# data[].attributes.body
This website is more aimed for the teachers. It is great for learning and finding ways to make evidence based-decisions. It has many different subject areas and presentations to help guide you as a teacher.
https://ies.ed.gov/ncee/wwc/

# data[].attributes.attachment_link.description
As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

# data[].attributes.headline
Office of Elementary and Secondary Education

# data[].attributes.subject
Office of Elementary and Secondary Education

# data[].attributes.body
This resource provides different ways to incorporate evidence based learning into your classroom. It explains what it is and what we can do to incorporate it and it provides many ither sources to help as well.
https://oese.ed.gov/resources/oese-technical-assistance-centers/state-support-network/resources/leveraging-evidence-based-practices-local-school-improvement/

# data[].attributes.attachment_link.provider_name
Office of Elementary and Secondary Education

# data[].attributes.attachment_link.readable_text
Evidence-based practices (EBPs) - which include activities, strategies, and interventions - are "derived from or informed by objective evidence-most commonly, educational research or metrics of school, teacher, and student performance" ( Glossary of Education Reform 2016(link is external) ). Using, generating, and sharing evidence gives stakeholders an important tool to accelerate student learning. By using rigorous and relevant evidence and assessing the local capacity to implement the intervention (e.g., funding, staff, staff skills, stakeholder support), states and districts are more likely to implement successful school improvement interventions ( U.S. Department of Education 2016(link is external) ). The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), gives states and districts flexibility in choosing EBPs. This allows states and districts to prioritize the practices most likely to yield positive outcomes while also supporting the use of promising evidence that may be the best fit for local needs.

Identifying EBPs is one part of a broader improvement process, which is outlined in the U.S. Department of Education's (ED's) Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments(link is external) . This guide describes how identifying local needs informs the selection of interventions that are implemented, examined, and refined over time. The State Support Network's Needs Assessment Guidebook provides more useful information on how to identify the local challenges and the root cause of those challenges. Using this process to select EBPs targeted to local needs can help states, districts, and schools make the best use of ESEA investments to support better outcomes for students. This process can also help schools identified for comprehensive or targeted support and improvement to make meaningful changes for their students.

The main indicator of quality for EBPs (including specific interventions, activities and strategies implemented at the school or district levels) should be clear evidence of impact based on rigorous research. In short, proven impact in rigorous research should be the main indicator of quality for EBPs used to support schools and districts in improving student achievement. Where the ESEA requires states, districts and schools to use EBPs, it generally requires that the EBP fall under one of four tiers of evidence. EBPs funded under Section 1003 (School Improvement) of the ESEA, as amended by the ESSA, are required to have strong, moderate, or promising evidence (Tiers 1-3 out of the four tiers). All other programs under Titles I-IV can leverage Tiers 1-3 as well as Tier 4.

This online resource is designed to help districts identify EBPs within each of these categories as part of ESEA implementation. To learn more, click anywhere on Tiers 1-3 or on Tier 4.

RESOURCES FROM THE FIELD

ESSA Action Guide: Selecting Evidence-Based Practices for Low-Performing Schools(link is external) This report from American Institutes for Research focuses on the use of evidence-based practices, with the goal of helping leaders at the state, district, and school levels explore and select interventions designed to support school improvement.

Better Evidence, Better Choices, Better Schools: State Supports for Evidence-Based School Improvement and the Every Student Succeeds Act(link is external) This report from the Center for American Progress provides information for states on the ESEA, as amended by ESSA, definition of EBPs and clarifies the distinction between the ESSA definition of the term and the term "scientifically based research," which was included in multiple provisions under the ESEA, as amended by No Child Left Behind. The report also offers an approach for states to consider when selecting and implementing EBPs.

Evidence-Based Improvement: A Guide for States to Strengthen Their Frameworks and Supports Aligned to the Evidence Requirements of ESSA(link is external) This guide from WestEd provides six tools(link is external) to help states and districts understand and plan for implementing evidence-based improvement strategies. The tools help states and districts inventory current practices and decide how to select new practices using a step-by-step process.

Evidence Building Opportunities Under ESSA(link is external) This guide from Chiefs for Change and Results For America outlines the policies and practices states can leverage to use EBPs, build an evidence base and use evidence to improve outcomes for students.

# data[].attributes.attachment_link.title
Leveraging Evidence-Based Practices for Local School Improvement - Office of Elementary and Secondary Education

# data[].attributes.attachment_link.description
Evidence-based practices (EBPs) - which include activities, strategies, and interventions - are "derived from or informed by objective evidence-most commonly, educational research or metrics of school, teacher, and student performance" (Glossary of Education Reform 2016(link is external)). Using, generating, and sharing evidence gives stakeholders an important tool to accelerate student learning.

# data[].attributes.body
Quizlet is a free website that provides many different ways for students to learn or study including but not limited to audiotory and visual aids. You can create your own study sets or use other peoples. All you need is an email so you can create an account.
https://quizlet.com/login?redir=https://quizlet.com/latest

# data[].attributes.body
This app provides many different textbooks for student and teacher use. These are completely free. You do not even have to register for this and it is available in over 70 different languages.
https://www.ck12.org/

# data[].attributes.attachment_link.title
ERROR: The request could not be satisfied

# data[].attributes.body
This website just requires the use of a microphone. You speak what you wish to say and it types it for you. After this you can just copy and paste the text.

# data[].attributes.attachment_link.readable_text
Instructions: Click the microphone icon and begin speaking. Dictate about one sentence at a time. When the speech is recognized, it will appear in red.

If it's not right, click the "Alternatives" button to view other 'recognitions', edit the text, or just try dictating again. When the text is right, click the button with the arrow pointing down , and your text will be added to the box at the bottom.

Repeat this process until you're finished. When you're all done, click the "Copy" button and then paste the text into your document, email, blog, or tweet! (If the copy button doesn't work for you, remember that the shortcut for copying is Ctrl-C.)

Note that you can also dictate basic punctuation by saying things like "period", "question mark", "new paragraph", etc.

# data[].attributes.attachment_link.title
TalkTyper - Speech Recognition in a Browser

# data[].attributes.attachment_link.description
An easy to use web app that gives you free speech to text dictation in a browser.

# data[].attributes.body
This is a journal for the students, they can record their moods and emotions through different smiley faces. A good way for students to reflect at the end of the day. It is designed for school counseling and is super user friendly. This can help with students who may have behavioral issues and need to check in often.
https://play.google.com/store/apps/details?id=com.juneapps.moodyMe&hl=en_US&gl=US

# data[].attributes.body
I like this app because it is perfect for virtual learning, something we are all used to by now. This will work in the classroom or online during virtual class. It is a whiteboard that you can use online. It is free all you need is an account. This is assistive in the way that it allows students to see things written out physically. Some students may not be able to copy just from memorization so being able to have the whiteboard in a virtual class could be helpful.
https://lucidspark.com/

# data[].attributes.attachment_link.title
Lucidspark: A Virtual Whiteboard with Real-Time Collaboration

# data[].attributes.attachment_link.description
Visualize ideas and processes with Lucidspark - a virtual whiteboard to collaborate with anyone in real time. Brainstorm and roadmap in a visual workspace that's simple and intuitive for everyone.

# data[].attributes.body
This is also a free resource that has many different read-a-loud books. You can also volunteer to read the books. This is great for students who may have a hard time reading or a specific diability in reading.
https://librivox.org/

# data[].attributes.attachment_link.title
LibriVox | free public domain audiobooks

# data[].attributes.attachment_link.description
LibriVox is turning 18, and we've just got another year older better! In the last year, our volunteers have created over 1200 new audiobooks, so let's celebrate our anniversary with 10 of the latest gems from our catalog. The most exciting thing of last year was the addition of another language to our catalog: Indonesian.

# data[].attributes.body
The Abolitionist Teaching Network is a great place to pull resources about abolitionist teaching. There are multiple videos that help you on how teach in an abolitionist way. It also keeps you up to date on important events regarding it.
https://abolitionistteachingnetwork.org/

# data[].attributes.attachment_link.readable_text
What We Do

Grants

APS Teacher Campaign

APS Teacher Campaign

ATN awards grants to educators and community members who strive to disrupt inequalities and injustice within their schools, communities, or both. We will be launching our 3rd annual grant cycle in late October 2023.

APS Teacher Campaign

APS Teacher Campaign

APS Teacher Campaign

Explore resources to learn about the Atlanta Public Schools "Cheating Scandal" and support the educators facing prison

Programming

Programming

Programming

Year round, we host political education, healing justice, and affinity group events for educators, organizers, students, and parents/caregivers. Follow us on socials to stay up to date.

Resources

Programming

Programming

From our founding guide for racial justice and abolitionist social and emotional learning to a database for queer, trans, and non-binary educators + students, we pride ourselves on being a resource hub for education communities.

# data[].attributes.attachment_link.description
Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of community organizers, Abolitionist Teachers will organize and take action for educational freedom.

# data[].attributes.body
A pool of resources put together makeup this website that teaches you how to become more culturally responsive in your teaching.
https://www.mathematica.org/features/resources-for-culturally-responsive-teaching

# data[].attributes.attachment_link.readable_text
Culturally responsive teaching connects instruction with students' life experiences, cultures, and languages to support their learning.

Culturally responsive teaching can help narrow racial and income-level disparities in academic achievement resulting from social, cultural, and institutional barriers. Research has found that students learn better when teaching is filtered through their own experiences. Culturally responsive practices have also been found to improve students' perception of school climate.

Mathematica has curated this list of research-based resources to help teachers, school districts, and educational institutions understand and implement culturally responsive teaching practices in their schools and classrooms. Resources include webinars, blogs, websites, and more.

"[Culturally responsive teaching] is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes."
-Gloria Ladson-Billings, 1994

# data[].attributes.attachment_link.title
Resources for Culturally Responsive Teaching

# data[].attributes.attachment_link.description
This curated set of research-based resources help teachers, school districts, and other education institutions understand and implement culturally responsive teaching practices in their schools and classrooms.

# data[].attributes.body
Edutopia is a great resource for teaching students about individuality and about other cultures and ethnicities. There are tons of articles that allow students and educators to discover many different aspects of others culture and everyone’s individuality and thoughts.

# data[].attributes.attachment_link.readable_text
George Lucas Educational Foundation

Find and share resources and explore strategies to engage students by connecting to and honoring their cultures, experiences, and backgrounds.

Sort by:

Understanding students' lives can help teachers foster a sense of belonging and ensure that all students feel respected and challenged.

A primer on the impact of implicit biases in schools and how they can be expressed by students and faculty.

Five ways teachers can celebrate and extend the linguistic expertise of young students who speak two or more languages.

Influenced by the pandemic and social unrest, two teachers recommend books to read this summer on topics like wrestling with loss, addressing inequity, and recharging for the school year ahead.

# data[].attributes.attachment_link.description
Find and share resources and explore strategies to engage students by connecting to and honoring their cultures, experiences, and backgrounds.

# data[].attributes.body
This particular PBS Website provides a web-quest like activity. This can allow students to discover and explore race. PBS in general is a great resource for students to use and has many topics regarding race and culture.
http://www.pbs.org/race/000_General/000_00-Home.htm

# data[].attributes.headline
Culturally Relevant Curriculum and Culturally Responsive Schools Toolkit

# data[].attributes.subject
Culturally Relevant Curriculum and Culturally Responsive Schools Toolkit

# data[].attributes.body
This resource is toolbox but only about how to be culturally responsive in your teaching. There’s lots of items included to help and its really interesting to lookover.
http://dignityinschools.org/crctk

# data[].attributes.attachment_link.readable_text
The West Dayton Youth Taskforce (WDYTF), Racial Justice NOW! (RJN!) and the Dignity in Schools Campaign (DSC) are developing a Culturally Relevant Curriculum and Culturally Responsive Schools Toolkit.

#DSCWoA2017 Toolkit for Download

During our 2017 National Week of Action Against School Pushout from October 21-29, we released a toolkit which you can download here in PDF. We are also adding new links and resources below to continue building out this online toolkit page.

You can also watch all the webinars we've had on this topic here.

Toolkit Outline

You can visit this page for ongoing updates to our toolkit outline with links to examples of the resources we are compiling:

1. An introduction with the mission and vision of WDYTF, RJN! and DSC, which explains how culturally relevant curriculum fights the school-to-prison pipeline.

2. D efinitions of key terms like pedagogy, culture, curriculum, Rites of Passage and more!

3. Research and scholarly articles on the positive impacts of culturally relevant curriculum from Dr. Molefi Asante, Dr. Gloria Ladson-Billings and Dr. Cheryl Grills.

4. The "Centric Idea," which was the greatest takeaway from year one of WDYTF and RJN!'s campaign. "Through observations, inquiry, and discussion, I've found that children who are centered in their own cultural information are better students, more disciplined, and have greater motivation for school work." - Dr. Molefi Asante, Article: Afro-centric Curriculum, Educational Leadership, Association for Supervision and Curriculum Development

5. A Guide for Advocates, including how to add books to your school's course of study, how to approach your school board and superintendent, how to change curriculum, and how to measure how culturally responsive your school is. For example:

6. The Portland Baseline Essays - The concept of the Baseline Essays was introduced by Dr. Asa G. Hilliard III, consultant to the Portland School District's desegregation plan, in 1982. The term when used by Portland Public Schools means a series of essays that gives information about the history, culture and contributions of a specific geo-cultural group in the areas of art, language arts, mathematics, science, social science and music. The purpose of the essays is to provide the reader with a holistic and thematic history of the culture and contributions of a specific geo-cultural group from ancient times to the present.

7. A Sample 12-Point Plan to Push School Districts Forward that can be adopted by groups looking to implement culturally relevant curriculum in their local schools.

8. A Book List featuring examples for different subjects in school like novels, poetry, fiction and non-fiction, including titles such as The Mis-Education of the Negro and Up From Slavery and more!

Resources for Toolkit on Culturally Relevant Curriculum and Culturally Responsive Schools

Videos for Toolkit on Culturally Relevant Curriculum and Culturally Responsive Schools

# data[].attributes.attachment_link.title
Culturally Relevant Curriculum and Culturally Responsive Schools Toolkit

# data[].attributes.attachment_link.description
The West Dayton Youth Taskforce (WDYTF), Racial Justice NOW! (RJN!) and the Dignity in Schools Campaign (DSC) are developing a Culturally Relevant Curriculum and Culturally Responsive Schools Toolkit. #DSCWoA2017 Toolkit for Download During our 2017 National Week of Action Against School Pushout from October 21-29, we released a toolkit which you can download here in PDF .

# data[].attributes.body
This website provides many different resources for teaching race and ethnicity to your students. It teaches how to make them feel included and helps with teaching the many different things happening in the world now.
https://www.learningforjustice.org/topics/race-ethnicity

# data[].attributes.attachment_link.readable_text
Skip to main content

Cultivate positive identity formation, encourage young people to confront racial and ethnic injustice, and prepare them to live and work together in a diverse world. Our resources can help facilitate discussions about race and guide students through lessons on systems of oppression, economic inequality, mass incarceration, the complexities of identity and more.

"We may be uncomfortable talking about race, but we can no longer afford to be silent. We have chosen a profession that-like parenting-requires us to put our comforts second to those of children."

# data[].attributes.attachment_link.description
Cultivate positive identity formation, encourage young people to confront racial and ethnic injustice, and prepare them to live and work together in a diverse world. Our resources can help facilitate discussions about race and guide students through lessons on systems of oppression, economic inequality, mass incarceration, the complexities of identity and more.

# data[].attributes.body
This Source provides you with different strategies, approaches and scenarios for evidence based learning.
https://newsroom.unl.edu/announce/csmce/5272/29630

# data[].attributes.attachment_link.readable_text
Top 10 Evidence-Based Teaching Strategies for Those Who Care About Student Results
By Shaun Killian

Most teachers care about their students' results, and if you are reading this article, you are undoubtedly one of them.

There is no doubt that teachers make a difference to how well their kids do at school. However, when you explore the thousands of research studies1 on the topic, it is apparent that some teaching strategies have far more impact than other teaching strategies do.

Evidence-Based Teaching Strategies
Research shows that evidence-based teaching strategies are likely to have the largest impact on student results. I wrote this article because you (and other teachers) have far too many demands on your time to sift through decades worth of research. At the same time, I wanted to help you step outside your personal philosophies about teaching and the fancy jargon being peddled by authorities, to discover the science of what works.

For teaching strategies to be included on this list, they had to:
* Be supported by hard research, instead of anecdotal case studies or untested theories
* Have a substantially higher effect on student results than other teaching strategies
* Be able to be used on a wide range of subjects and in every year level

What evidence-based teaching strategies made it onto the list? Here is the top 10 strategies - the results may surprise you.

Evidence-Based Teaching Strategy 1: Clear Lesson Goals

It is crucial that you are clear about what you want your students to learn during each lesson. The effect that such clarity has on student results is 32% greater than the effect of holding high expectations for every student (and holding high expectations has a sizeable effect). If you cannot quickly and easily state what you want your students to know and be able to do at the end of a given lesson, the goal of your lesson will be unclear. Clear lesson goals help you (and your students) to focus every other aspect of your lesson on what matters most.

Evidence-Based Teaching Strategy 2: Show & Tell

You should normally start your lessons with show and tell. Put simply, telling involves sharing information or knowledge with your students while showing involves modeling how to do something. Once you are clear about what you want your students to know and be able to do by the end of the lesson, you need to tell them what they need to know and show them how to do the tasks you want them to be able to do. You don't' want to spend your entire lesson having the kids listening to you, so focus your show and tell on what matters most. To do this, have another look at your lesson goal.

Evidence-Based Teaching Strategy 3: Questioning to Check for Understanding

Research suggests that teachers typically spend a large amount of teaching time asking questions. However, few teachers use questions to check for understanding within a lesson. However, you should always check for understanding before moving onto the next part of their lesson. Techniques such as randomized sampling, student answer-boards and tell-a-friend help you to check for understanding before moving on from the show and tell part of your lesson while you can use other questioning techniques at different stages of your lesson.

Evidence-Based Teaching 4: Summarize New Learning In A Graphical Way

Graphic outlines include things such as mind maps, flow-charts and Venn diagrams. You can use them to help students to summarize what they have learned and to understand the interrelationships between the aspects of what you have taught them. Studies show that it doesn't seem to matter who makes the summary graphic, be it you or your students, provided the graphic is accurate. Discussing a graphical summary is a fantastic way to finish off your show and tell. You can then refer to it one more time at the end of your lesson.

Evidence-Based Teaching Strategy 5: Plenty of Practice

As saying says, practice makes perfect. Practice helps students to retain the knowledge and skills that they have learned while also allowing you another opportunity to check for understanding. If you want to harness the potent power of practice, you must ensure that your students are practicing the right things. Your students should be practicing what they learned during your show and tell, which in turn should reflect your lesson goal. Practice is not about mindless busy work. Nor does it involve assigning independent tasks that you haven't previously modeled and taught. Finally, research shows that students do better when their teacher has them practice the same things over a spaced-out period of time.

Evidence-Based Teaching Strategy 6: Provide Your Students With Feedback

Feedback is the breakfast of champions, and it is the breakfast served by extraordinary teachers around the world. Put simply, giving feedback involves letting your students know how they have performed on a particular task along with ways that they can improve. Unlike praise, which focuses on the student rather than the task, feedback provides your students with a tangible understanding of what they did well, of where they are at, and of how they can improve. In John Hattie's view, any teachers who seriously want to boost their children's results should start by giving them dollops and dollops of feedback.

Evidence-Based Teaching Strategy 7: Be Flexible About How Long It Takes to Learn

The idea that given enough time, every student can learn is not as revolutionary as it sounds. It underpins the way we teach martial arts, swimming and dancing. It is also the central premise behind mastery learning, a technique that has the same effect on student results as socio-economic status and other aspects of home life. When you adopt mastery learning, you differentiate in a different way. You keep your learning goals the same, but vary the time you give each child to succeed. Within the constraints of a crowded curriculum, this may be easier said than done; however, we can all do it to some degree.

Evidence-Based Teaching Strategy 8: Get Students Working Together (in productive ways)

Group work is not new, and you can see it in every classroom. However, productive group work is rare. When working in groups, students tend to rely on the person who seems most willing and able to the task at hand. Psychologists call this phenomenon social loafing. To increase the productivity of your groups, you need to be selective about the tasks you assign to them and the individual role that each group member plays. You should only ask groups to do tasks that all group members can do successfully. You should also ensure each group member personally responsible for one step in the task.

Evidence-Based Teaching Strategy 9: Teach Strategies Not Just Content

Earlier, I highlighted the importance of show and tell. You can increase how well your students do in any subject by explicitly teaching them how to use relevant strategies. When teaching children to read you need to teach them how to attack unknown words, as well as strategies that will deepen their comprehension. When teaching them mathematics, you need to teach them problem-solving strategies. From assignments and studying, to characterization, there are strategies underpinning the effective execution of many tasks that you ask students to perform in school. And, just as with content, you need to tell students about these strategies, to show them how to use them and to give them guided practice before asking them to use them independently.

Evidence-Based Teaching Strategy 10: Nurture Meta-Cognition

Many teachers believe they are encouraging students to use meta-cognition when they are just asking students to use strategies - strategies such as making connections when reading or self-verbalising when solving problems. Don't get me wrong, as I stated in the above point, encouraging students to adopt strategies is important, but it is not meta-cognition. Meta-cognition involves thinking about your options, your choices and your results - and it has an even larger effect on student results than teaching strategies. When using meta-cognition your students may think about what strategies they could use before choosing one, and they may think about how effective their choice was (after reflecting on their success or lack thereof) before continuing with or changing their chosen strategy.

What Teaching Strategies Didn't Make the Top 10?

Some evidence-based teaching strategies that didn't make the top 10are still worth adopting. Research shows that a few of these teaching strategies, such as holding high expectations of students, have a significant positive impact on student results. They just have less of an effect than those that made the top 10list. Other evidence based teaching strategies, such as reciprocal teaching, didn't make the list purely because they can only be used within a single subject. Don't assume that a teaching strategy is no good just because it isn't in the top 10.

That said, there are some popular teaching strategies that do not have a large effect on student results. These include whole language, teaching test taking and inquiry learning.

http://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/

Information about the author is given at the end of the article at the website.

# data[].attributes.attachment_link.title
Top 10 evidence-based teaching strategies

# data[].attributes.attachment_link.description
Top 10 Evidence-Based Teaching Strategies for Those Who Care About Student Results By Shaun Killian Most teachers care about their students' results, and if you are reading this article, you are undoubtedly one of them. There is no doubt that teachers make a difference to how well their kids do at school.

# data[].attributes.body
This website makes reading for kids who might have an intellectual disability easier as it has many accommodations. We can use this and make more lessons off of the books provided as it would be easier for the students to work themselves.
https://www.bookshare.org/cms/

# data[].attributes.attachment_link.title
Bookshare | An Accessible Online Library for people with print disabilities

# data[].attributes.attachment_link.description
Bookshare makes reading easier. People with dyslexia, blindness, cerebral palsy, and other reading barriers can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading.

# data[].attributes.body
Reading rocket provides many accommodations like read alongs for children to listen to. They have HLPs for special education which is a special feature which I find could be quite useful. Students can critically think while being read the book and create their own ideas for writing and more.
https://www.readingrockets.org/article/high-leverage-and-evidence-based-practices-promising-pair-all-learners

# data[].attributes.attachment_link.readable_text
Ball, D. L., & Forzani, F. M. (2011, Summer). Building a common core for learning to teach and connecting professional learning to practice. American Educator, 17-21, 38-39.

Beck, I., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York, NY: Guilford Press.

Cook, B. G., Tankersely, M., & Harjusola-Webb, S. (2008). Evidence-based special education and professional wisdom: Putting it all together. Intervention in School and Clinic, 44(2), 105-111.

Lane, H. (2014). Evidence-based reading instruction for grades K-5 (Document No. IC-12). Retrieved from University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center .

McLeskey, J., & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). Retrieved from University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center .

Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center .

# data[].attributes.attachment_link.title
High-Leverage and Evidence-Based Practices: A Promising Pair for All Learners

# data[].attributes.attachment_link.description
High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving outcomes for students with disabilities and those who struggle. This brief shows the promise of these practices in advancing educator preparation and practice.

# data[].attributes.body
This app is an educational website est. in 1997. Students learn through a variety of methods like arcade games, lesson videos and practicing their skills. These games are aimed towards students who may have learning disabilities and it is a break from traditional learning.
https://www.funbrain.com/

# data[].attributes.body
This website provides help and support with IEP’s. There are many different websites and examples they provide to help you. There is even a helpline for when you may have questions when working on an IEP.
https://ccrs.osepideasthatwork.org/teachers-academic/individualized-education-programs

# data[].attributes.attachment_link.readable_text
Individualized Education Programs (IEPs) are individualized plans that support students receiving special education services in achieving educational success. A standards-based IEP assumes that all students can and will achieve grade-level CCRS. It is based on how the student is currently performing and outlines a plan for closing the gap to achieving grade-level expectations. IEP teams, which always include general education teachers and parents, must work together collaboratively to support a child's success. Explore the resources below for additional information on standards-based IEPs and IEP team support.

National Technical Assistance Center on Transition (NTACT) provides numerous resources for engaging students in the process of planning for their future. There are evidence- and research-based practices for teaching them how to lead their IEP meetings under the Transition Planning, Education, and Student Focused Planning - Student Participation resources.

Standards-based IEPs

NASDSE's Standards-based IEPs Examples document presents a seven-step process to be used in developing a standards-based IEP. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions. Two student examples are provided to illustrate application of the components of a standards-based IEP. The student examples contained in this guide provide an opportunity for educators to think about and apply the steps toward developing and implementing a standards-based IEP. One student example leads to the decision that the student should take an alternate assessment based on modified academic achievement standards while the other leads to a decision that the student should take the general assessment with accommodations. Readers may want to work in small groups to discuss their responses and to think about how the contextual characteristics of a school setting may influence the creation and implementation of a student's IEP.

IEP team support

CADRE activities emphasize and encourage the timely and appropriate use of dispute resolution options, since collaborative problem-solving and early resolution practices result in a reduction of the financial, relational and emotional costs associated with more adversarial processes.

CPIR provides an overview of the IEP process and the requirements for the IEP team:

# data[].attributes.attachment_link.title
Individualized Education Programs | Ideas That Work

# data[].attributes.attachment_link.description
Individualized Education Programs (IEPs) are individualized plans that support students receiving special education services in achieving educational success. A standards-based IEP assumes that all students can and will achieve grade-level CCRS. It is based on how the student is currently performing…

# data[].attributes.body
This website is where administrators and educators can learn about individualized education. Lots of resources and links to help you when creating IEP’s.
https://www.frontlineeducation.com/special-education-resource-center/

# data[].attributes.attachment_link.title
IEP Resource Center | Frontline Education

# data[].attributes.attachment_link.description
The IEP Resource Center is a place where teachers and administrators can keep learning about individualized education.

# data[].attributes.body
Lots of different sources for parents, teachers, kids and teens. It gives lesson plans and guides to supporting kids with learning disabilities.
https://kidshealth.org/en/parents/iep-teachers.html

# data[].attributes.attachment_link.readable_text
Students who require extra help and support might be eligible for special services that provide individualized education programs (IEPs) in public schools, free of charge to families. Understanding your role in educating a student with an IEP will benefit both you and the student.

The Individuals with Disabilities Education Act (IDEA) makes teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. The IEP describes the goals set for a student for the school year, and any special support needed to help reach those goals.

The IDEA requires states to provide free appropriate public education to students who are eligible for special education from ages 3 to 21, in the "least restrictive" environment. This means that kids with disabilities should learn alongside their classmates who don't have disabilities as much as possible.

Who Needs an IEP?

Students who are eligible for special education services require an IEP. Students could be eligible for many reasons, such as if they have:

Students might have a learning disability if they are consistently unable to meet standards that are normal for their age range. Some common signs of a learning disability can include:

trouble mastering tasks or applying academic skills to other tasks

trouble with communication and language processing, as well as expressive and receptive language

a lot of frustration with school and homework

having strong general knowledge, but not being able to read (dyslexia), write (dysgraphia), or do math (dyscalculia) at that level

needing ongoing, step-by-step guidance for tasks

poor grades despite a lot of effort

poor memory of spoken or written material

not being able to remember problem-solving steps if they don't understand the tasks or the logic behind them

not being able to remember skills and facts over time

How Are Services Delivered?

Usually, the services outlined in an IEP can be provided in regular education classrooms. In other cases, they might be given in separate classrooms or even separate schools, depending on the students' needs. Some students may have an IEP for one subject area only, while others may have one for all academic subjects and for social skills instruction.

Students with IEPs can participate in all subject areas, especially classes like science, social studies, art, music, library, gym, and health. It is critical for regular classroom teachers to read students' IEPs and be familiar with the services and monitoring required by the plan.

Services can also be provided in a separate supported environment within the school. In this setting, groups of students with similar needs are together for small-group instruction. A certified special education teacher is the instructor and other school personnel (aides or support teachers) help with teaching.

Students who need intense intervention, though, may be taught in a special school environment. These schools have fewer students per teacher, allowing for more individualized attention. Teachers in these schools usually have specific training in helping students with special educational needs.

How Are Students Evaluated?

The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom.

The first step is to gather specific data regarding the student's progress or academic problems. This may be done through:

a conference with parents

a conference with the student

observations of the student

analysis of the student's performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps teachers and school personnel decide on the next step. Strategies specific to the student could be used to help them be more successful in school prior to any formal testing. If this doesn't work, the child can receive an educational assessment, which could identify a specific learning disability or other health problem.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school.

To decide on eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's on the Team?

The professionals on the evaluation team can include:

classroom teachers

occupational therapist

physical therapist

psychologist

special educator

speech therapist

vision or hearing specialist

others, depending on the child's specific needs

If more testing is needed, parents will be asked to sign a permission form that details who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language.

After the team members finish their assessments, a comprehensive evaluation report is developed. It includes an educational classification and outlines the skills and support the child will need.

The parents can review the report before the IEP is developed. If they disagree with it, they will have the chance to work with the school to come up with a plan that best meets the child's needs.

How Is the IEP Developed?

The next step is an IEP meeting, during which the team and parents decide what will go into the plan. Also, a regular classroom teacher should attend to offer suggestions about how the plan can help the child's progress in the standard education curriculum and how it can be used in a regular classroom setting, if that's appropriate.

At the meeting, the team will discuss a student's educational needs - as described in the evaluation report - and develop specific, measurable short-term and annual goals for each of those needs.

What Does the IEP Include?

The cover page of the IEP outlines the related services and supports students will get and how often they will be provided. These can include many different things; for example, transportation; speech-language pathology and audiology services; psychological services; physical therapy and occupational therapy; recreation, including therapeutic recreation; social work services; and medical services (for diagnostic and evaluation purposes only).

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with a child's teacher to come up with ways to help but won't offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

If a child has academic needs and is working below grade level, services may be offered outside the regular education classroom. Students might get small-group instruction in a particular subject area (usually language arts or math) by a special education teacher along with other students who have similar needs.

How Often Should the IEP Be Updated?

The IEP should be reviewed annually to update the goals and ensure the levels of service meet the student's needs. During the school year, progress monitoring is done often to make sure the student is achieving goals set in the IEP. IEPs can be changed at any time on an as-needed basis.

Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and stay informed.

If parents disagree with any part of the evaluation report or the IEP, mediation and hearings are options.

It is important for teachers to understand the IEP process and their role in delivering instruction to students who have an IEP. Any questions related to an IEP can be directed to the team or the case manager assigned to a student.

# data[].attributes.attachment_link.title
Individualized Education Programs (IEPs): Tips for Teachers

# data[].attributes.attachment_link.description
IEPs make teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. This article is for educators.

# data[].attributes.body
Teacher Vision provides us with ample amounts of Special Education Resources that can help with IEP’s. There are lots of categories to choose from and is super user friendly.
https://www.teachervision.com/teaching-strategies/special-needs

# data[].attributes.attachment_link.title
Special Need & Education Resources for Educators - TeacherVision

# data[].attributes.attachment_link.description
Special education curriculum strategies, classroom management, and resources for students with different learning needs. We’ll help you figure out ways to create an inclusive classroom, adapt, and supplement your classroom materials.

# data[].attributes.headline
Super Summary The Ultimate Teacher Resource Guide

# data[].attributes.subject
Super Summary The Ultimate Teacher Resource Guide

# data[].attributes.body
Super Summary provides a list of many different resources you can use in your teaching. I like this website not only because of how organized this website is but because of the many different subjects and grade levels it covers. It is really accessible and user friendly, just click on the link(s) you may need and it takes you straight to the source.
https://www.supersummary.com/teacher-resource-guide/

# data[].attributes.attachment_link.title
The Ultimate Teacher Resource Guide | SuperSummary

# data[].attributes.attachment_link.description
Teaching is a rewarding career. It's also a challenging one. This guide aims to support the important work teachers do by providing a wealth of helpful resources, including ideas for lessons, ready-made handouts, tests and quizzes across a range of subjects, such as art, English, science, and math, among others.

# data[].attributes.body
I remember using this resource in high school quite often. It allows you to explore many different area of the world from your computer. This would come in handy for many different subjects but especially geography. I remember using this for a virtual field trip once and it is super user friendly.
https://earth.google.com/web/

# data[].attributes.attachment_link.readable_text
Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here.

Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

Learn more about Google Earth.

# data[].attributes.attachment_link.description
Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

# data[].attributes.body
This website is a good one to catch up on what is happening in the world. The articles are great for students to read and there are many different subjects and topics they can read about. Its also separated by grade level which I really like.
https://scholasticnews.scholastic.com/

# data[].attributes.attachment_link.readable_text
Teachers' #1 Choice for Current, On-Level Nonfiction

Over 6 million students read Scholastic News every week! See why so many teachers rely on this exceptional magazine to engage their students, build nonfiction-reading skills, and increase content-area knowledge.

# data[].attributes.attachment_link.description
Teach current events in your elementary classroom, grades 1-6.

# data[].attributes.body
I like this website because it is like youtube but designed especially for teachers. You can pull up educational videos about any subject and not have to worry about what else may pop up, a common problem with youtube I’ve noticed.
https://www.teachertube.com/

# data[].attributes.attachment_link.readable_text
Since launching on March 6, 2007, our goal at TeacherTube has been to provide an online community for sharing instructional and education videos for college students, high school students, middle school students and elementary school students. We seek to fill a need for a more educationally focused, safe venue for teachers, students, schools, and home learners. It is a site to provide anytime, anywhere professional development with teachers teaching teachers. It is also a site where teachers can post videos designed for students to view in order to learn a concept or skill.

On September 1, 2017, TeacherTube.com was acquired by Salem Web Network. Salem's goal is to continue the growth of TeacherTube and support innovative ideas for education.

Most importantly, TeacherTube community members are a major part of the evolution of the site. Members are encouraged to not only upload educationally relevant videos but also to make constructive comments and use the rating system to show appreciation for videos of value to one as an educator or learner. Users also have the ability to preserve the integrity of the site by flagging inappropriate videos. TeacherTube staff review flagged sites and will remove any inappropriate posts. With more collegial commentary and discussion through messaging and responses, the quality of this resource will only increase.

The service is free for everyone. We always encourage our users to Contact Us with thoughts, suggestions, or other feedback. We do have a vision for TeacherTube to truly be a better alternative to other video storage sites. With the community's help, it can become more interactive and engaging for all teachers and learners.

Science videos are one of the key subjects that students are taught in school. Science is present from the early years of grade school up to the highest levels of academic achievement. As students move up the ranks, their study of science tends to get more specialized into one specific field only, like chemistry, biology, or physics. We have educational videos for all of these courses.

TeacherTube.com's section on science educational videos has content of interest to all learning levels. We have topics as varied as educational songs for elementary school students, up to chemical engineering for college students.

Mathematics is one of the fundamental 3Rs of early education. Known as "arithmetic" in those levels, it involves counting and the basic operations of addition, subtraction, multiplication, and division. As kids advance through the grade levels, they progressively deal with more complex mathematical problems. Also, more new concepts get introduced as they progress.

Math is crucial for almost any business career. Accounting, budgeting, and projecting sales all require some level of competence in math. Many resources for these topics can be found here on TeacherTube.

Even everyday situations benefit a lot from math skills. Managing one's finances, for instance, obviously requires math, as with anything involving money. Cooking also involves math: proportions of ingredients, for example, as well as measurements.

TeacherTube.com's section on math education videos covers everything from fractions and measurements to money management. We also cover more complicated subjects such as trigonometry, and well as probability and statistics.

History is a very valuable subject, but not just because it is useful for preventing future wars. The lessons from history can also teach people to build a better future. What people have done right in the past should be continued and improved upon in the present.

The subject of history covers a wide range of timelines and locations. There's ancient history and modern history. There is also Asian history, US history, Latin American history, and European history. Each one is unique, reflecting the cultures of the people involved.

If there's one thing common to all history classes, it's usually names, dates, and places. This is also the part that many kids hate the most. They do not see the point of memorizing so many random facts that appear purposeless. Well, that is the wrong way to teach history.

TeacherTube's history education videos section makes the past come alive with a sterling array of videos and tutorials that cover subjects as varied as our prehistory, ancient history, the civil war, and the study of world civilizations.

The purpose of social studies, based on the US National Council for the Social Studies, is to promote "civic competence" among students. In other words, the subject equips students to become better citizens of a country. This is done by exploring history, geography, current events, and governments, among others. Middle school social studies usually deal with one of each of these fields per grade level.

With this knowledge, students gain the ability to become more socially aware and to be actively involved citizens of their country. Through analyzing current events, students will also learn how to predict the consequences of the things happening around them. With that, they can be good influences on their communities.

It is with this goal in mind that TeacherTube offers a wide variety of learning video materials for both students and enthusiasts.

We have videos on everything from strengthening your knowledge of economics terminology to the nuances of various world cultures.

Language arts, as the name suggests, equips students with a wide range of ways to use language. It comprises both speaking and writing skills. In addition to the basics, the subject also deals with the artistic side of language, infusing creativity in the ways students communicate.

There are four basic aspects to understanding a language: speaking, reading, listening, and writing. Language arts classes aim to enhance those skills at each year level. At first, it covers basic topics like grammar, sentence construction, and paragraphs. Exercises in language arts become progressively more complex as students move up the ranks, and usually, in higher grades, more emphasis is put on creativity and persuasiveness.

With the noble goal of harnessing the power of words to effect change in the world in mind, TeacherTube is proud to offer videos on everything from general communications to speaking and even videos on strengthening your studying skills.

Not all kids want to go through lectures. Some of them may not have the attention span or the patience to endure long hours just sitting down and listening to someone talk in front. No, that doesn't mean these kids are lazy. It just means they learn differently.

Some kids are auditory learners. In other words, they learn best when they listen to sounds and music. For this type of student, educational songs will certainly be a big helping hand. Even the most complex of concepts, when taught through songs, will be very easy for them to understand and remember. Even kids who are not so much inclined to auditory learning may like this method.

Educational song vidoes are available in a wide variety of subjects. English, math, social studies, science, and everything in between, there's bound to be a song for every subject. For example, on the website Teachertube.com, there are science topic songs, reading songs, skip counting songs, reading phonics songs, and even quadratic formula songs.

The advantage of using educational song videos is that it accomplishes two things at once. First, these songs are entertaining, and second, they also teach a concept. They facilitate learning a lot better than plain lectures simply because of the entertainment part. When a lesson is made fun of, kids will want to learn them. In fact, it could even be the kids themselves, on their own, who will play the songs repeatedly.

TeacherTube offers education songs on topics as varied as the circulatory system to math songs about polynomials and even videos on St. Patrick's Day.

# data[].attributes.attachment_link.title
TeacherTube Educational Videos for the School Classroom and Home - Including Educational Songs, History Videos, Student Videos and Math Videos

# data[].attributes.attachment_link.description
A free community for sharing instructional videos, Educational Songs, History Videos, Student Videos, Math Videos, and other content for teachers and students. We are an education focused, safe venue for teachers, schools, and home schoolers to access educational for the classroom and home learning.

# data[].attributes.body
This website is great for teaching history to students. Theres tons of lesson plans, videos, primary sources and so much more to help teaching history. Which I’ve noticed can be one of the trickier subjects to teach students.
https://edsitement.neh.gov/

# data[].attributes.body
This website takes students on a virtual field trip through the San Diego Zoo. They learn lots about different animals and science. It’s just a fun little experience online that kids can go through. Something where they can take a break from traditional learning while still learning something helpful.
https://kids.sandiegozoowildlifealliance.org/

# data[].attributes.body
This website provides many tools and legal resources for teachers to use. There’s a section that is labeled “Teacher Portal” that will help teachers educate students about legal issues. This is a great resource for many professionals but I like this one because it has a designated section for teachers.
https://www.americanbar.org/groups/public_education/

# data[].attributes.attachment_link.readable_text
Law Matters is the Division's monthly electronic newsletter. Each issue reports on developments, ideas, programs, events, and resources in the field of law-related education (LRE).

Contribute to

Law Matters

# data[].attributes.attachment_link.description
Law Matters is the Division's monthly electronic newsletter. Each issue reports on developments, ideas, programs, events, and resources in the field of law-related education (LRE). Contribute to Law Matters

# data[].attributes.body
This section of ed.gov provides information on OSERS law. This is a law to helps educate students with disabilities. There are many resources that help you understand this law. It also offers COVID-19 resources to help with doing so.
https://www2.ed.gov/about/offices/list/osers/index.html?src=mr

# data[].attributes.attachment_link.readable_text
New OSEP Discretionary Funding Opportunities! New RSA Discretionary Funding Opportunities!

Earlier Spotlight Items

Sign Up for OSERS Newsletters and Listservs

OSERS produces and disseminates a wide range of newsletters and topical listservs. Please take the opportunity to sign up for and read these great resources.

OSERS Mission

To improve early childhood, educational, and employment outcomes and raise expectations
for all people with disabilities, their families, their communities, and the nation.

In implementing this mission, OSERS supports programs that help educate children and youth with disabilities and provides for the rehabilitation of youth and adults with disabilities. OSERS provides a wide array of supports to parents and individuals, school districts and states in two main areas-special education and vocational rehabilitation-through its two main components: OSEP andRSA.

OSERS Vision

All Americans with disabilities will live and thrive with their disabilities in their own communities.

Connect to OSERS

# data[].attributes.attachment_link.title
Office of Special Education and Rehabilitative Services (OSERS) - Home Page

# data[].attributes.attachment_link.description
New OSEP Discretionary Funding Opportunities! New RSA Discretionary Funding Opportunities! Sign Up for OSERS Newsletters and Listservs OSERS produces and disseminates a wide range of newsletters and topical listservs. Please take the opportunity to sign up for and read these great resources.

# data[].attributes.body
This part of the website allows you at access information pertaining one of the most famous and most important cases about education here in the US, Brown vs. Board of Education. It provides information not only about that case but many others and it gives activities for you or students to complete to educate yourself about the law.
https://www.uscourts.gov/educational-resources/educational-activities/history-brown-v-board-education-re-enactment

# data[].attributes.attachment_link.readable_text
The Plessy Decision

Although the Declaration of Independence stated that "All men are created equal," due to the institution of slavery, this statement was not to be grounded in law in the United States until after the Civil War (and, arguably, not completely fulfilled for many years thereafter). In 1865, the Thirteenth Amendment was ratified and finally put an end to slavery. Moreover, the Fourteenth Amendment (1868) strengthened the legal rights of newly freed slaves by stating, among other things, that no state shall deprive anyone of either "due process of law" or of the "equal protection of the law." Finally, the Fifteenth Amendment (1870) further strengthened the legal rights of newly freed slaves by prohibiting states from denying anyone the right to vote due to race.

Despite these Amendments, African Americans were often treated differently than whites in many parts of the country, especially in the South. In fact, many state legislatures enacted laws that led to the legally mandated segregation of the races. In other words, the laws of many states decreed that blacks and whites could not use the same public facilities, ride the same buses, attend the same schools, etc. These laws came to be known as Jim Crow laws. Although many people felt that these laws were unjust, it was not until the 1890s that they were directly challenged in court. In 1892, an African-American man named Homer Plessy refused to give up his seat to a white man on a train in New Orleans, as he was required to do by Louisiana state law. For this action he was arrested. Plessy, contending that the Louisiana law separating blacks from whites on trains violated the "equal protection clause" of the Fourteenth Amendment to the U.S. Constitution, decided to fight his arrest in court. By 1896, his case had made it all the way to the United States Supreme Court. By a vote of 8-1, the Supreme Court ruled against Plessy. In the case of Plessy v. Ferguson, Justice Henry Billings Brown, writing the majority opinion, stated that:

"The object of the [Fourteenth] amendment was undoubtedly to enforce the equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to endorse social, as distinguished from political, equality. . . If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane."

The lone dissenter, Justice John Marshal Harlan, interpreting the Fourteenth Amendment another way, stated, "Our Constitution is color-blind, and neither knows nor tolerates classes among citizens." Justice Harlan's dissent would become a rallying cry for those in later generations that wished to declare segregation unconstitutional.

Sadly, as a result of the Plessy decision, in the early twentieth century the Supreme Court continued to uphold the legality of Jim Crow laws and other forms of racial discrimination. In the case of Cumming v. Richmond (Ga.) County Board of Education (1899), for instance, the Court refused to issue an injunction preventing a school board from spending tax money on a white high school when the same school board voted to close down a black high school for financial reasons. Moreover, in Gong Lum v. Rice (1927), the Court upheld a school's decision to bar a person of Chinese descent from a "white" school.

The Road to Brown

(Note: Some of the case information is from Patterson, James T. Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy. Oxford University Press; New York, 2001.)

Early Cases

Despite the Supreme Court's ruling in Plessy and similar cases, many people continued to press for the abolition of Jim Crow and other racially discriminatory laws. One particular organization that fought for racial equality was the National Association for the Advancement of Colored People (NAACP) founded in 1909. For about the first 20 years of its existence, it tried to persuade Congress and other legislative bodies to enact laws that would protect African Americans from lynchings and other racist actions. Beginning in the 1930s, though, the NAACP's Legal Defense and Education Fund began to turn to the courts to try to make progress in overcoming legally sanctioned discrimination. From 1935 to 1938, the legal arm of the NAACP was headed by Charles Hamilton Houston. Houston, together with Thurgood Marshall, devised a strategy to attack Jim Crow laws by striking at them where they were perhaps weakest-in the field of education. Although Marshall played a crucial role in all of the cases listed below, Houston was the head of the NAACP Legal Defense and Education Fund while Murray v. Maryland and Missouri ex rel Gaines v. Canada were decided. After Houston returned to private practice in 1938, Marshall became head of the Fund and used it to argue the cases of Sweat v. Painter and McLaurin v. Oklahoma Board of Regents of Higher Education.

Pearson v. Murray (Md. 1936)

Disappointed that the University of Maryland School of Law was rejecting black applicants solely because of their race, beginning in 1933 Thurgood Marshall (who was himself rejected from this law school because of its racial acceptance policies) decided to challenge this practice in the Maryland court system. Before a Baltimore City Court in 1935, Marshall argued that Donald Gaines Murray was just as qualified as white applicants to attend the University of Maryland's School of Law and that it was solely due to his race that he was rejected. Furthermore, he argued that since the "black" law schools which Murray would otherwise have to attend were nowhere near the same academic caliber as the University's law school, the University was violating the principle of "separate but equal." Moreover, Marshall argued that the disparities between the "white" and "black" law schools were so great that the only remedy would be to allow students like Murray to attend the University's law school. The Baltimore City Court agreed and the University then appealed to the Maryland Court of Appeals. In 1936, the Court of Appeals also ruled in favor of Murray and ordered the law school to admit him. Two years later, Murray graduated.

Missouri ex rel Gaines v. Canada (1938)

Beginning in 1936, the NAACP Legal Defense and Education Fund decided to take on the case of Lloyd Gaines, a graduate student of Lincoln University (an all-black college) who applied to the University of Missouri Law School but was denied because of his race. The State of Missouri gave Gaines the option of either attending an all-black law school that it would build (Missouri did not have any all-black law schools at this time) or having Missouri help to pay for him to attend a law school in a neighboring state. Gaines rejected both of these options, and, employing the services of Thurgood Marshall and the NAACP Legal Defense and Education Fund, he decided to sue the state in order to attend the University of Missouri's law school. By 1938, his case reached the U.S. Supreme Court, and, in December of that year, the Court sided with him. The six-member majority stated that since a "black" law school did not currently exist in the State of Missouri, the "equal protection clause" required the state to provide, within its boundaries, a legal education for Gaines. In other words, since the state provided legal education for white students, it could not send black students, like Gaines, to school in another state.

Sweat v. Painter (1950)

Encouraged by their victory in Gaines' case, the NAACP continued to attack legally sanctioned racial discrimination in higher education. In 1946, an African American man named Heman Sweat applied to the University of Texas' "white" law school. Hoping that it would not have to admit Sweat to the "white" law school if a "black" school already existed, elsewhere on the University's campus, the state hastily set up an underfunded "black" law school. At this point, Sweat employed the services of Thurgood Marshall and the NAACP Legal Defense and Education Fund and sued to be admitted to the University's "white" law school. He argued that the education that he was receiving in the "black" law school was not of the same academic caliber as the education that he would be receiving if he attended the "white" law school. When the case reached the U.S. Supreme Court in 1950, the Court unanimously agreed with him, citing as its reason the blatant inequalities between the University's law school (the school for whites) and the hastily erected school for blacks. In other words, the "black" law school was "separate," but not "equal." Like the Murray case, the Court found the only appropriate remedy for this situation was to admit Sweat to the University's law school.

McLaurin v. Oklahoma Board of Regents of Higher Education (1950)

In 1949, the University of Oklahoma admitted George McLaurin, an African American, to its doctoral program. However, it required him to sit apart from the rest of his class, eat at a separate time and table from white students, etc. McLaurin, stating that these actions were both unusual and resulting in adverse effects on his academic pursuits, sued to put an end to these practices. McLaurin employed Thurgood Marshall and the NAACP Legal Defense and Education Fund to argue his case, a case which eventually went to the U.S. Supreme Court. In an opinion delivered on the same day as the decision in Sweat, the Court stated that the University's actions concerning McLaurin were adversely affecting his ability to learn and ordered that they cease immediately.

Brown v. Board of Education (1954, 1955)

The case that came to be known as Brown v. Board of Education was actually the name given to five separate cases that were heard by the U.S. Supreme Court concerning the issue of segregation in public schools. These cases were Brown v. Board of Education of Topeka, Briggs v. Elliot, Davis v. Board of Education of Prince Edward County (VA.), Bolling v. Sharpe, and Gebhart v. Ethel. While the facts of each case are different, the main issue in each was the constitutionality of state-sponsored segregation in public schools. Once again, Thurgood Marshall and the NAACP Legal Defense and Education Fund handled these cases.

Although it acknowledged some of the plaintiffs'/plaintiffs claims, a three-judge panel at the U.S. District Court that heard the cases ruled in favor of the school boards. The plaintiffs then appealed to the U.S. Supreme Court.

When the cases came before the Supreme Court in 1952, the Court consolidated all five cases under the name of Brown v. Board of Education. Marshall personally argued the case before the Court. Although he raised a variety of legal issues on appeal, the most common one was that separate school systems for blacks and whites were inherently unequal, and thus violate the "equal protection clause" of the Fourteenth Amendment to the U.S. Constitution. Furthermore, relying on sociological tests, such as the one performed by social scientist Kenneth Clark, and other data, he also argued that segregated school systems had a tendency to make black children feel inferior to white children, and thus such a system should not be legally permissible.

Meeting to decide the case, the Justices of the Supreme Court realized that they were deeply divided over the issues raised. While most wanted to reverse Plessy and declare segregation in public schools to be unconstitutional, they had various reasons for doing so. Unable to come to a solution by June 1953 (the end of the Court's 1952-1953 term), the Court decided to rehear the case in December 1953. During the intervening months, however, Chief Justice Fred Vinson died and was replaced by Gov. Earl Warren of California. After the case was reheard in 1953, Chief Justice Warren was able to do something that his predecessor had not-i.e. bring all of the Justices to agree to support a unanimous decision declaring segregation in public schools unconstitutional. On May 14, 1954, he delivered the opinion of the Court, stating that "We conclude that in the field of public education the doctrine of 'separate but equal' has no place. Separate educational facilities are inherently unequal. . ."

Expecting opposition to its ruling, especially in the southern states, the Supreme Court did not immediately try to give direction for the implementation of its ruling. Rather, it asked the attorney generals of all states with laws permitting segregation in their public schools to submit plans for how to proceed with desegregation. After still more hearings before the Court concerning the matter of desegregation, on May 31, 1955, the Justices handed down a plan for how it was to proceed; desegregation was to proceed with "all deliberate speed." Although it would be many years before all segregated school systems were to be desegregated, Brown and Brown II (as the Courts plan for how to desegregate schools came to be called) were responsible for getting the process underway.

# data[].attributes.attachment_link.title
History - Brown v. Board of Education Re-enactment

# data[].attributes.attachment_link.description
The Plessy Decision Although the Declaration of Independence stated that "All men are created equal," due to the institution of slavery, this statement was not to be grounded in law in the United States until after the Civil War (and, arguably, not completely fulfilled for many years thereafter).

# data[].attributes.body
The UDL Project website will help you in many different areas to improve your classroom and embrace UDL more. This can be help in lesson planning or refreshing your knowledge, there are many articles and resources just a click away from this page.
https://www.theudlproject.com/udl-tools---all-grades.html

# data[].attributes.attachment_link.readable_text
The UDL Implementation Rubric was authored by Melissa Toland, and you can read more about it here. This is an adapted version of The UDL Progression Rubric by Dr. Katie Novak and Dr. Kristian Rodriguez. In the original version, teachers can self-evaluate their performance on each individual checkpoint of the UDL guidelines, whereas the adapted version is less specific in scope and focuses on performance in more general terms in the following areas: multiple means of engagement, multiple means of representation, and multiple means of action and expression. You can view this rubric to see where you may be in your UDL journey across a spectrum ranging from UDL explorer to UDL idol. Click the link below to download the pdf version of this document.

# data[].attributes.attachment_link.description
CAST UDL Guidelines The two files below outline the UDL guidelines by multiple means of representation, multiple means of action & expression, and multiple means of engagement. Knowing the UDL...

# data[].attributes.headline
Lesson Planning with Universal Design of Learning

# data[].attributes.subject
Lesson Planning with Universal Design of Learning

# data[].attributes.body
This blog helps you with lesson planning with UDL. It provides support and tips to do so. It helps walk you through the process and provides 2 extra resources at the bottom of the page to help better your understanding of UDL.
https://www.understood.org/articles/en/lesson-planning-with-universal-design-for-learning-udl

# data[].attributes.attachment_link.description
UDL lesson planning can help you teach all students. Learn how to lesson plan with UDL and download a UDL lesson plan template.

# data[].attributes.body
This section of the lesson builder page provides many different examples of what a UDL lesson plan may look like for different subjects. In total there are 11 different lesson plans from Pre-K to 8 th grade.

http://lessonbuilder.cast.org/explore.php

# data[].attributes.attachment_link.readable_text
Explore Model UDL Lesson Plans

This section of the UDL Lesson Builder shows you customized, UDL lessons aligned to standards and tailored to include principles and practical applications of Universal Design for Learning. As you review the lessons, be sure to click on to read or hear teacher think alouds that explain applications of UDL.

# data[].attributes.attachment_link.title
CAST UDL Lesson Builder: Explore Model UDL Lesson Plans

# data[].attributes.attachment_link.description
This section of the UDL Lesson Builder shows you customized, UDL lessons aligned to standards and tailored to include principles and practical applications of Universal Design for Learning. As you review the lessons, be sure to click on to read or hear teacher think alouds that explain…

# data[].attributes.body
If you are stuck on ways to incorporate UDL strategies in your classroom this is a very useful read. It gives many different ideas on ways to engage the UDL learner in the classroom.
https://thejournal.com/articles/2014/12/03/6-ways-to-engage-every-learner-using-udl.aspx

# data[].attributes.attachment_link.title
6 Ways to Engage Every Learner Using UDL -- THE Journal

# data[].attributes.attachment_link.description
Special Needs Universal Design for Learning can make your lessons more accessible and your lesson-planning more fun. In any given classroom, there are invariably learners who simply don't connect with what's being taught. Lectures can be easy to tune out. A textbook can feel dense and boring to finish.

# data[].attributes.body
Cast.org is a very detailed website that gives a very explicit explanation of what UDL is. There are multiple resources like videos to help you understand what it is. It provides guidelines and breaks them down into 3 sections; the why, the what and the how. I found this very helpful when researching UDL.
https://www.cast.org/impact/universal-design-for-learning-udl

# data[].attributes.attachment_link.description
Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

# data[].attributes.body
Need to know why UDL is important in learning? Look no further than this article. From giving info on how to use technology and giving you a brief rundown on the principles, this is a great article to read to get a refresher on UDL or to familiarize yourself with the concept.
https://www.gse.harvard.edu/news/uk/08/12/importance-universal-design-learning

# data[].attributes.attachment_link.readable_text
When a student struggles in the classroom, questions usually focus on the student: Does she have a learning disability? Is this student's reading skill not on par with the other children in the class? Does he not pay enough attention when sitting in class or doing homework? Until recently, there has been comparatively little focus on the role of the curriculum in these struggles. Thanks to work by Harvard Graduate School of Education Lecturer David Rose, the chief education officer of the Center for Applied Special Technology (CAST), researchers and educators alike are now examining how the curriculum, not the student, may be disabled, and how curriculum disabilities can be overcome.

The idea of curriculum disability arose when Rose was working with other neuropsychologists at the North Shore Children's Hospital (near Boston) to evaluate children who were performing poorly in school. Rose and his colleagues often felt discouraged, because their recommendations offered teachers little practical guidance to help their students. Eventually Rose formed a group to see what might make the reports more useful - leading to the creation of CAST.

UDL is the recognition that a standardized learning environment is no longer productive; it is vital - and, with today's technology, possible - to acknowledge differences among students.

CAST researchers gradually realized that the core issue was frequently not students' learning problems; instead, the problem lay with the curriculum. Instead of fixing the students, time would be better spent fixing the curriculum. This insight sparked a new goal: eliminating barriers in the design of the learning environment. To fix the problem, Rose proposed the idea of a Universal Design for Learning (UDL), which promotes supporting every child in the classroom.

Defining principles of Universal Design

To implement this goal of UDL, CAST has defined and adopted three main principles:

1. Multiple means of representation, to give learners various ways of acquiring information and knowledge.

2. Multiple means of expression, to provide learners alternatives for demonstrating what they know.

3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

These UDL principles are applicable to every student in the classroom, according to Rose, because there is a fundamental mismatch between today's student population and the curriculum: While diversity is now the norm of classrooms across the country, the curriculum remains standardized. The uniformity of the school environment - a leftover factory system from the Industrial Revolution - means that students all receive standardized textbooks, learn from standardized course plans, and sit at standardized desks, despite individual differences. UDL is the recognition that this kind of environment is no longer a productive one; it is vital - and, with today's technology, possible - to acknowledge the differences among students.

Research by Rose and others has uncovered three key insights that explain why multiple representations are essential in the classroom. First, developmental studies have revealed the unmistakable diversity in our nervous systems; that is, the nervous system "wires up" differently for each person. Second, a person's nervous system does not approach all learning tasks in the same way; rather, it assesses the task and how much experience the individual has had with the task, and adjusts its resources and strategies accordingly. There is no single style of learning, even for the same person; students' levels of expertise on different problems will influence how they tackle each one. Finally, research has demonstrated the importance of emotion to learning. The nervous system can easily gauge how valuable a certain experience may be, and the differences in students' responses to a lesson depend on varying levels of motivation. In short, everyone is different, and that means a standardized school system will only work for some - perhaps only for a few.

Using technology to support access and ability

Operating under the principles of UDL, Rose and his CAST colleagues have created a variety of technology programs designed to bolster students' abilities and motivation. CAST products assist students by embedding content in varying ways, and by enabling parents and teachers to create new, customized learning materials.

WiggleWorks, for example, produced and distributed by Scholastic, is a software program that contains children's books with many built-in tools and activities to support the reading and writing process. Book Builder, available online, allows teachers and parents to design story books with similar kinds of supports.

Although technology is undoubtedly a useful tool in the classroom, Rose emphasizes, it is not essential to carrying out UDL principles. UDL refers primarily to how information should be represented in the classroom. For instance, there are many ways to understand Shakespeare: teachers can lecture about the Bard's plays, have students read the plays on their own, ask students to read scenes aloud to the whole class, or help the class put together a performance. The key question that a teacher following UDL principles should ask is: How do I present this information so that kids will really understand, and learn how to show me what they have understood?
Additional information about Universal Design for Learning, including guiding principles and a self-checklist for curriculum developers, is available on the CAST website.

# data[].attributes.attachment_link.title
The Importance of Universal Design for Learning

# data[].attributes.attachment_link.description
When a student struggles in the classroom, questions usually focus on the student: Does she have a learning disability? Is this student's reading skill not on par with the other children in the class? Does he not pay enough attention when sitting in class or doing homework?

# data[].attributes.body
This website lets you insert a vocabulary word that you might need help with and it gives you a bunch of different words to help describe it. I would use this website for writing with vocabulary words so we can use them appropriately and describe them appropriately.
https://describingwords.io/

# data[].attributes.attachment_link.readable_text
Describing Words

The idea for the Describing Words engine came when I was building the engine for Related Words (it's like a thesaurus, but gives you a much broader set of related words, rather than just synonyms). While playing around with word vectors and the " HasProperty" API of conceptnet, I had a bit of fun trying to get the adjectives which commonly describe a word. Eventually I realised that there's a much better way of doing this: parse books!

Project Gutenberg was the initial corpus, but the parser got greedier and greedier and I ended up feeding it somewhere around 100 gigabytes of text files - mostly fiction, including many contemporary works. The parser simply looks through each book and pulls out the various descriptions of nouns.

Hopefully it's more than just a novelty and some people will actually find it useful for their writing and brainstorming, but one neat little thing to try is to compare two nouns which are similar, but different in some significant way - for example, gender is interesting: " woman" versus " man" and " boy" versus " girl". On an inital quick analysis it seems that authors of fiction are at least 4x more likely to describe women (as opposed to men) with beauty-related terms (regarding their weight, features and general attractiveness). In fact, "beautiful" is possibly the most widely used adjective for women in all of the world's literature, which is quite in line with the general unidimensional representation of women in many other media forms. If anyone wants to do further research into this, let me know and I can give you a lot more data (for example, there are about 25000 different entries for "woman" - too many to show here).

The blueness of the results represents their relative frequency. You can hover over an item for a second and the frequency score should pop up. The "uniqueness" sorting is default, and thanks to my Complicated Algorithm™, it orders them by the adjectives' uniqueness to that particular noun relative to other nouns (it's actually pretty simple). As you'd expect, you can click the "Sort By Usage Frequency" button to adjectives by their usage frequency for that noun.

Special thanks to the contributors of the open-source mongodb which was used in this project.

Please note that Describing Words uses third party scripts (such as Google Analytics and advertisements) which use cookies. To learn more, see the privacy policy.

# data[].attributes.attachment_link.description
The idea for the Describing Words engine came when I was building the engine for Related Words (it's like a thesaurus, but gives you a much broader set of related words, rather than just synonyms). While playing around with word vectors and the " HasProperty" API of conceptnet, I had a bit of fun trying to get the adjectives which commonly describe a word.

# data[].attributes.body
This website will sift through a passage and unpack the most common vocabulary words for you. The vocabulary is sorted in many ways and visualizes it for us. Its quite fun to play around with as well!
https://wordsift.org/

# data[].attributes.attachment_link.description
Toolsuite for visualizing and exploring passages of text.

# data[].attributes.body
This website is good for practicing random vocabulary words. Just a website I could use for when students have finished all assignments and might need additional work. I like this website specifically because it gives students something to work for. It donates rice to communities, it helps with world hunger. It gives students the feeling of accomplishment in more than one way. For every question right it is 10 grains of rice donated!
https://freerice.com/categories/english-vocabulary

# data[].attributes.body
Students whose first or preferred language might not be English will need extra help in the classroom. Most classrooms are taught in only English. This resource is good for our ELL students to practice and learn. There’s many different resources to help students and educators.
https://www.eslvideo.com/

# data[].attributes.attachment_link.description
Online listening and speaking practice for English language learners

# data[].attributes.body
This helps students learn English who may speak Spanish, Korean, or almost any other language. This helps with English slang, pronouns, pronunciation and more. All of this can be found under the resources tab!
https://www.eslcafe.com/

# data[].attributes.attachment_link.description
Welcome to Dave's ESL Cafe, the leading destination for all things ESL. From job opportunities and teaching resources to grammar guides and community forums, we're here to help you navigate the world of ESL. Whether you're a teacher, learner, or employer, explore a universe of possibilities with us.

# data[].attributes.body
There are lots of Title One schools in our surrounding area. This website shares a few tips on the help students learn who are living in poverty.
https://theartofeducation.edu/2018/09/11/5-concrete-ways-to-help-students-living-in-poverty/

# data[].attributes.attachment_link.readable_text
As educators, we come across a vast number of students from all walks of life. In Statistics On How Poverty Affects Children in Schools, author Jana Sosnowski shared, "Approximately one in five children in the United States live in poverty, according to the American Psychological Association, a status that affects more than housing status and food supply." This is something that has triggered lots of talk about educational reform.

Many circumstances students living in poverty encounter are beyond their control. They can face many challenges that affect their brain development, emotional well-being, relationships with others, and school achievement. When serving in schools with students who are living in poverty, it is important to know how to do our best to help and empower our students.

Check out these 5 concrete ways to help students living in poverty.

1. Have high expectations.

When you have students who are living in poverty, compassion is important. But, it does students an injustice if you do not hold them to high expectations. As educators, we want our students to do their best and succeed in our class and life. Holding students to high expectations allows them to work toward reachable goals that can empower them with intrinsic motivation. This is important because once a student leaves your class, hopefully, you have instilled in them the power to work hard toward their goals and rise to the occasion.

Here are 4 ideas to try.

Give students the opportunity to set goals. Then, coach them to achieve their goals.

Hold students accountable for classroom expectations. Have conversations about why they are important to follow.

Expect the best out of students when it comes to their work.

Be a role model. Share your goals and high expectations for yourself with your students.

2. Expose students to places outside of the classroom.

Many times students' experiences can be limited due to their means and their parents/caregivers experiences. It is integral to show students the world around them and open their eyes to what the world has to offer.

Here are 4 ideas to try.

Teach students about different career options, arts-related or not.

Bring in artists and other career professionals to speak to your class.

Get students off school grounds and take a field trip to a local museum.

Use the web to take a virtual field trip through museum websites or videos.

Finally, be sure to connect learning in the classroom to real life experiences. This will truly enhance your students' perspective as they learn and move through life.

3. Build relationships with your students and their families.

Building relationships is a key aspect when it comes to a creating a positive learning environment. It also helps foster mutual respect and trust with your students and their families. One factor those living in poverty often face is high mobility due to unstable living situations. Be a source of consistency. Let your students and families know they can trust you and make them feel welcome.

If you're interested, we have a PRO Learning Pack dedicated to building positive relationships. You can explore a variety of activities for building trust and engagement including how to use art processes to build positive social and emotional skills.

4. Teach them social-emotional learning strategies.

Students who live in poverty can have trouble focusing in school because of things troubling them in their personal lives. It's important to teach positive social and emotional skills that can build trust, respect, community, and personal growth. These skills can also help students learn to regulate their feelings and transition to a mindset ready for learning. Let's take a look at three ideas.

Breathing Techniques

A great way to teach students how to regulate their emotions is to take a step back and do some breathing techniques. If your school does not already teach breathing techniques, you can easily do this in your classroom.
3 Strategies to Try:

Beach Ball
Have students pretend they are holding an imaginary beach ball. When they inhale they pretend the ball is expanding. While they exhale they pretend the ball is squeezing inward.

Square
This breathing technique simply has students take their finger and trace a square in front of them in the air. As students make the first line for the top of the square, they inhale. As students make the second line of the square going down, they exhale and so on. You can repeat this as many times as you want.

Bunny Breath
This is a great breathing strategy, especially for your youngest students. Have your students pretend to be rabbits. They will need to take three quick sniffs in the nose, and one long exhale out the nose.

Calm Down Corner

A Calm Down Corner is a space in your classroom that allows students who are not regulated or in the proper mindset to begin learning to go and regulate themselves. You can have students use a stress ball, glitter bottles, or breathing techniques to begin to calm down. You may also want to have a self-reflection sheet available to help students process their feelings.

Classroom Circles

One way to build community is through classroom circles. This technique involves students getting in a circle and sharing based on a prompt given by the teacher.
Here is how it works:

Students get in a circle with the teacher. Ground rules should be shared to promote trust, respect, and honesty.

The teacher shares a prompt for students to answer.

The only person talking must hold a "talking piece." This practice allows each student to have a turn without interruption.

When everyone who wants to speak has spoken, the teacher can close the circle and thank the students for sharing.

In general ed circles, sometimes this technique is practiced daily. However, if you are a teacher who doesn't see your students every day, you could try implementing it once or twice a month.

5. Create a positive classroom culture

Making sure you have a classroom that exudes positivity and community is important. Be sure to teach your students to be compassionate and respectful toward one another. It can be helpful to have specific conversations about not judging others, especially on outward appearances. Team building exercises, modeling kindness, having mutual respect, and sharing the importance of accepting others are great ways to make this happen in your classroom.

Overall, students living in poverty are just like other children, but they can encounter limitations and barriers that make it harder to learn. We must do our best to make sure each child knows how special they are and that no matter what problems they may face, there is someone who loves and believes in them.
What tips do you have for teachers working with students living in poverty? Do you use social-emotional strategies in the classroom?
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

# data[].attributes.attachment_link.title
5 Concrete Ways to Help Students Living in Poverty

# data[].attributes.attachment_link.description
Educating students who live in poverty is a vital part of today's curriculum. Here are 5 ways you can start making strides towards serving kids in poverty more effectively. Resources, lists, and images to helo you educate and teach kids in poverty. This article will take 7 minutes to read.

# data[].attributes.body
You can view percentage of title one schools on this website by county here in NC. You can then click on the county you wish to know more about and it’ll give you lots of different data about the county. This would be good if you were doing some research on title one schools.
https://www.zipdatamaps.com/counties/state/education/map-of-percentage-of-title-1-status-public-schools-for-counties-in-north-carolina

# data[].attributes.attachment_link.readable_text
This map displays the percentage of public schools with title 1 status in each county in North Carolina. Title 1 is the largest federally funded educational program. The program provides supplemental funds to school districts to assist schools with the highest student concentrations of poverty to meet school educational goals. A title 1 school is a school receiving federal funds for Title 1 students. Not all schools that are eligible for Title 1 funds participate in the program. Title 1 data is from the NCES 2018 Public Elementary/Secondary School Universe Survey Data.

# data[].attributes.attachment_link.title
Map and List of Percentage of Title 1 Public Schools for Counties in North Carolina November 2021

# data[].attributes.attachment_link.description
This map displays the percentage of public schools with title 1 status in each county in North Carolina. Title 1 is the largest federally funded educational program. The program provides supplemental funds to school districts to assist schools with the highest student concentrations of poverty to meet school educational goals.

# data[].attributes.body
One of the most under-represented subjects in early elementary school is science. We don’t focus much ion it but this article gives you perspective on why it is important to incorporate into your day as a teacher. There’s additional resources to help you teach STEM in addition to tips.
http://stemteachingtools.org/brief/43

# data[].attributes.attachment_link.readable_text
Practice Brief 43 -- Topics: Background Implementation

Why Do We Need to Teach Science in Elementary School?

Teachers should support extended 3D investigations in elementary education for all students (e.g., by not allowing students to be pulled out during science). Keep images of science broad.

District Staff & PD Providers should support elementary teachers in teaching science and school-building administrators in supporting science instruction.

School Leaders should resource and support teams of elementary teachers by giving them ample time and materials to teach science.

What Is The Issue?

Our future depends on a public that can use science for personal decision-making and to participate in civic, political, and cultural discussions related to science. Though we have national goals for science education, science is often pushed to the side-particularly at the elementary school level. There are multiple reasons for science to be a core part of elementary school learning. It can support: (a) development of a knowledgeable citizenry, (b) meaningful learning of language and mathematics, (c) wonderment about how the natural world works, and (d) preparation for STEM-related careers.

Authors:

JULIE CAFARELLA, AMBER MCCULLOCH & PHILIP BELL - JANUARY 2017

Reflection Questions

Do you view ELA and math instructional time to be at odds with the teaching of science? Have you considered integrating ELA and math into science investigations?

On average, how many science instructional minutes do your students receive each week? 300? 150? 30? Fewer? What factors shape that quantity?

What concrete steps need to happen in order for you to improve your science teaching?

Things To Consider

Attending to Equity

Recommended Actions You Can Take

ALSO SEE STEM TEACHING TOOLS

STEM Teaching Tools content copyright 2014-22 UW Institute for Science + Math Education. All rights reserved.
This site is primarily funded by the National Science Foundation (NSF) through Award #1920249 (previously through Awards #1238253 and #1854059). Opinions expressed are not those of any funding agency.

Work is licensed under a Creative 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.

# data[].attributes.attachment_link.title
Why Do We Need to Teach Science in Elementary School? : StemTeachingTools (en-US)

# data[].attributes.attachment_link.description
Practice Brief 43 -- Topics: Background Implementation Teachers should support extended 3D investigations in elementary education for all students (e.g., by not allowing students to be pulled out during science). Keep images of science broad. District Staff & PD Providers should support elementary teachers in teaching science and school-building administrators in supporting science instruction.