeing. Participants will discuss effective ways to increase successful support for youth and families in the Migrant Education Program.

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The Garage

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Curriculum - Available in 15 other languages, including Spanish, Arabic and Swahili

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COVID-19! How Can I Protect Myself and Others? | Smithsonian Science Education Center

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COVID-19! How Can I Protect Myself and Others? will help you, and your community, understand the science of the virus that causes COVID-19 and other viruses like it. It will help you to figure out how this virus is impacting or affecting you or may impact you in the future. It will help you to understand the actions that you can take to keep yourself and your community safe.

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Practice Brief 55 -- Topics:Background Equity Implementation
Why it is crucial to make cultural diversity visible in STEM education

Teachers should carefully weave subject matter with activities and images within relevant contexts that validate contributions of individuals from diverse cultural backgrounds.

District Staff & PD Providers should model making human diversity visible throughout science instruction and connect teachers with relevant resources and communities.

School Leaders should support science educators in acquiring, adapting, and developing culturally diverse instructional materials and support culturally-based instruction.

What Is The Issue?

To increase student engagement in STEM, we know that students need to see in themselves the potential to pursue STEM interests and careers. One typical approach is to expose students to relevant images of STEM professionals who represent the cultural diversity of our global community throughout instruction. However, to enhance student engagement and make cultural diversity truly visible in STEM, educators must go deeper. For STEM education to support all students in becoming STEM literate, instruction needs to broadly recognize who has done science, for what range of purposes, and how diversity enriches science.

Authors:

BY ALBERTO J. RODRIGUEZ & PHILIP BELL | OCTOBER 2018

Reflection Questions

Whose interests are being served by the images of STEM endeavors found in instruction?

How can instruction be crafted to make it more inclusive to diversities of learners and to help students from the dominant culture understand the historical and contemporary diversity of STEM efforts?

Things to Consider

Scientific ways of knowing have been pervasive across diverse cultures throughout human history. Individuals, teams, and communities from all nations and cultures have contributed to science and to advances in engineering. All cultural communities have-and do-engage in science and technology endeavors that relate to their interests, goals, and values. Instruction should represent this diversity of STEM efforts and purposes.

The WEIRD problem of science education. Science education in the U.S. has often centered on Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies -and predominantly on the work of white men recognized as scientists in society. This narrow view of science has made broad claims about science, and it often dominates the pages of leading journals. It incorrectly and adversely narrows the image of who does science, why they do it, and how it is done.

Scientists' backgrounds, values, theoretical commitments, and fields of endeavor influence the nature of their findings. This can be seen as making the scientific enterprise more objective (see strong objectivity). Thus, it is imperative to guide students in recognizing that science is a human enterprise by default-inexorably linked to individuals who have the power to define what counts as science and what knowledge is worth pursuing. This critical understanding of the enterprise of science can help students recognize the importance of being scientifically literate and active citizens.

Attending to Equity

One way that White Supremacy, patriarchy, and late stage capitalism is reinforced in education is by focusing STEM storylines and instructional examples on socially dominant and resource consumption-obsessed efforts.

The narrative of instructional materials must match and augment the images used to make cultural diversity visible in STEM. That is, it is important to move away from superficial representations of diversity to more culturally and socially relevant activities that promote students' engagement, agency, and social responsibility.

Recommended Actions You Can Take

Diverse images of STEM endeavors should be described in historical, contemporary, and future-focused terms. Do not inaccurately portray the diversity of STEM endeavors of cultural communities as strictly historical ones-as this may inadvertently render diverse communities' contributions to STEM as something of the past. Highlight how past and present contributions of peoples from diverse communities influence STEM knowledge production today.

STEM has a broad range of purposes. Highlight a range of purposes for understanding science and engineering, including: community endeavors and justice projects, forms of civic engagement, personal pursuits of learners or families, and 21st century global challenges and decision-making-and not just STEM career possibilities.

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-19 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through the Research + Practice Collaboratory (Award #1238253). Opinions expressed are not those of any funding agency.

Work is licensed under aCreative Commons Attribution-ShareAlike 4.0 Unported License. Others may adapt with attribution. Funded by the National Science Foundation (NSF). Opinions expressed are not those of any funding agency.

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Why it is crucial to make cultural diversity visible in STEM education : StemTeachingTools

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Practice Brief 55 -- Topics:Background Equity Implementation Teachers should carefully weave subject matter with activities and images within relevant contexts that validate contributions of individuals from diverse cultural backgrounds. District Staff & PD Providers should model making human diversity visible throughout science instruction and connect teachers with relevant resources and communities.

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Resources

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Websites/Resources, Challenges and contest

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by DS Examiner

I could go on and on about science, technology, engineering and mathematics (STEM) careers. How job openings are predicted to soar to over one million by 2020. How the U.S. government is freaking out that students aren't prepared.

But I won't. Because, frankly, this guide to STEM opportunities is for you:

You're going to take the first step on Mars.

You're going to plant farms on skyscrapers.

You're going to discover a cure for cancer.

Nuclear fusion. Virtual reality. Clean water for all. With the world facing 14 Grand Challenges for Engineering, your interest in math and science is set to pay off-big time.

You'll be the one using your problem-solving skills to find answers to impossible challenges.

You'll be the scientist leading an exploration of the Mariana Trench or the engineer building a next-generation robot.

You'll be the graduate finding a great job and earning a hefty salary.

It's your life. Know that amazing things are possible.

STEM Fun for Kids Grades K-12

Cool STEM Websites

Ask Dr. Universe: Washington State University's Ask Dr. Universe allows kids to explore various STEM topics and get answers to common questions. Have a question not covered on the site? Submit it on their "Ask" page!

Code.org: No one is too young (or old, I might add) to code. Learn how to build an iPhone game, write your first computer program, draw in JavaScript and much more.

Engineering, Go for It! (eGFI): Discover the nuts and bolts of engineering. This website contains advice on careers, entertaining info on all kinds of fields and links to the eGFI magazine.

EPA Students: Searching for news on the environment, homework resources, info on contests or ideas for an environment-based school project? Check out this website run by the Environmental Protection Agency.

Exploratorium: One of my favorites. The website of the San Francisco-based Exploratorium is jam-packed with interactive activities, videos, apps, links and more.

Extreme Science: Extremely interesting. Here you'll find wild and weird facts about nature, resources for science projects and info on all kinds of world records.

How Stuff Works: I visit this website every day. It has hundreds upon thousands of articles that explain the wonders of science (and almost everything else on the planet).

Museum of Science + Industry Chicago Online Science: Apps and activities and videos, oh my! Play games, watch baby chicks hatching, create virtual chemical reactions or use forensic science to analyze different types of candy.

NASA Education for Students: Career information, image galleries, NASA Television, features and articles ... whatever you'd like to know about aerospace, you're sure to find it here.

NASA Science, Engineering, Mathematics and Aerospace Academy (SEMAA): SEMAA was developed to increase the participation of historically underserved K-12 youth in STEM fields. School activities and summer sessions are held throughout the nation.

NOVA: The website for PBS's popular science show is overflowing with videos and articles. Explore the wonders of evolution, nature, physics, math-practically any STEM subject that rings your bell.

Science Buddies: Get stuck on science. This website has over 1,000 ideas for science fair projects, project guides, project kits and detailed profiles of STEM careers.

Science Channel: Question everything. Along with a rundown on the Science Channel's TV programs, this website has plenty of videos, quizzes, games and the latest science news.

STEM-Works: In addition to articles and job information, STEM-Works has stocked their site with interesting activities. Test your skills in the reptile quiz. Rescue an athlete in the Bionic Games. Or, simply follow the path of great whites with the Global Shark Tracker.

TechRocket: A year-round online learning destination for kids and teens. Use the promo code "MIDSFREE" to get a free first month!

Tynker: A computing platform that allows children to develop programming skills through fun, creative courses. Join the millions of kids from around the country learning to code with Tynker!

STEM Challenges and Contests

Siemen's We Can Change the World Challenge: You have the power to save the planet. In Siemen's K-12 environmental sustainability competition, teams from across the country compete to improve their own communities. Lots of prizes.

Toshiba/NSTA ExploraVision: ExploraVision is a K-12 science competition with a difference. Teams of two to four students work with a teacher to simulate the challenges of real research and development.

STEM Awards

The Gloria Barron Prize for Young Heroes: This annual prize honors 25 outstanding young leaders (age 8 to 18) who have made a significant positive difference to people and/or the environment. The top 10 winners receive a $5,000 cash award to support their education.

The NEED Project's Annual Youth Awards Program for Energy Achievement: NEED's annual award was established to recognize K-12 students who achieve excellence in energy education in their schools or communities.

President's Environmental Youth Awards: The PEYA program celebrates K-12 students, school classes, summer camps or youth organizations that are promoting environmental stewardship. Every year, one outstanding project from each region is selected for national recognition.

STEM Career Resources

Bureau of Labor Statistics K-12: The U.S. Department of Labor has been busy. Here you'll find charts, maps and many other resources on careers and the U.S. economy.

WeUseMath.org: Ever wondered (as I frequently did) when you're going to use math in real life? This website on math careers has more than a few answers.

Government STEM Initiatives

Educate to Innovate: Launched in 2009, Educate to Innovate aims to move U.S. students from the middle to the top of the heap in science and math achievement. It's spawned a number of federal efforts and philanthropic initiatives (see below).

STEM AmeriCorps: This multi-year initiative is focused on placing AmeriCorps members in STEM non-profits (such as FIRST) to work in underserved communities.

White House Science Fair: At this science fair, the President serves as the host! Students are honored for innovative projects, designs and experiments while the White House streams the event live.

Women in STEM: In collaboration with the White House Council on Women and Girls, the Office of Science and Technology Policy (OSTP) has instigated a number of efforts to increase the participation of girls in STEM subjects.

Philanthropic STEM Initiatives

Change the Equation: Led by CEOs, this nonprofit seeks to mobilize the business community to improve the quality of STEM education across the U.S.

Connect a Million Minds (CAMM): Sponsored by Time Warner Cable, CAMM is a five-year, $100 million philanthropic initiative that aims to inspire students to develop STEM skills.

US2020.org: The ultimate aim of this nonprofit is to mobilize one million STEM mentors annually by 2020.

Youth Inspired Challenge (YIC): Created by the Association of Science-Technology Centers (ASTC), YIC is designed to expand the impact of STEM learning outside the classroom.

STEM Fun for Elementary School Kids

Cool STEM Websites

PBS Kids

Cyberchase: Help Jackie, Matt and Inez use math to protect the digital universe from evil. Don't worry: Cyberchase has lots of math games, videos and activities to aid you in your quest.

Design Squad Nation: Design anything (!) your mind might imagine. Through Design Squad challenges, videos and tutorials, you'll discover all there is to know about engineering principles.

The Cat in the Hat Knows a Lot About That!: Pre-K STEM games, activities and videos galore. The adventurous Cat in the Hat is even ready to lead you on an exotic math safari adventure

The Greens: Wondering what you can do to protect the planet? The Greens have some great ideas, including games, activity guides and their very own carbon calculator.

Lifeboat to Mars: Explore the world of biology with this free online game. In one simulation (Microland) you control hungry microbes. In another (Ecoland), you have to balance out the space station's ecosystem.

Zoom: Hot science and cool ideas. You'll find all kinds of activities and experiments on Zoom's website, including things like lemon juice rockets, crazy straw bridges and bubble cities.

Science Games and Apps

Math Games and Apps

STEM Contests

Junior FIRST® LEGO® League: Are you a LEGO® fiend? Then this is the contest for you. You'll use LEGO® bricks to design and build a moving model; then, you'll assemble a Show Me poster to showcase your solution. For kids age 6 to 9.

NSBE KidZone Elementary Science Olympiad: Collect a team and test your science skills in 18 different events at the National Society of Black Engineers (NSBE) National Convention. Open to grades three to five. Those in kindergarten through second grade compete in a non-competitive league.

Perennial Math Tournaments: A virtual math tournament (via videoconferencing) for both teams and individuals. Open to grades three to eight.

STEM Camps

Audubon Nature Camps: Audobon offers a ton of Nature Camps throughout the country. Beginning in April, they start taking applications for Wild Birds Pathways to Nature.

Camp Invention: Daydreams become discoveries at this summer day camp. Created by the National Inventors Hall of Fame, Camp Invention presents essential STEM concepts through creative hands-on activities.

Camp KAOS: To infinity and beyond! These cool flight and space adventure-themed camps take place at the Smithsonian-affiliated Kansas Cosmophere and Space Center (KAOS) in Hutchinson, Kansas.

Destination Science Camp: Spend a week this summer creating robots, building a digital music system, training an electric-powered chameleon or even preparing for a mission to the moon! Held at 130 locations in six states.

Digital Media Academy Adventures Camp: Digital Media's award-winning camps cover everything from cartoon creation to computer programming to advanced robotics with LEGO® EV3. For kids age 8 to 12.

Engineering for Kids: Engineering for Kids is an education company for kids age 4 to 14. It offers a variety of STEM programs, including in-school field trips, birthday parties, workshops and camps.

Engineering Summer Camps: Interested in building the world's future? The Engineering Education Service Center has put together a state-by-state list of engineering summer camps.

iD Tech Camps: The sky's the limit at iD Tech's day and overnight camps. Make your own video game, program your own app or even code in Java.

KinderCare® Summer Camps: From the wacky wet science of water to the basics of surviving in the wilderness, KinderCare offers a variety of programs for pre-K through school-age kids.

Science Explorers: Sharks and submarines, potions and slime, castles and catapults .. whatever you love, these science summer camps have just the activity for you. Offered in Pennsylvania, New Jersey and Delaware.

Snapology: Snapology partners with schools around the country to offer STEAM programs, contests, and camps. The programs are interactive, which allows kids to learn through hands-on instruction and play. Programs are offered in a number of different formats, including after school, on weekends, and over the summer.

Vision Tech Camps: Vision Tech offers camps for kids ages 7-17 in the San Francisco Bay Area. Camp topics include robotics, programming, minecraft, and more.

Youth Digital Summer Camps: Design 3-D models for Minecraft, create your own video game or even direct a 3-D animation! These camps focused on digital technology are held in various southern cities. For kids age 8 to 16.

STEM Career Resources

Career Aisle: Elementary: Dreaming about what you want to be when you grow up? These videos about jobs in science, technology, engineering and math can help you decide.

Note: There are plenty of state and regional organizations that didn't make it onto my list. If you're interested in local camps, scholarships and after-school activities, I also recommend checking with your teachers and school.

STEM Fun for Middle School Kids

Cool STEM Websites

The Big Brain Theory - Discovery Channel: Competitors on this TV show have just 30 minutes to come up with a solution to an (seemingly) impossible engineering challenge.

Bill Nye the Science Guy: Bill's entertaining television episodes cover everything from comets to the science of music. Have some fun with his home demos.

Chi Alpha Mu: Otherwise known as the National Junior Mathematics Club, Chi Alpha Mu is the younger sibling of Mu Alpha Theta. Check out its list of contests and summer grants.

Environmental Health Student Portal: Interested in learning more about chemicals, air quality and water pollution? This website has videos, games and experiments to help you along.

Kids Ahead: A STEM bonanza. Kids Ahead is packed with all kinds of resources, including scavenger hunts, videos, articles, links to local activities and fun events and info on cool jobs, that inspire and excite.

MathMovesU: Hone your math skills with online games, virtual thrill rides and national competitions! MathMovesU also offers a variety of scholarships and sponsorships.

MythBusters - Discovery Channel: The folks at MythBusters use experiments to bust rumors, myths and urban legends. (During their Cannonball Chemistry experiment, they accidentally drove a cannonball through the side of a house.)

Sally Ride Science: Founded by America's first female astronaut, Sally Ride Science hosts a number of student programs, including science festivals and overnight camps.

Science Bob: Bob is a science teacher who loves to experiment (often on Jimmy Kimmel). His website has videos, links and plenty of ideas for build-your-own experiments and science fair projects.

SciJinks: It's all about the weather. The National Oceanic and Atmospheric Association (NOAA) and NASA put together this educational website to teach kids about meteorology and earth science. Check out their games section.

Scratch: Designed for kids age 8 to 16, Scratch is a place where you can program your own interactive stories, games and animations. A project of the Lifelong Kindergarten Group at the MIT Media Lab.

TechRocket: A great learning tool for kids interested in programming, graphic design, and more! Use the promo code "MIDSFREE" to get a free first month!

STEM Games and Apps

STEM Camps

Science and Technology Contests

Math Contests

AMC 8: Test your math skills in this 25-question, 40-minute multiple choice contest (held every November).

MATHCOUNTS Competition Series: MATHCOUNTS holds a series of "bee-style" contests in over 500 local chapters. Top teams advance to the state competition and then to the National Competition in May.

MATHCOUNTS Math Video Challenge: Create your very own math video with your friends and classmates and be in the running to win a college scholarship!

Perennial Math Tournaments: A virtual math tournament (via videoconferencing) for both teams and individuals. Open to grades three to eight.

Rocket City Math League (RCML): Sponsored by Mu Alpha Theta, RCML is a year-long, four-round math competition. Trophies are mailed to top-ranked middle school and high school students at the end of the year.

U.S.A. Mathematical Talent Search (USAMTS): Pit your problem-solving skills against some of the toughest conundrums out there. Because of the level of difficulty, USAMTS allows students a full month or more to work out solutions.

STEM Career Resources

Career Aisle: Middle School: Wondering what the future might hold? Explore some of the options available to you in science, technology, engineering and math. Lots of videos.

Kids.gov Jobs: Get the skinny on every job under the sun. Wondering what marine biologists do? Want to watch a video on becoming a veterinarian? You're in the right place.

iON Future: If website browsing isn't your style, you can always play this free STEM career exploration game. It's geared toward middle school and early high school students.

NASA Look to the Future: Careers in Space: You don't have to be an astronaut to work in the space program. NASA has a list of other professions, including robotics engineer, computer scientist and oceanographer, for you to consider.

Note: There are plenty of state and regional organizations that didn't make it onto my list. If you're interested in local camps, scholarships and after-school activities, I also recommend checking with your teachers and school.

STEM Fun for High School Kids

Cool STEM Websites

Arrick Robotics: This the prettiest website in the world, but if you're looking for robotics resources, this is the place to be. Includes lists of competitions and contests, groups and clubs, games and simulation.

Codeacademy: Learn to code interactively (and for free). Codeacademy offers coding classes in major programming languages like Python, PHP, jQuery, JavaScript and Ruby.

DiscoverE: Thinking about engineering? DiscoverE has a selection of resources on careers, preparing for college and research schools. You might also want to check out their list of videos, trips, websites and hands-on activities.

Mu Alpha Theta: Also known as the National High School and Two-Year College Mathematics Honor Society, Mu Alpha Theta has over 100,000 student members. It organizes a national math convention, offers special awards and provides competitions.

Student Science: A central spot for science news, blogs, resources and information about Intel competitions. Sample article titles include "Native 'snot'" and "A library with no books."

TechRocket: Neat tool for exploring programming languages, 2D and 3D game design, and more. Use the promo code "MIDSFREE" to get a free first month!

STEM Games and Apps

STEM Camps

Science and Technology Contests

Math Contests

STEM Grants and Opportunities

InvenTeam: InventTeams are made up of students, teachers and mentors who receive grants of up to $10,000 to devise technological solutions to real-world problems (you can choose your own problem).

iSTEM Scholars Program: Live in California and looking at a STEM-related profession? You might want to consider this after-school and summer program. You'll go on field trips, receive individual tutoring and be prepped for national tests.

Planet Connect Student Grants: Have a passion for protecting wildlife and native habitats? Planet Connect offers high school students grants of $1,000 to implement local projects and participate in wildlife or natural resource internships.

STEM Career Resources

Note: There are plenty of state and regional organizations that didn't make it onto my list. If you're interested in local camps, scholarships and after-school activities, I also recommend checking with your teachers and school.

STEM Fun for Girls

Cool STEM Websites

STEM Awards

NSTA Angela Award: The National Science Teachers Association awards a $1,000 US EE Savings Bond to one female student in fifth through eighth grade who is involved in or has a strong connection to science.

STEM Camps

Note: There are plenty of state and regional organizations that didn't make it onto my list. If you're interested in local camps, scholarships and after-school activities, I also recommend checking with your teachers and school.

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The Ultimate STEM Guide for Kids: 239 Cool Sites

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From websites to games, contests to summer camps, we've got a ton of sites to explore in science, technology, engineering and math for kids age 5 to 18.

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Virtual resources/lessons and activities

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Archives

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There are multiple webinars archived here pertaining to important subjects including personal wellness, student instruction, CIG collaboration, the effects of the COVID pandemic, and more.

The webinar Suicide Prevention: Introduction to Module 8 introduces participants to the important discussion of what service providers can do when confronted with a student who may be exhibiting suicidal thoughts or plans. The module includes information from National Suicide Prevention Lifeline's #bethe1to campaign.

In this Four-CIG Resource Sharing Webinar , all four Office of Migrant Education-funded consortia share resources from GOSOSY, MiraCORE, Pre-School Initiative (PI), and the IRRC Consortium. The focus is to share those ideas and resources that are currently available to help provide high quality services for all MEP students. Realizing the pandemic is a time of modifying the approach to working with migratory families and youth, the consortia directors share resources to help in the process of reaching out and providing needed services to students during this challenging time.

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There are multiple webinars archived here pertaining to important subjects including personal wellness, student instruction, CIG collaboration, the effects of the COVID pandemic, and more. The webinar Suicide Prevention: Introduction to Module 8 introduces participants to the important discussion of what service providers can do when confronted with a student who may be exhibiting suicidal thoughts or plans.

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EITA Consultants

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links to resources

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Mizzen by Mott is a new app built with and for afterschool professionals to provide high-quality, engaging learning content and tools to the field.

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Mizzen by Mott can help.

Mizzen by Mott is a new app built with and for afterschool professionals to provide high-quality, engaging learning content and tools to the field. To meet the needs of this moment, the Mizzen team has added new activity playlists and multi-week modules that can be done at home or in small-group settings.

Mizzen by Mott features:

High-quality content from top afterschool curriculum experts. Mizzen offers over 1,000 pieces of content that foster learning and well-being through activities in arts, STEM, literacy, digital media and entrepreneurship. Examples include:

Jazz, Blues and Music from Jazz at Lincoln Center;

Learning Scientific Sketching from California Academy of Sciences;

Making Comics from OregonASK;

Youth Voice from YouthQuest; and

Intro to Entrepreneurship from VentureLab.

Pro Tips & organizational tools that help you hone your skills, address challenges and opportunities, and bring content to life - whether delivered in person or virtually. Features like scheduling and messaging will support your planning, coordination and communications.

Through support from the Charles Stewart Mott Foundation, this all-in-one tool is free to afterschool educators who are empowering young learners everywhere.

Download the free Mizzen app:

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Mizzen by Mott is a new app built with and for afterschool professionals to provide high-quality, engaging learning content and tools to the field. To meet the needs of this moment, the Mizzen team has added new activity playlists and multi-week modules that can be done at home or in small-group settings.

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Self Organized Learning Environment (SOLE)

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Self Organized Learning Environment (SOLE)

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StartSOLE - Self Organized Learning Environments in your Classroom

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StartSOLE is a free iOS app & website for teachers to implement Self Organized Learning Environments in their classrooms.

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Family Connections through home languages

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Family Connections through Home Languages

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This flyer provides educators with information on how home languages play an important role in maintaining communication and relationships with family.​

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Research 2 Policy

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Virtual tours on Tuesdays at 2pm

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Skip to Main Content Skip to Footer

Your Virtual Gateway to Wildlife Discovery

Take a trip to Philadelphia Zoo from the comfort of your home! Although we are closed, we continue to inspire action on behalf of wildlife and their habitats. Join us by watching videos, completing activities, and connecting one-on-one with our experts about the amazing animals at Philadelphia Zoo.

Philly Zoo at 2 Live Videos

Check out Philadelphia Zoo's full library of Philly Zoo at 2 Facebook Live videos. Get (virtually) up-close with all of our amazing animals, meet our dedicated staff and learn from our top questions answered from the Philly Zoo Team.

Watch Videos

Online Activities

Enhance your online learning experience with supplemental activities including coloring sheets, DIY activities and animal-themed science worksheets.

Online Activities

Email Us

Are you missing the animals from the Zoo? Are you trying to tackle science with your students at home or have a curious youngster at home who loves animals? Email the professionals at Philadelphia Zoo with any and all of your questions. We have got you covered - life cycles, adaptations, habitats, classification, extinction. You name it - just ask by filling out the form!

Notice: JavaScript is required for this content.

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Skip to Main Content Skip to Footer Take a trip to Philadelphia Zoo from the comfort of your home! Although we are closed, we continue to inspire action on behalf of wildlife and their habitats. Join us by watching videos, completing activities, and connecting one-on-one with our experts about the amazing animals at Philadelphia Zoo.

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Recorded Webinars

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Webinars Archive - Center for Schools and Communities

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The webinar provides information about the new McKinney-Vento requirements for counselors and liaisons related to supporting the career and college readiness of secondary students experiencing homelessness. Dr. Havlik will discuss the challenges that these students face becoming career and college ready and provide specific strategies to enhance their career and college counseling preparation.

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Ways to Cope in Trying Times

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Promoting Positive Learning Climates Online and at Home

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Promoting Positive Learning Climates Online and at Home

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PDE

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This resource list was developed to support educators' and parents' efforts to maintain a positive learning climate while students are physically separated from their teachers and classmates due to the COVID-19 school closures. The resource list is organized by the three elements of a positive learning climate - safety, support, and social & emotional learning - that have been shown to contribute to welcoming schools and support positive youth development. Since the community impacts of COVID-19 may be similar to what occurs during a natural disaster, many of the resources are specific to the unique needs of children impacted by an infectious disease outbreak or another community trauma. Please pay careful attention to these resources and use them to inform your interactions with students. Other resources are more generic and can be used flexibly and in combination based upon the specific needs of learners.

NOTE: links shared that take users beyond the Pennsylvania Department of Education's website to a non-PDE website, organization, product, process, service, manufacturer, or company do not constitute endorsement or recommendation by PDE, and, PDE is not responsible for the content featured on any of the sites or pages referenced. Educators should be mindful of digital resources that require teachers or students to create online accounts. Please check with district policies and consider HIPPA, FERPA, and COPPA laws with regards to student privacy BEFORE implementing any of these resources.

Strategies to Promote Safety/Wellness Online and at Home

Maintain norms and routines to the greatest extent possible

Education First: Making the Most of Going Virtual - ideas for teams
Edutopia: Extending Classroom Management Online Huffington Post: sample at-home learning schedules Healthychildren.org: Family Media Plan
Provide age/role appropriate information to caregivers and children

COVID-related
PA Department of Education: Talking to Children About COVID 19 Talking with Children about COVID-19 (CDC) Talking With Children: Tips for Caregivers, Parents, and Teachers During Infectious Disease Outbreaks National Association of School Psychologists' COVID-19 Parent Resources : SAMHSA Applied Educational Systems digital citizenship resources
Online safety and digital citizenship
Department of Justice: Children Internet Safety and Resources REMS Guidance on Online Safety Considerations for K-12 School Districts
Coronavirus, Online Learning, Social Isolation, and Cyberbullying: How to Support Our Students (Cyberbullying Research Center)
Red Cross Babysitter Training Handbook
Safe sibling supervision
Parent Toolkit
Parent resource to support child development
Safe Kids resources
Ensure safe homes and workspaces
National Traumatic Stress Network: Coping in Hard Times Together 211 essential services referral line
Attend to physical and emotional safety needs through tiered systems of community support

Support Strategies for Children, Families and Remote Teachers

Physical supports
211 essential services referral line Action for Health Kids COVID-19 and At-Home Resources
Feeding and other services in conjunction with local service agencies
Healthy Kids Healthy Future website Move Your Way Nemours Kids Health in the Classroom SHAPE America's Virtual Resources for Health and PE
Exercise and wellness activities

Common Sense Media "Best Nutrition Health and Fitness Apps"

28 Days of Activities for Kids: Staying Sane During Covid-19 (Born to be Adventurous)
Digital K-12 Platform (PDE) Everyoneon.org
Technology/connectivity

Mental and behavioral health supports

America Meditating Radio American Psychological Association: Building Your Resilience Care for your Coronavirus Anxiety Toolkit Feeling Stressed About Coronavirus (COVID-19)? Managing Anxiety in an Anxiety-Provoking Situation
Implement self-care routines for adults
Mental Health and COVID-19: Information and Resources (Mental Health America) Mindful Teachers Self-care Resources National Association of Social Workers: Self-Care During the Coronavirus Pandemic Parent/Caregiver Guide to Helping Families Cope with the Coronavirus Disease 2019 (COVID-19) SafeSpace: Resources and Tools to Create an Emotionally Safe Environment SAMHSA: Taking Care of Your Behavioral Health
Manage Anxiety and Stress (CDC)

Provide developmentally appropriate information and support
National Council on Family Relations' list of resources on how to talk to children about tragedies
Just for Kids: A Comic Exploring the New Coronavirus (NPR)
NAESP Helping Kids Cope with Tragedy NASP Large-Scale Natural Disasters: Helping Kids Cope
National Institutes of Mental Health: Health Children and Adolescents Cope with Natural Disasters and Other Traumatic Events
Common Sense Media Coronavirus Resources UNESCO Distance Learning Solutions
Use online platforms for social connection
Edutopia's "Personalizing Engagement: Checking in with Students Before They Check Out"
Conduct periodic check-ins with students who have known needs

Offer virtual counseling
The School Counselor and Virtual School Counseling
Planning for Virtual/Distance School Counseling During an Emergency Shutdown
How to Respond to Coronavirus Racism (Teaching Tolerance)
Proactively address potential for coronavirus racism and harassment

Social Emotional Learning (SEL) Strategies for Children
PA Career Ready Skills: Implementation: Specific Practices and Strategies CASEL Signature Practices Playbook Commonsense Media Educator Toolkit: SEL Confident Parents Confident Kids Learning Heroes for Parents Parent's Guide to SEL SEL Parent Toolkit
Resources for adults on modeling and promoting social emotional learning in the home
8 Amazing Videos to Teach and Practice Mindfulness with Kids 5 Incredibly Fun GAMES to Teach Self-Regulation Mood Meter Intro
Recorded SEL or mindfulness videos (examples only)
Social and Emotional Learning: What is SEL and Why It Matters Yale Emotional Intelligence: Emotion Words
Sesame Street: Empathy
100 Read Alouds to Teach Social and Emotional Skills Instagram: SAVEWITHSTORIES
Online Story Times (examples only)
Good Housekeeping: How to have remote playdates and keep kids social during the COVID-19 Outbreak Middle Web: Promote Book Talks with Online Literature Circles CNN: The art of the socially distant birthday party Scholastic: Writing Letters to a Pen Pal
Practicing Social and Emotional Skills Remotely (examples only)

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This resource list was developed to support educators' and parents' efforts to maintain a positive learning climate while students are physically separated from their teachers and classmates due to the COVID-19 school closures.

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By Subject Area

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Career Ready Resources World Language Resources Dance Resources Driver Education Resources Environment and Ecology and Agriculture Education Resources English Language Arts Resources English Learner Resources Financial Literacy Resources Mathematics Resources Music Resources.pdf Science Resources Social Studies Resources Technology and Engineering and STEM Resources Theatre Resources Visual Arts Resources

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Free-various topics

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CourseWhere - Courses By Month

Logon to View Transcript | Change Password | Change Personal Info | Modify/Unregister From Events

Home

Questions? Please e-mail us or call (814)734-5610.

In order to receive Act 48 hours, you MUST have a valid PPID number listed in your profile.

(231-935-3000) Course where developed by
1996-2020 Solutionwhere, Inc. - All Rights Reserved

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CourseWhere - Courses By Month Logon to View Transcript | Change Password | Change Personal Info | Modify/Unregister From Events Home Questions? Please e-mail us or call (814)734-5610. In order to receive Act 48 hours, you MUST have a valid PPID number listed in your profile. (231-935-3000) Course where developed by 1996-2020 Solutionwhere, Inc.

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IRRC Learning Resources to Use During the Pandemic

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IRRC Learning Resources to Use During the Pandemic

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For teachers, recruiters or program staff

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FOCUS PAGE This page has been created to provide a list of free online resources available to MEP programs during the COVID-19 pandemic. Some of these resources would be helpful for recruiters to share with families and youth as they reach out to determine their needs during this time.
Free On-Line Learning/ Teaching Platforms

Newrow is purpose-built for teaching online - virtual classroom software at its core! You can create online courses and engage your participants in virtual classes and all through a completely branded portal. Virtual classes are 100% web-based - no Flash, no downloads, no installations - with collaborative tools like a digital whiteboard, content management system to share presentations and videos, screen sharing, cloud recording, breakout rooms, real-time notes, live quizzes and more.

BigBlueButton is built for online teaching with features such as the ability to share files and your desktop, interactive whiteboard, and up to 15 webcams that can broadcast at one time. BigBlueButton also integrates into most major learning management systems.

What It Is: Book Creator is an easy-to-use tool that helps you create fun and engaging online books. They have lots of suggestions for how you can create and use books with students at any level. What They're Offering: Teachers always receive one free library with 40 shareable books when they sign up. Schools impacted by COVID-19/coronavirus can also receive free access to the collaborative tools. Learn more here.

Make any video your lesson Choose a video, give it your magic touch and track your students' comprehension. Basic plans are free for teachers and students, and plans for your whole school or district are very affordable.

Flipgrid is 100% free for all educators, learners, and families. Engage and empower every voice in your classroom or at home by recording and sharing short, awesome videos...together!

A collaborative online image and video editor with a cloud storage Workspace. Teachers can make video lessons to send to students for remote learning. Students can work together on a group project. Classrooms can share multimedia projects with each other. Free to educators whose schools are affected by the CoVid-19 closures.

A web and mobile app that provides private student to teacher feedback to a group/class question, so teachers can understand how their students are doing and offer support, with optional anonymity features. It's available on any device.

Free Learning Resources Already Compiled

Scholastic now offers free day to day projects to help kids keep learning at home. Grades K-9

Free the rest of the school year. Texts (and videos!) for ELA, Science, and Social Studies with scaffolds and higher-order questions Find what you teach and great texts & videos to pair with it. Or add anything you like.

Age of Learning's School Continuity Initiative provides schools closed due to the coronavirus with free home access for all affected families to leading digital education programs ABCmouse, Adventure Academy, and ReadingIQ. Programs serve students in preschool / pre-k, elementary school, and middle school.

The Iowa MEP program has a student services portal with access to all sorts of learning websites for each grade level. They have free websites for reading, math, writing, STEM and more.

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FOCUS PAGE This page has been created to provide a list of free online resources available to MEP programs during the COVID-19 pandemic. Some of these resources would be helpful for recruiters to share with families and youth as they reach out to determine their needs during this time.

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Includes resources from each PaTTAN initiative, including ELs.

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This section was developed to provide Resources and Supports for Educators, Families, and Students during the COVID-19 situation. These supports are provided at no cost via the Bureau of Special Education, Pennsylvania Department of Education.

Please check back frequently as this page will be updated regularly with new information.

NEW!! Special Education COVID-19 Mitigation Equity Grant

- PDF of Special Education COVID-19 Grant Application

- Secondary Transition Resources Listing
- Pennsylvania COVID-19 Compensatory Services
- Video: Special Education COVID-19 Mitigation Equity Grant Webinar 9/24/2020

PaTTAN Family Resources for Students with Complex Learning Needs

PaTTAN Family Resources for Students with Complex Learning Needs It is recognized that everyone is doing their best to manage work, self-care, children's online education, and more during the COVID-19 pandemic. Families and professionals supporting children with disabilities face additional challenges. You are not in this alone. The Pennsylvania Training and Technical Assistance Network (PaTTAN), in collaboration with the Bureau of Special Education, has created a website for families and general educators supporting complex learners at home. For the purpose of this website, a complex learner is a child, youth, or young adult with an intellectual or significant cognitive disability, multiple disabilities, and/or sensory impairment.

Pennsylvania Department of Education COVID-19 Frequently Asked Questions

HUNE - HUNE is a not for profit organization that provides free bilingual English and Spanish training, technical assistance and individual assistance to families of infants, toddlers, children, and youth with disabilities and to professionals who work with children.

ESL Portal PA - The ESL Portal PA is an online resource of professional learning opportunities and instructional materials that supports Pennsylvania educators and community organizations as they strive to provide equitable, high quality educational programs for English learners and their families. The portal also links to updated federal and state guidance, current educational research, instructional practice and more.

PEAL Center - PEAL serves families and youth across PA with offices in Pittsburgh and Philadelphia. The PEAL team works with families, youth and young adults to help them: understand their rights and advocate for themselves, be included and educated in their home schools, and access high quality, coordinated physical and behavioral health care.

Chatterpack - List of Free Speech, Language, communication and SEND resources for schools and parent/carers

Include ME COVID-19 Response - Support to Districts Update

Navigate 2020: Virtual Conference and College Fair (May 4-6, 2020) - Three days of live-stream presentations will help students and families understand: The impact of COVID-19 on the admission process; Financial aid and financial award programs; How to balance the application (Test scores, essay, extracurriculars, etc.); Multicultural, first generation and accessibility/disablity resources on college campuses; How to find the best college fit/choose a major; Waht to expect the first year on campus

School Virtually provides information for educators and parents as schools make a quick swtich to distance and online learning. Going beyond lists of resources, School Virtually provides tips on designing online instruction, using technology tools, and supporting students with disabilities and language Learners.

Building Engagement with Distance Learning - TIES Center

CAST Remote Learning Resources

PaTTAN Initiatives Resources:

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This section was developed to provide Resources and Supports for Educators, Families, and Students during the COVID-19 situation. These supports are provided at no cost via the Bureau of Special Education, Pennsylvania Department of Education. Please check back frequently as this page will be updated regularly with new information.

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Courses on Social Emotional Topics related to COVID-19 (no registration required!)

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Courses on Social Emotional Topics related to COVID-19 (no registration required!)

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Building Resiliency in Young Children; Social Emotional Development within the Context of Relationship (EITA Portal)

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Early Intervention Technical Assistance Online Learning Portal

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Publisher's Statements: This padlet has a document with the list of tools used for evaluations and their publishers. It also contains statements from publishers on using technology to administer standardized assessments. Additional statements will be added as they are made available.

Tips for Families: This tip sheet can help families prepare for Tele-intervention services for the first time. It provides information on what to expect and how you can prepare.

Virtual Meetings that Rock: A job aid for those that need support for hosting virtual meetings due to the COVID-19 outbreak. Here you will find ideas to increase participant engagement and ways to have more successful virtual meetings!

Courses now available for self-enrollment. No need to Register!

Twelve courses on the EITA Portal are available for self-enrollment. Below are two with a focus on families.

Building Resiliency in Young Children, This job aid offers tools and strategies to support building resilience in young children. Reference is made to supporting children who are deaf or hard of hearing and with disabilities, but information is applicable to ALL children.

Social Emotional Development within the Context Of Relationship, This is the 1 st course in a series of three social emotional foundation courses. Social Emotional Development within the Context of Relationship provides a foundation for the understanding of social and emotional development in infants and toddlers. It provides an overview of social and emotional development within the context of relationships. Emphasis is on attachment, temperament, self-regulation and the context of family, community and culture.

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Resources to Support EI Work During COVID-19 - Early Intervention Technical Assistance Online Learning Portal

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View Resource In response to the Coronavirus (COVID-19), Pennsylvania has approved the temporary provision of EI service delivery via Tele-Intervention. This job aid will provide you with an overview and tips to ensure quality practices continue through this temporary mode of service delivery. Publisher's Statements: This padlet has a document with the list of tools ...

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Online Course: An Introduction to the Family Engagement Framework - Free (1 hour)

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Online Course: An Introduction to the Family Engagement Framework - Free (1 hour)

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Need to log in with the PA Keys PD Registry

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Supporting EL through technology

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Accountability, Assessment, and Title I (includes Title I National Assessments)

Teachers and Leaders New Reports Available

Early Learning

K-12 Instructional and Improvement Strategies (includes Reading and Literacy, Comprehensive School Reform, Class-Size Reduction, Extended Learning Time, Education Technology)

Preparing Students for College and Careers New Reports Available

School Choice (includes Charter Schools and Magnet Schools, Voluntary Public School Choice, Title I School Choice and Supplemental Educational Services, Single-Sex Schools, Private Schools and Organizations)

Safe and Healthy Schools New Reports Available

School Finance New Reports Available

Student Populations (includes English Learners, Children of Migratory Farmworkers New Reports Available, Students with Disabilities, Homeless Children and Youth New Reports Available, Rural Schools, Neglected and Delinquent Youth New Reports Available)

Implementing Accountability and Supports under ESEA Flexibility (2016) presents the results of a study of the early implementation of the ESEA flexibility accountability and support provisions. The findings are based on telephone interviews conducted with a sample of 12 states, 22 districts, and 25 school-level officials in late 2013 and early 2014 and a review of relevant policy documents. All of the selected states were approved for ESEA flexibility during the first two submission windows (November 2011 and February 2012).

Early Implementation of State Differentiated Accountability Plans Under the No Child Left Behind Act (2012) describes how nine states implemented their differentiated accountability plans through January 2010, based on interviews and reviews of state documents. The differentiated accountability pilot was established by the Department to allow states to waive certain accountability requirements by varying the intensity and types of interventions provided in Title I schools identified for improvement. The Department approved differentiated accountability waivers for Florida, Georgia, Illinois, Indiana, Maryland, and Ohio in July 2008 and for Arkansas, Louisiana, and New York in January 2009.

Final Report on the Evaluation of the Growth Model Pilot Project (2011) documents the Growth Model Pilot Project (GMPP). GMPP was initiated to allow states to experiment with adjustments to the No Child Left Behind Act (NCLB) status accountability system, in order to improve the validity of AYP determinations by giving schools credit for students who are making significant growth. The pilot allowed states, districts, and schools to count students who were "on track" to being proficient but not yet there. Under NCLB, such students were not counted as proficient for the purpose of AYP determinations. The pilot was initiated in November 2005 with the goal of approving up to ten states to incorporate growth models in school AYP determinations. The project was written into regulation in late 2008; now any state may apply to use a growth model meeting certain core principles. Currently, 15 states are implementing growth models under this authority: Alaska, Arizona, Arkansas, Colorado, Delaware, Florida, Iowa, Michigan, Minnesota, Missouri, North Carolina, Ohio, Pennsylvania, Tennessee, and Texas.

State and Local Implementation of the No Child Left Behind Act, Volume IX-Accountability Under NCLB: Final Report (2010) provides information on state, district, and school implementation of No Child Left Behind Act provisions concerning accountability and school improvement. The report is based on data collected in 2004-05 and 2006-07, including interviews with state education officials in all states and surveys of nationally-representative samples of districts, principals, and teachers.

An Exploratory Analysis of Adequate Yearly Progress, Identification for Improvement, and Student Achievement in Two States and Three Cities (2009). This report presents the results of exploratory quasi-experimental analyses that use a regression discontinuity (RD) design to examine the relationships between certain features of NCLB accountability and subsequent student achievement in Title I schools in two states and three school districts. Specifically, the report examines the effects of not making AYP or of being identified for the first year of school improvement status (after missing AYP for two consecutive years).

Evaluation of the National Assessment of Educational Progress (2009) addresses issues identified by Congress concerning the quality of the National Assessment of Educational Progress (NAEP), including whether NAEP is properly administered, produces high quality data that are valid and reliable, and is consistent with relevant widely accepted professional assessment standards; and whether student achievement levels are reasonable, valid, and reliable.

Title I Accountability and School Improvement Efforts From 2001 to 2004 (2006) examines the implementation of accountability and school improvement under Title I of the No Child Left Behind Act (NCLB) from 2001-02, the year before NCLB went into effect, through 2003-04, the second year of implementation of NCLB. The report includes a special focus on 2003-04, with findings on identification of schools for improvement, interventions implemented at schools identified for improvement, and public school choice and supplemental educational services under Title I.

Analysis of State K-3 Reading Standards and Assessments (2005) examines the extent to which the five essential components of effective reading instruction (identified by the National Reading Panel in 2000) have been incorporated into state standards and assessments.

A Snapshot of Title I Schools, 2000-01 (2003) examines the implementation of the Title I program in 1998-99 through 2000-01 based on surveys of principals and teachers in a nationally representative sample of Title I schools.

Provision of Title I Services (2002) examines the extent to which changes in Title I legislation have helped promote school improvement activities, as well as the provision of instructional services including extended time, use of pullout and in-class instruction, use of teacher aides; and coordination of services for special population students.

Schools Identified as in Need of Improvement Under Title I (2002) examines levels of understanding of school improvement status by school principals; technical assistance received by these schools; whether schools have been subjected to corrective actions; schools' progress in meeting adequate yearly progress targets and moving out of school improvement status.

Longitudinal Evaluation of School Change and Performance: Final Report (2001) examines changes in student performance in a sample of 71 Title I schools, based on a longitudinal sample of students as they progressed from 3rd to 5th grade between 1997 and 1999. The study analyzes student outcomes associated with specific aspects of curriculum and instruction and identified policy conditions-especially regarding standards-based reform-under which effective classroom practices were likely to flourish.

Title I Implementation: Update on Recent Evaluation Findings (2009) provides a summary of findings from Title I evaluation studies that have become available after the publication of the National Assessment of Title I final report in 2007. The report presents data collected in 2006-07 through the National Longitudinal Study of NCLB and the Study of State Implementation of Accountability and Teacher Quality Under NCLB. The report includes findings from interviews with state education officials in all states, surveys of nationally representative samples of districts, principals, and teachers, data from consolidated state performance reports, and analyses of student achievement trends on state assessments and NAEP.

National Assessment of Title I: Final Report to Congress (2007) presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under the No Child Left Behind Act, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students.

National Assessment of Title I: Interim Report to Congress (2006) provides preliminary findings from the congressionally mandated National Assessment of Title I. Volume I contains findings on the implementation of the Title I program under the No Child Left Behind Act, and Volume II presents early findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students.

High Standards for All Students: A Report from the National Assessment of Title I on Progress and Challenges Since the 1994 Reauthorization (2001) provides a comprehensive summary of the most recent data available from the National Assessment of Title I on the implementation of the Title I program and the academic performance of children in high-poverty schools.

Promising Results, Continuing Challenges: National Assessment of Title I (1999) summarizes findings from a variety of studies conducted for the National Assessment of Title I, examining the implementation and impact of the program. The report examines progress in the performance of students in high-poverty schools, the development of state standards and assessment systems, accountability systems and school improvement efforts, the targeting of Title I funds, Title I services at the school level, support for family involvement, services for students in private schools, and services provided under the Even Start, Migrant Education, and Neglected and Delinquent programs.

New Leading Low-Performing Schools: Lessons from the Turnaround School Leaders Program (2018). This report provides information on program implementation for the first cohort of Turnaround School Leaders Program grants. The study investigated how grantees identified and trained future leaders of turnaround schools and preliminary indicators of program outcomes. Results from this report can be used to inform state, district, higher education, and nonprofit efforts to develop leaders for low-performing schools.

New State Efforts to Promote Equitable Access to Effective Teachers (2017). This report provides a broad overview of state efforts, as of the 2011-12 school year, to monitor equitable access to qualified and effective teachers among schools; develop and adopt multiple measures of teacher performance to rate teachers among at least three performance levels; and implement targeted strategies for promoting equitable access to qualified and effective teachers.

Prevalence of Teachers Without Full State Certification and Variation Across Schools and States (2016). This report examines the extent to which teachers who are not fully certified are disproportionately assigned to teach in high-poverty schools, schools with high proportions of students of color, English learners, or students with disabilities, and schools located in rural or urban areas.

Teacher Incentive Fund: Final Report on the Implementation of Performance Pay Systems by the First and Second Cohorts of Grantees (2016). This report examines program implementation in the first two cohorts of Teacher Incentive Fund (TIF) grantees (i.e., recipients of five-year grants awarded in 2006 and 2007). It follows on a 2012 interim report on the same cohorts. The report highlights principal and teacher award sizes and distribution and composition of awards, as well as perspectives of educators participating in the TIF program. Because the TIF program has continued to evolve since those early cohorts, the grantees studied in this report were responding to somewhat different (and generally more flexible) program requirements than later cohorts of grantees, such as those described in a separate study by the Institute for Education Sciences. The report findings are applicable only to the first and second cohorts of grantees.

The State of Racial Diversity In the Educator Workforce (2016) examines the teacher pipeline from enrollment in postsecondary education to entrance into the teaching workforce and beyond. The report highlights a lack of racial diversity among teachers at public elementary and secondary schools across the nation. The findings reveal decreasing diversity at multiple points across the teacher pipeline through which teachers progress through postsecondary education, teacher preparation programs, hiring, and retention.

The Study of Emerging Teacher Evaluation Systems (2016) provides descriptive information on the design and early implementation of teacher evaluation systems in eight local school districts. This exploratory study is intended to help other districts and states learn from the experiences of these eight districts to inform future research on the effects of teacher evaluation systems on teacher professional practice and student performance. The study sample included four districts that were "fully implementing" their teacher evaluation systems at the time data were collected in 2012 and early 2013, and four districts that were considered to be "partially implementing" their systems.

Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state- and district-level data on the numbers of full-time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers—(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)—as well as for teachers in high-poverty and rural school districts.

Providing Effective Teachers for All Students: Examples from Five Districts (2012). This report is based on case studies of five school districts that use data on student achievement growth to identify effective teachers, implement performance pay initiatives or other human resource policies, and seek to ensure an equitable distribution of effective teachers, particularly in high-need schools. Study methods included on-site interviews with district-level staff, teachers' association or union representatives, and principals, as well as analysis of district documents and materials.

Teacher Incentive Fund: First Implementation Report: 2006 and 2007 Grantees (2012). This study describes several aspects of the implementation of the first two cohorts of Teacher Incentive Fund (TIF) grantees. It highlights the main characteristics or components of TIF performance pay plans in terms of strategies, targets and size of award. It also discusses system supports (planning, communication, program and funding stability, data systems, and relationship to other human resource policies) and broader contextual factors (e.g., stakeholder satisfaction) that impede or enhance implementation of performance pay systems.

Teachers' Ability to Use Data to Inform Instruction: Challenges and Supports (2011). This report describes an exploratory study on teachers' thinking about data and the implications of the study's findings for teacher preparation and support. Understanding the nature of teachers' proficiencies and difficulties in data use is important for providing appropriate training and support to teachers because they are expected to use student data as a basis for improving the effectiveness of their practice.

The Teaching American History Evaluation: Final Report (2011) provides findings on a study of the Teaching American History (TAH) program, which provides funds to local school districts for developing and operating three-year professional development projects to improve instruction in this subject. The study found that state history assessment data were too limited to be used to conduct analyses of TAH effects. In addition, the study's analyses of TAH grantee evaluations found that the evaluations were not sufficiently rigorous to determine the impact of the TAH program on student achievement or teacher knowledge.

Recent Trends in Mean Scores and Characteristics of Test-Takers on Praxis II Licensure Tests (2010). This study examines changes in teacher licensure scores from 1999 to 2006. The study focuses specifically on nine tests in the Praxis II series because these tests are among the most widely used assessments across multiple states for purposes of measuring content knowledge for initial teacher licensure. The purpose of this study is to identify trends in Praxis scores on a select number of tests across recent years and across as many states as possible. The study focuses on trends in mean scores for those who pass the Praxis II tests, as these are individuals who are eligible to enter teaching. Analyses are disaggregated by passing status, gender, race, and whether or not the test candidate has prior teaching experience.

Towards the Identification of Features of Effective Professional Development for Early Childhood Educators—Literature Review (2010) analyzes the research on professional development of early childhood educators to characterize features of effective professional development. This review examines findings from research on four targets of early childhood professional development: 1) strengthening human and/or social capital; 2) strengthening practices at institutions or organizations providing professional development; 3) strengthening early educator practices related to specific child outcomes; and, 4) strengthening overall quality in classroom or group settings.

Use of Education Data at the Local Level: From Accountability to Instructional Improvement (2010). The national Study of Education Data Systems and Decision Making examined both the implementation of student data systems and the broader set of practices involving the use of data to improve instruction, regardless of whether or not the data were accessed through an electronic system. Earlier study reports have documented a dramatic increase in the proportion of teachers with access to a student data system between 2005 and 2007 and described school practices with respect to data use and the challenges that are part of student data system implementation. This final report builds on the picture of local practices in implementing data-driven decision making provided in the earlier reports by presenting data from the national district survey as well as from site visits conducted during 2007-08 to 36 schools in 12 districts.

Implementing Data-Informed Decision Making in Schools: Teacher Access, Supports and Use (2009) describes the student data systems available to school staff members, how school staff members are using the systems and other forms of student data, teachers' understanding of data displays and data interpretation issues, and the supports and challenges for school-level use of student data in planning and implementing instruction. This report draws on case study findings in nine purposively sampled districts, nominated on the basis of the strength of their data use activities. Researchers interviewed district staff members as well as principals and teachers from three schools within each district. In addition, a set of scenarios involving hypothetical student data were presented to teachers at each school to probe their understanding of student data. In addition to case study data, this report also draws on data from secondary sources (spring 2007 district and teacher surveys from the U.S. Department of Education's National Educational Technology Trends Study).

State and Local Implementation of the No Child Left Behind Act, Volume VIII—Teacher Quality Under NCLB: Final Report (2009) provides information on state, district, and school implementation of No Child Left Behind Act provisions concerning teacher quality, professional development, and paraprofessional. The report is based on data collected in 2004-05 and 2006-07, including interviews with state education officials in all states and surveys of nationally-representative samples of districts, principals, and teachers.

Teachers' Use of Student Data Systems to Improve Instruction: 2005 to 2007 (2008). This issue brief is the second in a two-part series examining teachers' access to and use of data from student data systems. This brief was developed through a secondary analysis of data from teachers and district technology coordinators surveyed at two points in time from 2005 to 2007 as part of the National Educational Technology Trends Study.

Teachers' Use of Student Data Systems to Improve Instruction (2007) provides the first national estimates of the prevalence of K-12 teachers' access to and use of student data systems. This paper was developed through a secondary analysis of national survey data from over 6000 teachers and over 1000 district technology coordinators conducted in 2005 as part of the National Educational Technology Trends Study.

Transition to Teaching Program Evaluation: An Interim Report on the FY 2002 Grantees (2007) presents the results of the interim evaluation of the program with data from the FY 2002 grantees in the third year of five-year grants. Data were collected from November 2004-February 2006 through an online Annual Performance Report in which grantees provided project-level characteristics and outcomes, eight case studies of grantees, a participant survey of teachers of record, and interim evaluations submitted by grantees.

The Evaluation of the Teaching American History (TAH) Program (2005) examines the implementation of this professional development program and the characteristics of the activities, content, and teacher participants for projects awarded during the first two years of the program. Findings are based on: surveys of program participants and project directors; case studies of projects; analyses of program documents; and lesson plans produced by program participants.

Improving Teacher Quality in U.S. School Districts (2004) provides descriptive data from a nationally representative sample of school districts showing how they used their Title II, Part A funds during the 2002-2003 school year. The brief provides data on how districts distributed their funds among the variety of allowable Title II activities, and it disaggregates the data by district size and poverty level.

Teacher Professional Development in Title I Schools (2002) provides information on professional development in Title I schools in 1998-99 and 1999-2000.

Case Studies of Schools Implementing Early Elementary Strategies: Preschool Through Third Grade Alignment and Differentiated Instruction (2016) presents findings from a descriptive study that examined the implementation of these two strategies in five programs. PPSS previously released a literature review that covered preschool through third grade alignment and differentiated instruction. Case study data—collected between November 2015 and January 2016—included interviews with 93 program staff, observations of program activities selected by principals, and review of program documents at nine schools.

Case Studies of the Early Implementation of Kindergarten Entry Assessments (2016) presents findings from a descriptive study that examined the development and early implementation of Kindergarten Entry Assessments (KEAs) in 12 districts across four Race To the Top-Early Learning Challenge grantee states (Maryland, Oregon, Pennsylvania, and Washington) in the 2014-15 school year. The study consisted of document reviews, telephone interviews with state agency respondents and local preschool directors, and in-person interviews with district administrators, principals, kindergarten teachers, and other KEA assessors.

Preschool Through Third Grade Alignment and Differentiated Instruction: A Literature Review (2016) presents the results of a literature review on two strategies (preschool through third grade [P-3] alignment and differentiated instruction) that have the potential to help children maintain the benefits of preschool attendance. The literature review discusses approaches to P-3 alignment, the quality of studies on P-3 alignment, findings on the effectiveness of differentiated instruction, and the quality of studies on differentiated instruction. The findings are based on articles published between January 2003 and July 2014.

The Integration of Early Childhood Data: State Profiles and a Report from the U.S. Department of Health and Human Services and the U.S. Department of Education (2016) covers key considerations when states integrate data and highlights progress in eight states that are actively developing and using early childhood integrated data systems (ECIDS). The report discusses technical assistance and other resources available to states as they develop their ECIDS.

State Administration of the Even Start Family Literacy Program (2003) is based on a survey of state Even Start coordinators during the 2001-02 school year, as well as case studies in 12 states. The report describes Even Start administration at the state level and factors that facilitate or impede program improvement activities conducted by state coordinators. The report is intended to help federal staff better target their guidance and technical assistance to states and provide state coordinators with descriptions of program administration practices in other states as a self-assessment guide.

Third National Even Start Evaluation: Program Impacts and Implications for Improvement (2003). This report presents descriptive information on Even Start Family literacy programs and participants based on Even Start Performance Information Reporting System (ESPIRS) data from 1997-98 through 2000-01 for the universe of Even Start projects. In addition, the report presents findings from the Even Start Experimental Design Study (EDS), which randomly assigned families to either participate in Even Start or be in a control group, and discusses program impacts based on pretest and posttest data collected from the 18 EDS projects.

The Reading First Implementation Study 2008-09 Final Report (2011) examined states' planned responses to the Reading First (RF) budget reduction which took place in FY 08. (Funding for the program was reduced from approximately $1 billion to $400 million and has since been eliminated.) The study found that RF funds were used to support strategies to improve instruction in both RF-funded districts and schools as well as in non-funded districts and schools. State respondents discussed a variety of specific strategies to support continuation of RF teaching practices such as use of reading coaches, use of RF materials and curricula, use of data driven instruction, use of reading assessments, and scientifically based reading instruction.

The Second Evaluation of the Improving Literacy Through School Libraries Program (2009) provides findings on how grant funds are targeted to schools, uses of the grant funds, staff collaboration and professional development, and the relationship between participation in the program and reading achievement scores. The report analyzes data from a survey of school libraries, district performance reports, case studies and test scores.

Reading First Implementation Evaluation Final Report (2008) compares reading practices in a national representative sample of Reading First and non-Reading First Title I schools, and analyzes reading achievement trends in both groups. Results are based on surveys completed in spring 2005 and 2007 by K-3 teachers, principals, and reading coaches, as well as from state and national databases of school-level reading scores on state assessments.

The Improving Literacy through School Libraries Evaluation Final Report (2005) provides findings on how grant funds are allocated to districts and targeted to schools, how these funds are being used, and how program participation relates to staff collaboration and professional development.

Achieving Dramatic School Improvement: An Exploratory Study (2010) presents findings describing 11 initially low-performing elementary and middle schools receiving support under the federal Comprehensive School Reform (CSR) program that were able to make dramatic improvements in academic performance. Intensive case studies were conducted on these schools, some of which made noteworthy student achievement gains in a relatively short (one- to two-year) time frame, while others improved at a slower, steadier pace over a longer period. This exploratory study examined the extent to which the reform processes of the schools reflected characteristics and strategies found in the research, whether schools improving at different rates differed in systematic ways, and the most significant challenges faced in both securing and sustaining dramatic school improvements.

The Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth-Year Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic achievement. The CSR program was first established as a demonstration program in 1998. It was subsequently authorized under the Elementary and Secondary Education Act of 1965, as amended by the No Child Left Behind Act of 2001 (NCLB).

The Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Third Year Report (2008) provides third-year study findings regarding schools receiving comprehensive school reform (CSR) assistance awards in 2002, focusing on how CSR award receipt was related to subsequent changes in achievement and whether aspects of program implementation were associated with achievement gains. Findings are based on analyses of survey, case study, and assessment data collected from grantees and comparison schools from fall 2002 through spring 2005.

Implementation and Early Outcomes of the Comprehensive School Reform Demonstration (CSRD) Program (2004) summarizes data relating to CSRD schools from a variety of sources including surveys and case studies, state assessment data, and a database of grantee information. The report examines the targeting of CSRD funds, how well CSRD schools are implementing the nine components of comprehensive school reform described in the 1998 law, and achievement trends in CSRD schools compared with non-CSRD schools.

The Longitudinal Analysis of Comprehensive School Reform Implementation and Outcomes Evaluation (LACIO) (2004) is a five-year evaluation of the Comprehensive School Reform program (CSR). LACIO examines how schools that first received CSR funds in 2002-03 implemented CSR and the relationships between CSR implementation and student achievement outcomes. This first year report focuses on how states target CSR program funds and what reform activities schools undertake in the first year of implementation.

Field-Focused Study of the Comprehensive School Reform Demonstration Program (2003) presents findings from the Field-Focused Study (FFS), one of several components in the National Evaluation of the Comprehensive School Reform Demonstration (CSRD) Program. FFS provides information on the initial implementation of the CSRD program, including progress in implementing the components of CSRD, the role of district and state influences on implementing the program, and early signs regarding the potential sustainability of the program at the school level. Volume I contains the main text. Volume II contains six appendices to Volume I, including short summaries of the 18 schools that were studied.

A Descriptive Evaluation of the Federal Class-Size Reduction Program (2004) presents findings from the 2000-01 school year on the distribution and use of federal Class-Size Reduction (CSR) funds, the implementation of CSR, and the effects of CSR on class size. The report is based on surveys of district staff and school principals and site visits to six states, 12 districts, 24 schools, and 48 CSR classrooms.

21st Century Community Learning Centers Descriptive Study of Program Practices (2010) focuses on the implementation of reading and mathematics activities, student attendance, and hiring and retaining qualified staff in 21st Century Community Learning Centers. Results are based on data from surveys and case studies from the 2005-06 school year.

The U.S.-China E-Language Project: A Study of a Gaming Approach to English Language Learning for Middle School Students (2011). In 2001, the U.S. Department of Education and the Ministry of Education in China entered into a bilateral partnership to develop a technology-driven approach to foreign language learning that integrates gaming, immersion, voice recognition, problem-based learning tasks, and other features that made it a significant research and development pilot project for study. The purpose of this report is to describe the evaluation of a key outcome of this bilateral partnership, The Forgotten World. This program was implemented as a supplementary activity in middle school classrooms in western China to teach the English language and American culture to eighth-grade students. The evaluation was conducted in five treatment schools and five comparison schools during the 2009-10 school year and included approximately 3,500 students.

Evaluation of the Enhancing Education Through Technology Program: Final Report (2009). This study collected information about educational technology practices related to the Enhancing Education Through Technology (EETT) program. The report is structured around the EETT program objectives and specific performance measures developed by the Department to meet the requirements of the Government Performance and Results Act of 1993. The program objectives and performance measures focus on teachers' and students' access to technology, technology-related professional development, technology integration, and student technology literacy. The study collected data from nationally representative samples of states, districts and teachers between school years 2002-03 and 2006-07.

Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (2009). A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis.

National Educational Technology Trends Study: Local-level Data Summary (2008). This summary presents findings from a multiyear evaluation that examines the implementation of the Enhancing Education Through Technology (EETT) program from fiscal year FY 2002 to FY 2007. Based on data collected from states, districts, and teachers in 2004 and 2005, the report provides descriptive analyses of district and school implementation of the EETT program, focusing on issues that are central to the program: distribution of funds; EETT district investment in educational technology; teacher and student access to technology; technology-related teacher professional development; and technology integration in teaching and learning.

National Educational Technology Trends Study State Strategies Report: Vol. 1 (2007). This report examines state priorities and programs supported under the federal Enhancing Education Through Technology program (EETT) and the relationship between state educational technology program activities and the overarching goals and purposes of the No Child Left Behind Act of 2001. The report describes state educational technology policies and related programs, including the role of the EETT program in state efforts.

National Educational Technology Trends Study State Strategies Report: Vol. 2 (2007). Using data collected for the 2005 National Assessment of Educational Progress, this report examines educational technology access and use in fourth- and eighth-grade mathematics classrooms all across the country. The report provides both national and state-by-state data and examines teacher and student access to instructional technology, teachers' efforts to integrate technology in mathematics instruction and assessment, student use of technology in mathematics learning, and the technology-related development and support that states provide to teachers.

Federal Funding for Educational Technology and How It Is Used in the Classroom: A Summary of Findings from the Integrated Studies of Educational Technology (2003) summarizes the three final reports produced by the Integrated Studies of Educational Technology (ISET), a nested set of state, district, school, and teacher surveys that provided nationally representative information on federal funding for, and uses of, educational technology.

PPSS Briefs Highlighting Results from the National Survey on High School Strategies (HSS) Designed to Help At-Risk Students Graduate (2017) provide descriptive information on the prevalence and characteristics of strategies designed to help at-risk students graduate from high school. This study collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools about 13 specific high school improvement strategies designed to improve the likelihood of high school graduation for at-risk students. This link houses the collection of briefs and supporting materials.

Accessing the HSS Restricted-Use Data File to Conduct Your Own Analyses (2017). If you are interested in analyzing the HSS data, please submit a request as follows. New users without an approved license issued through the Institute for Education Sciences, National Center for Education Statistics, Statistical Standards Program, will need to initiate the license request process at the following link: https://nces.ed.gov/statprog/instruct.asp. The website provides instructions on how to apply. Existing licensees may request the data file by adding it to their license by selecting "Add-Data Amendment" at the following link: https://nces.ed.gov/statprog/instruct_mod.asp.

Using Evidence to Create Next Generation High Schools (2016) highlights six evidence-based strategies to improve America's high schools for the next generation. The six evidence-based strategies in this document can be used to create Next Generation High Schools that improve important student outcomes, such as high school completion and readiness for college and careers. These have a track record of success and can be used together to provide a full, engaging high school experience for students. Though many of the effective strategies may share common features, each has been identified by the research literature as a stand-alone intervention for improving students' educational outcomes. Reviewed strategies for enhancing students' high school and college outcomes include: 1) participation in rigorous curriculum; 2) small learning communities/small schools of choice; 3) career academies; 4) dual enrollment; 5) early college high schools; and 6) college and career counseling.

National Assessment of Career and Technical Education: Final Report (2014) summarizes data on the implementation of the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), as well as student participation and outcomes for CTE more generally. The report uses information from studies commissioned for the NACTE, reviews of existing research, and analyses of extant data. Topics include student participation in CTE programs at the secondary and postsecondary levels, changes in Perkins funding levels and targeting, implementation of Perkins IV provisions regarding programs of study (POS) and accountability, and educational and employment outcomes for CTE students.

Putting "career" in "college and career ready": The report of the Independent Advisory Panel of the National Assessment of Career and Technical Education (2014) provides the conclusions and recommendations of the independent panel that was congressionally mandated to provide advice on the design and implementation of the NACTE.

Supplemental Reports of the National Assessment of Career and Technical Education (2013) are studies commissioned from independent researchers and evaluators that examine different aspects of career and technical education in the United States, such as student outcomes and the implementation of career and technical education programs. The supplemental reports are source materials for the National Assessment of Career and Technical Education. Links to these reports are available on the NACTE reports page.

Implementation Study of Smaller Learning Communities: Final Report (2008). This report describes the strategies and practices used in implementing SLCs based on surveys and case studies of the first cohort of grantee schools funded under this program, as well as analysis of annual performance reports submitted by SLC grantees. The study examines the principal strategies, models, and practices that these schools implemented, the factors facilitating and inhibiting implementation in SLC schools, and how outcomes for SLC schools, as measured by student achievement and school behavior, change over time.

National Assessment of Vocational Education: Final Report to Congress (2004) presents a synthesis of evidence on the implementation and outcomes of vocational education and of the 1998 Carl D. Perkins Vocational and Technical Education Act (Perkins III). It examines questions about the effectiveness of vocational education in improving student outcomes, the consequences of new funding and accountability provisions for programs and participants, the implementation and quality of vocational education, and the extent of its alignment with other reform efforts. The report also discusses options for the future direction of vocational education legislation.

Implementation of the Credit Enhancement for Charter School Facilities Program: Final Report (2008). The Credit Enhancement for Charter School Facilities Program was established in 2001 to address a critical problem faced by many charter schools—lack of suitable facilities and difficulty obtaining financing to secure suitable facilities. The program makes competitive grants to eligible public entities that provide credit enhancements to absorb some of the risk in making facilities loans to charter schools. This study examines, broadly, how the program was implemented by the nine organizations that received grants in FY 2002-FY 2004, and specifically, whether the program is providing: (1) improved access of charter schools to capital markets, (2) better financing rates and terms than the schools otherwise could obtain, and (3) assistance to charter schools that are serving students with the greatest need for school choice. The study draws on information from grantee applications and annual performance reports; several secondary data sources; and discussions with samples of grantees, lenders, and schools assisted by grantees.

Evaluation of Public Charter Schools Program: Final Evaluation Report (2004). The final report examines the operations of the Public Charter Schools Program (PCSP) in supporting continued growth and development of the charter school sector in American public education. In addition, it provides information on the characteristics of the sector as of 2001-02, with particular attention to the nature of charter school accountability.

Evaluation of the Magnet School Assistance Program (MSAP): 1998 Grantees (2003). The final report for this study examines the progress of MSAP projects in achieving four legislative purposes of the program. Particular attention is given to program outcomes in reducing minority student isolation and improving student achievement.

The Study of the Voluntary Public School Choice (VPSC) Program: Final Report (2008) uses a mixture of quantitative and qualitative methods to measure the progress VPSC sites have made in meeting the program's legislative goals to: 1) maximize choice, 2) encourage students to transfer to higher achieving schools, and 3) promote interdistrict transfers. The evaluation draws from multiple data sources, including: site visits, surveys, program documents, and student achievement records. Data collection started in the fall of 2002 and continued through the end of the five-year grant cycle in the spring of 2007.

Study of the Voluntary Public School Choice Program: Interim Report (2007) uses a mixture of quantitative and qualitative methods to measure the progress VPSC sites have made in meeting the program's legislative goals to: 1) maximize choice, 2) encourage students to transfer to higher achieving schools, and 3) promote interdistrict transfers. The interim report discusses the evaluation findings during the first three years of implementation of the VPSC Program.

Supplemental Educational Services and Student Achievement in Five Waiver Districts (2011) presents final implementation and outcome findings from the five districts that received waivers to serve as Supplemental Educational Service (SES) providers, despite being identified for improvement, corrective action or restructuring. Federal regulations prohibit school districts identified for improvement or corrective action from serving as SES providers. The SES waiver pilot program allowed five identified districts to serve as SES providers beginning in 2005-06 (Boston and Chicago), 2006-07 (Hillsborough County, Florida and Anchorage, Alaska), and 2008-09 (Charlotte-Mecklenburg, North Carolina). In 2009-10, the pilot was replaced with a more expansive waiver opportunity that allows states to request a waiver from the U.S. Department of Education to approve identified districts or schools as SES providers.

State and Local Implementation of the No Child Left Behind Act, Volume VII—Title I School Choice and Supplemental Educational Services: Final Report (2009) provides updated information on the implementation and usage of choice options that are offered to students in Title I schools that have been identified for improvement. Findings are based on interviews with state education officials in all states and surveys of nationally-representative samples of districts, principals, and teachers conducted in 2004-05 and 2006-07, as well as surveys of parents in eight large urban school districts in those same years.

State and Local Implementation of the No Child Left Behind Act, Volume I—Title I School Choice, Supplemental Educational Services, and Student Achievement (2007) examines the impact of participation in Title I school choice and supplemental educational services (SES) on student achievement, as well as the characteristics of participating students. The quasi-experimental analysis used student-level participation and state assessment data from nine large urban districts for 2000-01 through 2004-05.

Case Studies of Supplemental Services Under the No Child Left Behind Act: Findings from 2003-04 (2005) examines implementation of supplemental educational services provisions of Title I of the No Child Left Behind Act (NCLB) during the 2003-04 school year, the second year the requirements were in effect, through case studies of nine districts in six states. Building on findings reported in the "Year One" report for the case studies, this report details how supplemental services were implemented at all levels, considers continuing challenges to implementation, and provides additional examples of promising approaches.

Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics (2008) has two components. The first component is a review of literature on single sex schooling that was published in the fall of 2005. The second component is based on surveys and site visits conducted in 2005, which provide additional descriptive data on public single sex schools in the U.S. This report summarizes studies and programs implemented before ED issued its recent regulations on single sex schools and classes. Therefore, educators should not rely on the study's findings about perceived effects of single-sex schools or classes in establishing single-sex programs consistent with the ED's regulations. This report may be helpful in considering topics on which further research and evaluation may be warranted.

Single-Sex Versus Coeducation Schooling: A Systematic Review (2005) examines the existing literature on single-sex schooling at the elementary and secondary level, using an unbiased, transparent, and objective selection process adopted from the What Works Clearinghouse (WWC). The review was conducted as part of the ongoing study of single-sex public schools.

An Evaluation of the Participation of Faith-Based and Community Organizations in U.S. Department of Education Discretionary Grant Programs and as Supplemental Educational Services Providers (2007) discusses the success of Faith-Based and Community Organizations (FBCOs) in winning discretionary grants in two specific programs, whether the pool of higher-quality applicants has increased with the participation of FBCOs, and how many Faith-Based Organizations are approved as supplemental educational services providers.

Private School Participants in Programs under the No Child Left Behind Act and the Individuals with Disabilities Education Act: Private School and Public School District Perspectives (2007) describes participation of private school participants in federal education programs, the consultation process between private schools and public school districts, and public school district allocation of federal funds for services for private school participants. The results presented in this report are based on surveys conducted in 2005-06 among a nationally representative sample of public school districts with at least one private school located within their boundaries and a nationally representative sample of private schools located within the boundaries of the sample districts.

New Collaboration for Safe and Healthy Schools: Study of Coordination Between School Climate Transformation Grants and Project AWARE (2018). The purpose of this study was to examine how states and districts that participate in both SCTG and Project AWARE reported coordinating services and supports, including the mechanisms and practices used in coordination; grantee perceptions regarding the value of coordinating; and the challenges and lessons learned from a collaborative effort. This study used a conceptualization of coordination as a continuum of activities from simple communication and information sharing at the low end toward mutual responsibility and accountability at the high end.

Evaluation of the Carol M. White Physical Education Program: Final Report (2015) provides information on the implementation of Fiscal Year 2010 PEP grants. The report focuses on PEP grantees' experiences with self-assessments, policy efforts, programmatic activities, community partnership, and Body Mass Index data. The report uses information from two surveys (conducted in years one and three of the grant program) and five case studies (conducted in year three).

Analysis of State Bullying Laws and Policies (2011) reviews states' bullying laws and model bullying policies and school districts' bullying policies. The report uses the U.S. Department of Education's guidance document, " Anti-Bullying Policies: Examples of Provisions in State Laws," as an organizing framework for the review.

Prevalence and Implementation Fidelity of Research-Based Prevention Programs in Public Schools (2011). This report presents findings on key program implementation measures for the Safe and Drug-Free Schools and Communities Act (SDFSCA): State Grants Program. Funding for the State Grants Program was eliminated in Fiscal Year 2010. Prior to this, grants were awarded to States to support a variety of drug and violence prevention activities for school-age youths. The study examines: (1) the prevalence of research-based drug and violence prevention programs in schools and (2) the extent to which research-based drug and violence prevention programs adhere to the program features on which they are based (or the program's implementation fidelity). Findings are based on a review of the research literature and national probability sample surveys of districts, schools and research-based prevention programs.

Educator Sexual Misconduct: A Synthesis of Existing Literature (2004) is a report requested by Congress. It examines the incidence and prevalence of abuse, patterns of misconduct, and prevention strategies, among other items.

Wide Scope, Questionable Quality: Three Reports from the Study on School Violence and Prevention (2000) investigates the extent of problem behavior in schools nationally and several aspects of delinquency prevention efforts in schools, such as the types and quality of prevention efforts, how schools plan and use information about prevention options to improve their own efforts and school management, and sources of funding for school prevention activities.

Wide Scope, Questionable Quality: Drug and Violence Prevention Efforts in American Schoolspresents findings from surveys of a national sample of elementary, middle, and high schools, including surveys of school principals and prevention activity providers, and, in the middle and high schools, of teachers and students, along with surveys of district Safe and Drug-Free Schools program coordinators. PDF (911 KB) | Word (910 KB)

A Closer Look at Drug and Violence Prevention Efforts in American Schoolspresents case studies of 40 schools (20 middle schools and 20 high schools) included in the national survey. PDF (837 KB) | Word (436 KB)

School Crime Patterns: A National Profile of U.S. Public Schools Using Rates of Crime Reported to Policeexamines data from a previous NCES survey asking principals about the number and types of crimes they report to police. New analysis focuses on high schools, profiling schools with high and low levels of reported crime. PDF (617 KB) | Word (311 KB)

New Study of Title I Schoolwide and Targeted Assistance Programs (2018). This report examines how Title I schools are using the flexibility offered by the schoolwide program (SWP) option that allows them to implement whole-school approaches to improving academic outcomes in high-poverty schools, particularly for low-achieving students. Unlike schools using the traditional targeted assistance program (TAP) approach, SWP schools are allowed to consolidate Title I funds with those from other federal, state, and local sources and are not required to ensure that the funds are spent only for specific students identified as low-achieving. The study is based on nationally representative surveys of Title I districts and schools (including both schoolwide programs and targeted assistance programs), as well as interviews and extant data analysis in 35 case study sites. The study found that SWP schools tended to use Title I funds for a broader array of staff types and services than TAPs and also to be more involved in decision-making about how to use Title I funds. Although reading and math instruction continue to be a major focus for Title I staff in both TAP and SWP schools, some case study schools provided examples of more novel uses of Title I funds, such as social-emotional supports, digital learning technologies, summer bridge programs, and academic enrichment.

New Exploring the Quality of School-Level Expenditure Data: Practices and Lessons Learned in Nine Sites (2017). School-level expenditure data are useful for examining the extent to which resources are distributed equitably across schools within school districts and may also help practitioners and researchers better understand associations between spending patterns and student outcomes and identify cost-effective practices. However, the quality and utility of current school-level expenditure data are uncertain, and many school districts do not have experience in systematically tracking expenditures at the school level. This study—through surveys and interviews of state and school district officials, as well as collection and analysis of school-level spending data—explores the feasibility of improving the collection of school-level expenditure data by examining the nature and quality of school-level fiscal data collection in five states and four school districts that had developed their own systems for collecting and reporting school-level expenditures: Florida, Hawaii, Ohio, Rhode Island, Texas, Baltimore City, Hillsborough County, Houston, and Los Angeles. The study examined three aspects of data quality: the comprehensiveness of school-level spending data, consistency with other data sources, and the relative accuracy of allocating expenditures to schools by formula (rather than tracking actual expenditures for each school).

State and Local Expenditures on Corrections and Education (2016). This policy brief examines state-by-state trends to compare the extent to which state and local governments are investing in education and in corrections. More specifically, this brief uses extant data from the Bureau of Justice Statistics, National Center for Education Statistics, U.S. Census Bureau, and other sources to present a snapshot of the changes in state and local expenditures for corrections and education from 1979-80 to 2012-13, both nationally and by state.

Comparability of State and Local Expenditures Among Schools Within Districts: A Report From the Study of School-Level Expenditures (2011). This report presents findings from the first-ever national data collection on school-level expenditures, collected in response to a requirement in the American Recovery and Reinvestment Act of 2009 (ARRA). The report examines the distribution of state and local education expenditures at the school level, including comparisons between Title I and non-Title I schools and between higher-poverty and lower-poverty schools.

The Potential Impact of Revising the Title I Comparability Requirement to Focus on School-Level Expenditures (2011). This policy brief uses the school-level expenditure data from the Study of School-Level Expenditures to examine the potential impact of revising the Title I comparability requirement to focus on school-level expenditures. The federal Title I program requires that school districts provide services in higher-poverty, Title I schools from state and local funds that are at least comparable to those in lower-poverty, non-Title I schools. The current Title I comparability requirement allows school districts to demonstrate compliance in various ways and does not require comparability of actual school-level expenditures.

State and Local Implementation of the No Child Left Behind Act, Volume VI—Targeting and Uses of Federal Education Funds (2009) examines how well federal funds are targeted to districts and schools serving economically disadvantaged students, how Title I targeting has changed over the past seven years, how districts have spent federal funds, and the base of state and local resources to which federal funds are added. The report covers six federal programs: Title I, Part A; Reading First; Comprehensive School Reform (CSR); Title II, Part A; Title III, Part A; and Perkins Vocational Education State Grants. The report uses data on federal program allocations from all states, as well as data from a nationally representative sample of 300 school districts on federal program allocations and expenditure data for the 2004-05 school year.

Evaluation of Flexibility Under No Child Left Behind (2007) examines the Transferability, REAP-Flex, and Local-Flex provisions of No Child Left Behind. Volume I is an executive summary of findings about all three types of flexibility examined in this study. Volumes II and III present more detailed findings on Transferability and REAP-Flex provisions, based on surveys of nationally representative samples of eligible districts. Volume IV is a case study of the single district that is implementing Local-Flex (Seattle). These reports examine the extent to which districts choose to utilize these flexibility provisions, why districts choose to participate, what barriers prevent districts from participating, and potential strategies for increasing participation.

New Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners (2019). This study collected data during the 2016─17 school year through a nationally representative survey of districts that enrolled English Learner (EL) students, a teacher survey that included both mainstream teachers and EL specialists, and case studies of six districts to provide more in-depth information about district and teacher practices. Findings cover how districts and teachers identified digital learning resources (DLRs), how teachers used DLRs, supports for and barriers to DLR use, and suggestions for improving the usefulness of DLRs in instruction of EL students.

New Educator and Developer Toolkits on Using Digital Learning Resources to Support English Learners (2018). These Toolkits are based on insights from surveys, case studies, and meetings with experts in the field, including educational technology publishers, researchers, and educators. The Educator Toolkit aims to support educators in using technology to help their English learners gain proficiency in English and meet academic goals. The Developer Toolkit aims to help developers design educational technology that is useful for English learners.

Study of the Native American and Alaska Native Children in School Program: FY 2011 and FY 2013 Cohorts (2018). The purpose of the Native American and Alaska Native (NA/AN) Children in School Program is to build or improve NA/AN English learners' English language proficiency skills to promote their overall academic success, while simultaneously honoring and promoting NA/AN languages and cultures. Priority areas for funding for the FY 2011 and FY 2013 competitions included NA/AN languages and cultural revitalization, parent and family engagement, postsecondary preparation and success, early childhood development, data-based decision making, and civic learning and engagement. This qualitative study examined the types of activities grantees funded, and the perceived benefits, challenges, and lessons learned that they experienced in implementing these activities. Data for the report were collected in winter 2016 and spring 2017.

Educational Experiences of English Learners: Analyses of Extant Data (2016). Three briefs describe the educational experiences and performance of English learner (EL) students based on data from the 2011-12 Civil Rights Data Collection (CRDC) and other data from EDFacts. The instructional staff brief explores ELs' exposure to novice, uncertified, or frequently absent teachers. The college preparatory courses and programs brief explores the extent to which ELs have access to and participate in advanced coursework and other college preparatory activities. The grade retention, high school graduation, and GED attainment brief explores the educational success of ELs with respect to grade retention, high school graduation, and GED preparation program participation and credential attainment.

Language Instruction Educational Programs (LIEPs): A Review of the Foundational Literature (2012) describes characteristics that may influence the quality of LIEP programs for English learners in grades K through 12. The research reviewed for this study suggests that ELs who receive some kind of language support or specialized instruction show better outcomes on various academic measures than those who receive no special support. While multiple meta-analyses and large-scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction. Researchers also found examples of high-quality programs that come from both bilingual and ESL approaches which suggests that no single approach (e.g., ESL or bilingual) is effective at all times and under all circumstances.

National Evaluation of Title III Implementation: A Survey of States' English Language Proficiency Standards (2012). This report summarizes findings from a survey of the English Language Proficiency (ELP) standards used by states during the 2008-09 school year. The survey examined the basic structure of the standards, as well as basic content features such as references to, and support for, the acquisition of academic English and knowledge in the content areas.

National Evaluation of Title III Implementation: Report on State and Local Implementation (2012). This report answers a range of questions about the implementation of the Title III program. It draws on data collected during the 2009-10 school year through telephone interviews with all state Title III directors, a survey of a nationally representative sample of 1,528 Title III subgrantees, and case studies of a purposive sample of 12 districts nested within five states. The study also analyzed extant data such as data from the Consolidated State Performance Reports.

National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency (ELP) Performance Criteria and Monitoring English Learner Progress (2012). This report offers several empirical methods that state policy-making authorities can use as part of a larger deliberative process for setting English Language Proficiency (ELP) performance standards and operationalizing ELP assessment and accountability criteria. The approaches presented in the report are intended to stimulate discussion and further exploration of additional methods among state data analysts, technical assistance providers, and researchers.

Title III Accountability: Behind the Numbers (2010) summarizes data reported by states in their Consolidated State Performance Reports (CSPRs) for 2004-05 through 2007-08. The CSPRs are annual reports required under ESEA that states use to submit information to the U.S. Department of Education about their activities and outcomes related to specific ESEA programs. The CSPR data reflect states' direct reports as of March 2009 and have not been validated by the U.S. Department of Education or other external parties.

Title III Accountability and District Improvement Efforts: A Closer Look (2010) summarizes findings from interviews with six Title III Directors and nine Title III district-level directors in the spring of 2009. States and districts were selected in order to collect information from some entities with a long history of serving English Learners (ELs) as well as from entities that have experienced a rapid increase in EL enrollments in recent years. Findings from this small sample cannot be generalized to all states or districts.

Title III Policy: State of the States (2010) discusses state implementation of the Title III accountability requirements based on phone interviews with six state Title III Directors in the spring of 2009, interviews with six experts and university-based researchers who work on education for English Learners, and based on earlier data collected in 2004 through 2007 under the Study of State Implementation of Accountability and Teacher Quality under No Child Left Behind and under the National Longitudinal Study of No Child Left Behind.

New Study of the Implementation of the ESEA Title I, Part C Migrant Education Program (2019). This study examines how state Migrant Education Program (MEP) grantees and local/regional MEP subgrantees implemented the program's four central components-identification and recruitment, records transfer, service delivery, and coordination and collaboration-to help reduce barriers to school success for the children of migratory agricultural workers. The findings can be useful in describing the program and the children it serves, and to inform program planning and support by MEP grantees, subgrantees, and the Department. The study was informed by data collected in 2018 through surveys of state MEP grantees and local/regional MEP subgrantees, as well as semi-structured interviews with a sample of state, regional, and local MEP grantees.

A Snapshot of Title I Schools Serving Migrant Students, 2000-01 (2003) provides information on implementation of the Title I program in schools serving migrant students. It compares Title I schools with migrant students to all Title I schools in the areas of social, demographic, and organizational characteristics and the implementation of Title I provisions between 1998-99 and 2000-01.

The Same High Standards for Migrant Students: Holding Title I Schools Accountable (2003) examines whether and how states and schools include migrant students in standards-based reforms.

Volume I—Title I Schools Serving Migrant Students: Recent Evidence From The National Longitudinal Survey of Schools examines whether and how Title I schools that serve migrant students are implementing the provisions of Title I, and to describe the characteristics of and conditions in schools serving migrant children during the 1998-99 school year.
PDF (588 KB) | Word (1.71 MB)

Volume II—Measurement of Migrant Student Educational Achievement investigates the extent to which migrant students participate in state and local assessment and accountability programs, and the types and quality of academic outcome data on migrant students collected and maintained by state and local educational agencies.
PDF (577 KB) | Word (1.05 MB)

Volume III—Coordinating the Education of Migrant Students: Lessons Learned from the Field examines promising practices in migrant education programs. Four groups of two or three districts that share students who move back and forth between them were chosen for study.
PDF (499 KB) | Word (506 KB)

Evaluation Brief: Schools Identified as in Need of Improvement Under Title I (2002) examines levels of understanding of school improvement status by school principals; technical assistance received by these schools; whether schools have been subjected to corrective actions; schools' progress in meeting adequate yearly progress targets and moving out of school improvement status.

Evaluation Brief: Teacher Professional Development in Title I Schools (2002) provides information on professional development in Title I schools in 1998-99 and 1999-2000.

Evaluation Brief: Provision of Title I Services (2002) examines the extent to which changes in Title I legislation have helped promote school improvement activities, as well as the provision of instructional services including extended time, use of pullout and in-class instruction, use of teacher aides; and coordination of services for special population students.

State and Local Implementation of the No Child Left Behind Act, Volume V—Implementation of the 1 Percent Rule and 2 Percent Interim Policy Options (2009) presents findings about the implementation of regulations and guidelines issued under the No Child Left Behind Act that provide flexibility for the treatment of certain students with disabilities in state assessment and accountability systems. These findings are from the Study of State Implementation of Accountability and Teacher Quality Under NCLB, based on surveys of state officials in 2004-05 and 2006-07 and analysis of extant data about state implementation of NCLB assessment and accountability requirements.

New Early Childhood Homelessness State Profiles 2019 (2019) compiles data from multiple sources from the 2016-17 school year to provide information on the extent of early childhood homelessness and the availability of federally-funded early childhood education for young children experiencing homelessness across the United States.

Early Childhood Homelessness State Profiles 2018 (2018) compiles data from multiple sources from the 2015-16 school year to provide information on the extent of early childhood homelessness and the availability of federally-funded early childhood education for young children experiencing homelessness across the United States.

State and District Implementation of the Education for Homeless Children and Youth Program (2015). This report examines how states and districts were implementing the EHCY program during the 2010-11 school year, based on surveys of state EHCY coordinators and district homeless liaisons as well as analysis of extant data. Topics include how states allocate EHCY funds, the roles and responsibilities of the state coordinators and district liaisons, types of services provided, technical assistance, data collected by states and districts, and potential barriers to school success for homeless children and youth.

The Education for Homeless Children and Youth Program: Learning to Succeed (2002) provides evidence that states and school districts have made significant progress in revising laws, policies, regulations' and practices that have served as barriers to the enrollment, attendance, and school achievement of homeless students.

Volume I:Reducing Barriers for Homeless Children and Youth for Access and Achievement examines state and local efforts to serve the educational needs of homeless children and youth, and to overcome barriers that affect these students' enrollment, attendance, and school success.
PDF (879 KB) | Word (352 KB)

Volume II:Educating Homeless Children and Youth: A Resource Guide to Promising Practices suggests strategies and processes that states, districts, and schools can use to overcome some of the many barriers that keep homeless children and youth from getting the education to which they are entitled. It also presents approaches for helping them to achieve the same high standards expected of all children. The promising practices the guide describes all come from states and districts that have placed a strong emphasis on enrolling homeless children and youth in school and helping them to be successful students.
PDF (1.24 MB) | Word (501 KB)

Study of Experiences and Needs of Rural Education Achievement Program Grantees (2016). This report examines state and district practices and perspectives regarding the Rural Education Achievement Program (REAP) in 2014-15. The data were collected from all 47 states with districts who drew down REAP funds and a nationally representative sample of REAP coordinators in districts that used REAP funds in 2014-15. Data for the report were collected in spring 2015, prior to the passage of the Every Student Succeeds Act (ESSA) of 2015. Therefore, the findings and recommendations in this report, as well as descriptions of REAP provisions and practices, are applicable to the program as authorized by the Elementary and Secondary Education Act as amended in 2001; they do not represent implementation under the ESSA.

New Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program (2019). This report provides information on how state and local agencies and facilities allocated Title I, Part D funds and planned for, implemented, and administered educational and related services and strategies funded by and in conjunction with Part D. Findings were informed by nationally representative surveys and in-depth case studies covering state educational agencies; state agencies, such as juvenile and child welfare agencies; and local facilities. Volume I contains the main report and Volume II contains a detailed methodology, data collection instruments, and supporting tables.

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Policy and Program Studies Service -- P-12

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Accountability, Assessment, and Title I (includes Title I National Assessments) Teachers and Leaders New Reports Available Early Learning K-12 Instructional and Improvement Strategies (includes Reading and Literacy, Comprehensive School Reform, Class-Size Reduction, Extended Learning Time, Education Technology) Preparing Students for College and Careers New Reports Available School Choice (includes Charter

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Interim Guidance for Childcare Providers during COVID-19

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Childcare for Essential Workers during COVID-19

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Early childhood education programs are essential for the millions of children and families they serve and play an important role during emergency public health and economic emergencies. Child Care Aware ® of America has partnered with Yale University Professors Walter Gilliam and Eli Fenichel and their colleagues to promote and disseminate this interactive map that estimates the child care needs of essential workers during the COVID- 1 9 pandemic.

Additionally, we are offering technical assistance and collateral content that support :

Local, state, and national entities responsible for child care planning

Advocacy partners and policymakers

Child care operators

Want to learn more? Don't miss the recorded webinar from March 25 that supports and outlines the work behind the map.
Jude Bayham, Colorado State University, Eli Fenichel, Knobloch Family Chair of Natural Resource Economics at Yale University and Samantha Maher, EcoHealth Alliance in collaboration with Walter S. Gilliam, Yale Child Study Center and Yale's Edward Zigler Center in Child Development and Social Policy.

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Child Care for Essential Workers during Coronavirus Outbreak - Child Care Aware® of America

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Early childhood education programs are essential for the millions of children and families they serve and play an important role during emergency public health and economic emergencies. Child Care Aware ® of America has partnered with Yale University Professors Walter Gilliam and Eli Fenichel and their colleagues to promote and disseminate this interactive map that estimates the child care needs of essential workers during the COVID- 1 9 pandemic.

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Finding low-cost computers and internet services in your area.

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FIND LOW-COST INTERNET & COMPUTERS IN YOUR AREA Find LOW-COST Offers

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Organizations that already focused on access to the internet and devices (public use and in the home) plus digital literacy training, now find themselves working around the clock.

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Organizations that already focused on access to the internet and devices (public use and in the home) plus digital literacy training, now find themselves working around the clock. Organizations that did not provide this digital inclusion programming now find themselves figuring out how to do so, again around the clock. Most of this work is local and none of them have enough resources.

Facilitating virtual spaces for information sharing

Relaying on the ground experiences and federal resource needs to the media

Advocating for local, state and federal resources

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COVID-19 Resources - National Digital Inclusion Alliance

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Organizations that already focused on access to the internet and devices (public use and in the home) plus digital literacy training, now find themselves working around the clock. Organizations that did not provide this digital inclusion programming now find themselves figuring out how to do so, again around the clock.

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Human-I-T provides low-income individuals and nonprofits with technology, internet, and digital training. By reusing instead of recycling electronics, our team transforms E-Waste into opportunities for underserved communities, while promoting digital inclusion and online access.

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Two looming problems exist in the digital age. 82 million Americans lack access to a computer with Internet in their home, primarily because of cost. That's the entire population of Germany. At the same time, 150,000 computers are disposed of every day in the U.S. human-I-T is a nonprofit organization that brings together these two problems to create one solution. We take in unwanted technology, fix it, and provide it to those in need, free-of-charge.

‍ human-I-T provides low-income individuals and nonprofits with technology, internet, and digital training. By reusing instead of recycling electronics, our team transforms E-Waste into opportunities for underserved communities, while promoting digital inclusion and online access. We work with corporations, government entities, nonprofits, and general public to achieve this goal.
read Our Story

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human-I-T | Technology Donations to Create Social Good | Nonprofit

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Two looming problems exist in the digital age. 82 million Americans lack access to a computer with Internet in their home, primarily because of cost. That's the entire population of Germany. At the same time, 150,000 computers are disposed of every day in the U.S.

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PCs for People refurbishes desktop and laptop computers for distribution to eligible recipients.

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Technology for Individuals and Nonprofits. Learn More E-Waste Recycling for Businesses. Learn More CORONAVIRUS (COVID-19) UPDATES Leadership continues to monitor the outbreak of novel coronavirus (COVIC-19) with health and wellness of our employees, customers, and volunteers as our top priority. Find important updates, closures, and Preparation and Response Plan by clicking here.

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Free downloadable lessons

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We know it can be hard to sort through the many lists of possible resources to use with students at home-and to figure out which ones will truly advance learning during this unusual time. To help educators and families, we've pulled from our top-rated programs to create a series of remote learning experiences that are high-quality, easy to use at home, and totally free.

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Science Lesson videos for students Self-guided videos that teach students how to think, read, write, and argue like real scientists and engineers. by AmplifyScience Reading Independent skills practice Game-based adventures that provide students with instruction and practice in foundational reading skills. by AmplifyReading Read aloud lessons videos for students (K-2) Students go on a Knowledge [...]Read More...

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50th Anniversary of Earth Day 04/22/2020

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Earth Day 2020: 50th Anniversary Toolkit

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.

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Project Learning Tree - Earth Day Resources

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Project Learning Tree - Earth Day Resources

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50th Anniversary of Earth Day 04/22/2020

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April 22, 2020 marks 50 years of Earth Day!

Amid the recent Coronavirus (COVID-19) global pandemic, Earth Day Network, the global organizer of Earth Day, will mark the 50th anniversary of Earth Day with the first Digital Earth Day.

To support Earth Day 2020, we've compiled stories and resources to help educators and youth learn about sustainability issues, climate science, and actions they can take this #EarthDay2020 and every day. Plus, PLT teamed up with Earth Day Network, Project WET, and Project WILD to produce a guide that lists all our available education resources to advance climate education.

ICYMI, PLT is offering a 50% discount off all our e-curriculum with online training. Go to shop.plt.org and enter code EARTHDAY50 at checkout!

NEW: Guide to Curriculum for Teaching About Climate Change
As leaders in environmental education, Project Learning Tree, Project WET, and Project WILD have produced a handy guide that lists activities from each of our respective areas of expertise to help you teach about climate science and the impacts of climate change. Use our "Teaching About Climate Change: Water, Trees, and Wildlife" guide to help plan a series of lessons that fit with your teaching situation to teach about the impacts of climate change on water, forests and biodiversity.

NEW: Student Worksheet
TACKLING CLIMATE CHANGE-TOGETHER
193 countries agreed to 17 Sustainable Development Goals. This new PLT worksheet helps students learn about the United Nations' Sustainable Development Goals, and offers some guiding questions for students around climate change to help them understand how the Goals are interconnected and address the global challenges we face, including those related to poverty and inequality.

Free Family Activities:

Children often do not know which resources are renewable and nonrenewable.
Use this activity (in English and Español) to learn what these terms mean and discover why sustainable use of natural resources is so important.

Learn how to analyze how you are currently disposing of waste and whether items being thrown away could be reused, recycled, or composted with our handy chart (available in English and Español.)

Coordinated in partnership with the Wilson Center and the US Department of State, this citizen science campaign utilizes a mobile app to collect data and enable global communities to drive meaningful change, and includes sections focused on plastic pollution and air quality.

Earth Day is about raising awareness about the importance of protecting our planet and taking action. Use these activities to inspire your students to take action this Earth Day, and every day.

Celebrate the many sights, sounds, and textures of the natural world by becoming an artist for the earth. Filled with creative exercises for children and adults, alike, this webpage contains ideas and inspiration for sustainable creative expression.

Free Teacher Stories and Resources:

Getting outside - but at a safe distance from other people - can be one way to boost our resilience at this time. Where you walk will depend on the degree of social distancing your particular situation requires but these activities will ensure your walks are an engaging and enriching learning experience.

Young students don't need to wait until they're older to make a difference!
These inspiring stories that show what's possible when young environmentalists take action.

Did you know the first Earth Day was celebrated 50 years ago through "environmental teach-ins"? Organized by educators in an era of civic action, teach-ins aim to inform local communities and promote environmental education to help tackle our world's climate challenge.

The big events that shaped our environmental history are available in both English and Spanish with this printable timeline that can be used as a research activity for students.

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Amid the recent Coronavirus (COVID-19) global pandemic, Earth Day Network, the global organizer of Earth Day, will mark the 50th anniversary of Earth Day with the first Digital Earth Day. To support Earth Day 2020, we've compiled stories and resources to help educators and youth learn about sustainability issues, climate science, and actions they can take this #EarthDay2020 and every day.