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Resources PK - 12

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History of Earth | Bringing the Universe to America's Classrooms | PBS LearningMedia

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Explore the evidence used to unravel the story of Earth. Characterize the events and processes involved in Earth's formation and early history that shaped it into the planet it is today. For a printable list of all resources in this collection, see 9-12 History of Earth.

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200 Books you should read  at least once

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200 Books you should read  at least once

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BrightSide - Inspiration. Creativity. Wonder.

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We all have few books we especially love and cherish. We keep coming back to them for comfort and wisdom. But every once in a while, it's nice to branch out and try adding some new tomes to your collection.

Look no further. Bright Side has brought you a list of 200 of the most extraordinary books, put together by the BBC. Ready, set, read!

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200 Superb Books Everyone Should Read At Least Once

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We all have few books we especially love and cherish. We keep coming back to them for comfort and wisdom. But every once in a while, it's nice to branch out and try adding some new tomes to your collection.

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Kickstart typing in your classroom with these fun and engaging typing games

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Math Centers that Deliver | HappyNumbers.com

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While you teach small groups, Happy Numbers serves as an independent math center, providing individualized instruction for the rest of the class.

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How were these built?

All our experiments are all built with freely accessible web technology such as Web Audio API, WebMIDI, Tone.js, and more. These tools make it easier for coders to build new interactive music experiences. You can get the open-source code to lots of these experiments here on Github.

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All our experiments are all built with freely accessible web technology such as Web Audio API, WebMIDI, Tone.js, and more. These tools make it easier for coders to build new interactive music experiences. You can get the open-source code to lots of these experiments here on Github.

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Websites for kids, etc.

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Today's music teachers are faced with new challenges: Students live in a fast-paced "wow-me" world; they are not necessarily motivated by intrinsic values, but rather seek to be entertained by something or someone. Oftentimes, computers fulfill this role, playing a large part in the lives of students. Computers can entertain, can provide a vehicle for learning and are filled with all the bells and whistles technology has to offer. In no way will computers ever replace music teachers, but teachers can supplement lessons to include websites designed to help students gain skills while using the computer and the wonders of technology. It would virtually be impossible to offer a comprehensive list of music websites; however, MTNA offers this overview of selected websites that teachers might find helpful for augmenting lesson materials-particularly to enhance those six practice days between lessons!

While the myriad links and searches produce hundreds and hundreds of results, the following sites represent a researched sampling of the musical, youth-oriented websites on the Internet today. Many sites offer areas for teachers and parents. In addition, we have listed some good search sites. We encourage all teachers to search and seek out websites. Please share your results with us so we may continue to update this list.

Performer-Based Websites

Symphony-Based Websites

Music Game/Theory/History/Listening Websites

http://pianoeducation.org/pnokids.html
This site is just for kids-to talk to other kids about piano, listen to the Taz-man, jump to other cool places, time travel to meet a famous composer or pianist, get a great tip to help withlessons, get help with writing piano or music reports or even ask a question!

http://www.uptoten.org/
This site includes games and songs. You also can use this site to search for more related sites.

www.homeworkspot.com/theme/classicalmusic.htm
This site offers many links to quality classical music sites.http://www.ezmusictheory.com/
This site is devoted to ear training and theory skills.

http://www.happynote.com/en/music-notes.html
Happy Note! music games (shareware and freeware) are both amusing and educational. They offer a way to learn to read music notes in treble clef and bass clef the fun way.

Teacher Resource

www.teoria.com
Contains an online music theory guide, articles about music theory and a Java enhanced script for interactive play.

www.teacher.org/career/music-teacher
This is an advocacy site for teachers with many resources such as free lesson plans, guides, teacher grants, scholarships, continuing education information and more.

http://www.supersummary.com/teacher-resource-guide/
A comprehensive guide to teaching resources for all grades and subjects. There is an entire section of music-teaching resources, including free sheet music and theory exercises.

Piano Teacher's Playground
This resource site features printable games, free printable music theory worksheets that are fun for kids, holiday worksheets with fun themes and colorful graphics, and more.

Other Resources

Gift of Music Teacher Referral Directory
Dreams Fulfilled Through Music is a pioneer in the development of creative teaching for students with all types of disabilities. Whether the student's needs are for music therapy or a program of adaptive teaching strategies in a private lesson setting, it is the goal of DFTM, to identify qualified teachers and therapists who can provide services that will result in bringing the joy of making music to all with special challenges.

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Today's music teachers are faced with new challenges: Students live in a fast-paced "wow-me" world; they are not necessarily motivated by intrinsic values, but rather seek to be entertained by something or someone. Oftentimes, computers fulfill this role, playing a large part in the lives of students.

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National Association for Music Education

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National Association for Music Education

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Lists of online resources that are free and available to use.

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By NAfME Member Elizabeth Caldwell This blog was first published on "Organized Chaos."
We are living in unusual times, to be sure.

My school district, along with many others around the world, is closed indefinitely in an attempt to slow the spread of COVID-19 (known widely as Coronavirus). As we go through this time of uncertainty, I know many of us are scrambling to find ways to continue to provide music learning opportunities for our students without actually being in school. Whether you're hoping to move to online/virtual teaching, provide students with online resources, or put together no-tech resources for families without internet or technology access, here are some resources to help.

1. Virtual Teaching

If you're looking at setting up an online classroom or teaching virtually, Michelle from The Musical Rose has been teaching music virtually for a few years now, and she has put together resources for music teachers looking to teach online. Click here to visit her website, where you'll find links to her social media accounts where she is posting her most updated content, and click here to view the slides from her Facebook live presentation on using Zoom and Nearpod, along with general tips for online teaching (including general music and ensemble rehearsals!).

If you have a private lesson studio as well, Ashley Danyew has some excellent ideas and resources to transition private lessons and studio group classes to online teaching. Click here to read her post, where she outlines different online platforms for live lessons, pre-recorded videos, and activities to send home, templates for letters to send to parents, and other advice for private lesson teachers.

2. Online Resources

If your students have reliable internet and device access, there are plenty of resources available for music teachers, and many are being offered for free temporarily to support school closures or already offer free options! Check out each of these below to explore these options-obviously this list is not exhaustive, so feel free to share others you love in the comments on my blog or on Amplify:

Of course, there are plenty of online resources that can be used as tools or exploration opportunities:

For more ideas incorporating technology in music teaching, my top recommendation is Midnight Music. Katie has been involved in music education technology for years, and she has excellent resources and information on her website-go explore her site right here. You can also find more ideas in Facebook groups specifically dedicated to sharing ideas for online music teaching during school closures, so if you are on Facebook you can search for those as well.

3. No Tech Resource Ideas

For my district, we are preparing paper and pencil packets for students. We are not one-to-one with devices, nor does every family in our district have reliable internet access, so we have chosen to provide resources that can be accessible to everyone. If you are looking for student learning resources that don't require technology or internet access, Charissa from Music with Mrs. Dunc has a free take-home packet you can download here for elementary general music. The packet includes rhythm and pitch practice, composition, and more without any need for technology!

Here are some more ideas you can use with a range of grade levels:

Interviews: Have students interview family members about their musical backgrounds and interests. What is their favorite song right now and why? What instruments do they play? What does music mean to them? Who are their favorite artists? Students can record the responses they get and also answer the questions themselves.

Instrument invention: Have students invent a new instrument. They could draw a picture of it and describe how it is played, how it's constructed, and what it sounds like, or they could make one out of recycled materials.

Hand-washing dance choreography: Have students choreograph a short dance routine incorporating the different ways we're recommended to wash our hands (scrubbing nails, between fingers, etc). Check out this one for inspiration.

Listening log: Have students write down music that they hear each day. Depending on the age, they can also record information about the songs, like the title/artist, genre, mood, time signature, tempo, instrumentation, etc., or they could draw a picture in response to the music.

Singing log: Have students write down songs that they sing each day. They can sing along with a recording, sing by themselves, or sing with their family.

Soundtrack of my life: Have students create an imaginary album that shows who they are. They can make a list of song titles, and for each song describe the music-this could be done either by asking students to come up with their own imaginary songs or by having students find existing songs that would describe aspects of their personality/life. Students could also design an album cover to go with it, write liner notes, etc.

Instrumental / choral practice: Of course, if students have sheet music for choir songs, instrumental method books, recorder music, etc., then they can practice their music! Include tips for independent practicing, fingering charts, etc., to help students maintain productive practice.

4. Professional Learning Opportunities

With more flexible schedules and some extra time on our hands, this is a great time to do some reflecting and learning ourselves! Elisa from Music Ed Mentor has compiled a list of online professional learning opportunities for music teachers in this post, and you can find more ideas including book and listening recommendations in these posts below:

With all of the information and debating swirling around, let's remember to be deliberate and compassionate. Let's all help each other as we forge new paths-please share ideas in the comments on my blog or on Amplify to help other teachers support their students!
About the author:
NAfME member Elizabeth Caldwell has been teaching elementary general music and choir for over a decade and cannot imagine ever doing anything else. She is also the author of the website, Organized Chaos Music, where she regularly shares organization strategies, lesson plans, and other ideas to encourage purposeful creativity in the music classroom. She holds her B.M.E from Wheaton College (IL) and her M.M.E. from Boston University, and was named Teacher of the Year in 2018. She has presented on lesson planning, restorative behavior management, effective recorder teaching, world music, National Core Arts general music standards, and other music education topics at conferences around the globe, and teaches an e-course on lesson planning through her website.

Follow Elizabeth on Facebook, Instagram, Twitter, YouTube, and Pinterest.
Did this blog spur new ideas for your music program? The National Association for Music Education (NAfME) provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees. Share them on Amplify! Interested in reprinting this article? Please review the reprint guidelines.
Catherina Hurlburt, Marketing Communications Manager. March 17, 2020. © National Association for Music Education ( NAfME.org)

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Music Teacher Resources for School Closures - NAfME

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By NAfME Member Elizabeth Caldwell This blog was first published on "Organized Chaos." We are living in unusual times, to be sure. My school district, along with many others around the world, is closed indefinitely in an attempt to slow the spread of COVID-19 (known widely as Coronavirus).

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FREE Physical Education Tools and Activities

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Free #Physed activity ideas, classroom resources and physical activity calendars in the PE teacher’s toolbox every month to download. Available for early childhood physical education, elementary physical education and secondary sch

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Virtual Meetups for Content Area Educators - ODE

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Virtual Meetups for Content Area Educators - ODE

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In many areas of study accessible from the Ohio Department of Education's Learning in Ohio webpages, educators will find links for the following topics:

Standards - Educators will find vertical alignment documents that show how student's knowledge or skill should increase in particular categories of the standards throughout several grade levels. Also see crosswalks and comparative analyses to show how the 2010 and 2017 standards differ.

Networking - The department participates in websites such as Pearltrees that allow educators to share tips and observations about what works. Teachers can use "pearls" as idea starters as they design lessons and activities for their classrooms.

Universal design - These resources help teachers tailor instruction for learners with disabilities, English learners and gifted students.

Professional development - The Ohio Standards for Professional Development will help educators identify high-quality learning opportunities.

Career connections - These materials will help teachers build students' understanding of how their school work will relate to future jobs.

Explore Resources

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In many areas of study accessible from the Ohio Department of Education's Learning in Ohio webpages, educators will find links for the following topics: Standards - Educators will find vertical alignment documents that show how student's knowledge or skill should increase in particular categories of the standards throughout several grade levels.

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ODE Math - resources and virtual meetings

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ODE Math - resources and virtual meetings

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Math resources below will deliver support to educators as they implement
Ohio's Learning Standards.

​

Virtual Meetups: Math

The math content specialists in the Office of Learning and Instructional Strategies are scheduling virtual meetups in collaboration with various professional organizations across the state to support educators and administrators during extended remote learning. The purpose of the forum is to encourage educators and to give them a platform to network, share, and gain new skills or strategies to help students succeed during this unprecedented time. This aligns with the vision of Ohio Strategic Plan for Education, Each Child, Our Future which focuses on the whole child by empowering teachers to help their students to become resilient lifelong learners who contribute to society. These meetups help to facilitate discussions about equitable learning opportunities and practices for each child while partnering with educators and professional organizations to promote quality schools and student success.

The Department will host and publicize the meetups in conjunction with any guest facilitator who is sponsored by one of the local professional organizations. The virtual meetups will be scheduled across grade bands and content areas. Some sessions with focus on topics and strategies that require technology and others will focus on topics that do not require technology.

Partnering Professional Organizations

Meeting Norms

All meetings will follow the suggested norms:

Be respectful.

Recognize that everyone has expertise.

Assume positive intent.

Seek clarification in language and ideas.

Share experiences.

Use the chat feature when you have a question.

Mute your microphone when not speaking.

Schedule

(Please note: each of these meetings has a 100 person max capacity.)

Instructions on Zoom

Zoom video collaboration software enables teachers and students take part in high-quality, live, online learning opportunities. Zoom requires no special technology, and participants can use it on any platform including Windows, Mac, iOS, Android and Chromebooks. Students situated remotely and lacking computers or smart devices still can receive audio instruction using a telephone.

Zoom training opportunities for all Ohio school districts are available on the Department's website. Educators who would like Zoom training can attend the next  Zoom as a Teacher-Host webinar series or watch any of the previously recorded webinars online. There is no fee or registration for the webinars. Find previous webinar sessions, additional remote resources, Zoom how-to videos and more information about INFOhio's free digital content and resources on the  Management Council's Community site supporting remote learning. For more information about the training, contact the  Management Council or your local  Information Technology Center.

Ohio's Math Resources

Ohio's Math Resources - This document combines ODE created resources with other resources created from outside of Ohio. The resources are aligned by grade band and include both technology and non-technology activites to use with students.

Resources Created by Organizations from Outside of Ohio

These resources were created by professional organizations outside of Ohio and are not guaranteed to fully align to the Ohio Learning Standards for Mathematics. When reviewing these resources, educators can use the expectations for learning and content elaborations contained in the Model Curriculum to help make determinations on whether to use the materials with their instruction.

Achieve the Core - These guides will help educators understand and implement the mathematics standards. They can use the guides as they observe teachers giving instruction and provide them with feedback that supports their planning and reflection.

Arizona Progressions - These narrative documents describe the typical learning progression of a topic, informed by both research on children's cognitive development and the logical structure of mathematics.

Equip - Provides educators with tools to identify high-quality materials for use in classrooms and national examples of high-quality materials aligned to the standards.

The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric provides criteria to measure alignment and overall quality of lessons and units.

Illuminations - This project by the National Council of Teachers of Mathematics provides quality lessons and interactive resources for teaching and learning mathematics.

Illustrative Mathematics - This site illustrates the range and types of mathematical work that students should experience as teachers use Ohio's Learning Standards in Mathematics. It also presents other tools supporting standards-based instruction.

Inside Mathematics - Educators can find exemplary standards-based lesson ideas on this site, as well as classroom videos. Teachers interested in the lessons can search under "performance task" for lesson ideas organized by grade and course.

K-2 Performance Level Descriptors -The K-2 Performance Level Descriptors (PLD) document by the Council of Chief State School Officers (CCSSO) is a tool developed with input from Ohio educators. The K-2 PLDs serve as a tool that can help math educators identify student proficiency along a progression of learning during instruction. Therefore, when tasks are given to students, these performance level descriptors will help teachers make instructional decisions to help move their students' learning forward.

Mathematics Resource links to grade band specific resources.

National Library of Virtual Manipulatives - The site contains manipulatives and concept tutorials across the grade bands.

Teaching Channel - Provides guiding questions to use during planning and instruction. Classroom videos model best practices. Learning activities showcase rigorous problems that deepen conceptual understanding.

YouCubed - Showcases research-based teaching methods, mathematics tasks, videos and ideas on how to bring about high levels of student engagement.

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Math resources below will deliver support to educators as they implement Ohio's Learning Standards. ​ The math content specialists in the Office of Learning and Instructional Strategies are scheduling virtual meetups in collaboration with various professional organizations across the state to support educators and administrators during extended remote learning.

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Welcome to Highlights Kids! This channel is made especially for kids ages 6-12 to help them pursue what they love (Fun)! The Highlights Kids channel brings stories, puzzles, fun and learning that kids love from Highlights Magazine to life in video form. On this channel, kids will enjoy…
-Hidden…

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Tell Me How

How can I be more active?

Show Answer

How can I be more active?

Start by choosing an activity you like. Even if you're stuck inside, you might have room for jumping jacks, crab walking, or a dance party! If you can safely go outside, you might play soccer in your yard or ride your bike in your driveway. Try to do that activity at least once a day to stay active.

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How can I be more active? Show Answer How can I be more active? Start by choosing an activity you like. Even if you're stuck inside, you might have room for jumping jacks, crab walking, or a dance party! If you can safely go outside, you might play soccer in your yard or ride your bike in your driveway.

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Ron Clark Academy, Atlanta, GA. 257K likes. The Ron Clark Academy equips teachers with best practices that transform student learning experiences and promote academic and social success.

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Dear Visible Learning community,

We are now living in a period of unprecedented uncertainty. COVID 19-now a pandemic-has already impacted our lives in immeasurable ways. From school closures, to enforced quarantines, to the daily barrage of information and misinformation that dominates our social feeds, it often seems that we have little control. And yet, in the midst of such unpredictability, arises an essential truth: we need each other. Now, more than ever.

Our promise to you: the Visible Learning team will remain steadfast in our pledge as your partner in professional learning. To provide some initial support, here are some next steps you can take today:

1. Visit our Resources page for on-demand webinars, blog posts, white papers, stories of impact, and more

2. Follow us on Twitter for up-to-date information

3. Subscribe to our monthly newsletter for news and free content

Together, we'll brave through this doing what we do best: building a global community of educators shifting the focus from teaching to learning.
Video message from John Hattie
All the best,

The Visible Learning Team

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We are now living in a period of unprecedented uncertainty. COVID 19-now a pandemic-has already impacted our lives in immeasurable ways. From school closures, to enforced quarantines, to the daily barrage of information and misinformation that dominates our social feeds, it often seems that we have little control. And yet, in the midst of such unpredictability, arises an essential truth: we need each other. Now, more than ever.

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Our clinical and supportive resources include:
And Today's Daily Tip: FLEXIBILITY IS KEY Click here for a playlist of previous Daily Tips.
Supporting Kids Through the COVID-19 Crisis
Tips for nurturing and protecting children at home.

Supporting Teenagers and Young Adults During the Coronavirus Crisis
Tips for parents with older children at home.

Self-Care in the Time of Coronavirus
For parents, prioritizing your own well-being benefits your whole family.

Anxiety and Coping With the Coronavirus
Managing worry - your kids' and your own.

How Mindfulness Can Help During COVID-19
Tips for calming anxiety during a difficult time.

Talking to Kids About the Coronavirus
Kids worry more when they're kept in the dark. Here's what to say.

Anxious Stomach Aches and Headaches
Anxiety in children sometimes manifest physically. Here's what to watch for.

How to Help Children Manage Fears
Tips for teaching children how to build resilience and learn to calm themselves down, even when things feel scary.

Tips for Calming Anxious Kids
Go-to techniques for coaxing anxiety-prone children out of their fears from a Mom who's been there.

How to Avoid Passing Anxiety on to Your Kids
Help yourself, and them, by learning techniques to manage stress in a healthy way.

How Anxiety Leads to Disruptive Behavior
Kids who are acting out, melting down, or being defiant may actually be seriously anxious.

What to Do (and Not Do) When Children Are Anxious
How to respect their feelings without empowering their fears.

Panic Attacks and How to Treat Them
Knowing what to look for and how to help children calm down is key.

The Power of Mindfulness
How a meditation practice can help kids (and parents) feel less anxious and more relaxed.

Why Do Kids Have Problems With Transitions?
A look at why being asked to switch gears is a common trigger for whining and tantrums.

How Can We Help Kids With Transitions?
With the right support, children can learn to change gears without whining and tantrums.

Three Common Parenting Traps
And tips for avoiding them.

Why do Kids Have Tantrums and Meltdowns?
Understanding why they happen can help parents head problems off before they escalate.

How to Discipline Toddlers
Setting and enforcing consistent limits is key.

How To Make Time Outs Work
Tips for using them effectively.

When Siblings Won't Stop Fighting
How parents can keep the peace and help kids learn to resolve conflicts.

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Supporting Families During COVID-19 | Child Mind Institute

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Our clinical and supportive resources include: Facebook Live video chats with expert clinicians (10am and 4.30pm) Remote evaluations and telemedicine Phone consultations for follow-up about Facebook Live events and other questions about the best way to manage kids at home Daily tips for parenting during the crisis, via email Comprehensive resources for parents on coronavirus ...

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To take advantage of this offer, simply enter the code: VSCFree90upon registration on our website, and you’ll immediately have access to this powerful tool, no matter where you or your students are!

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So simple.

You'll get the hang of Screencastify in the time it took you to read this teeny tiny sentence.

💸

Farewell, pricey software.

Screencastify is a free Chrome extension that lives in your browser. Hooray!

🛰

Care to share?

We've got tons of options for sharing your videos, including integrations with Google Drive and YouTube.

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Need to have a test read to a student?  Record it, save and share with your student

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Need to have a test read to a student?  Record it, save and share with your student

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Our Voice Recorder is a convenient and simple online tool that can be used right in your browser. It allows you to record your voice using a microphone and save it as an mp3 file.

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Science News for Students publishes news from all fields of science for students from middle school and up, with resources for parents and educators.

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In this Guide, students will explore the moon's geology and learn how to display and interpret data through diagrams. In an activity, students will use their knowledge of Earth's rock cycle to analyze data on rock samples.

Society for Science & the Public's Science News in High Schools program brings Science News magazine along with educational resources to high schools across the United States and worldwide.

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Science News offers a concise, current and comprehensive overview of the latest scientific research. Stories are appropriate for readers grades 9 and up. Read Science News.

Science News for Students

Science News for Students covers science, health and technology for a younger audience, their parents and teachers. Stories are appropriate for readers grades 5 and up. Read Science News for Students.

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Science News in High Schools | Classroom resources for educators

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Need free, trustworthy resources for teaching STEM? Sign up to search our rich collection of reading and data comprehension questions, cross-curricular discussion prompts, hands-on activities and timely Educator Guides tied to the award-winning journalism in Science News magazine. Client key* E-mail* Get Started Already signed up? Log In Here

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Todays alternative to Meet Yoteachapp

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PALMS Backchannel Chat | The new alternative to Todaysmeet

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Jen is enthusiastic about educational technology and strives to provide engaging training and support.

Experienced

Jen is a Nationally Board Certified Teacher and spent seventeen years teaching middle school language arts, including nine years in gifted education.

RelevanT

Jen focuses on timely, valuable tools and resources to engage students and enhance standards-based instruction.

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Jen is enthusiastic about educational technology and strives to provide engaging training and support. Jen is a Nationally Board Certified Teacher and spent seventeen years teaching middle school language arts, including nine years in gifted education. Jen focuses on timely, valuable tools and resources to engage students and enhance standards-based instruction.

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A PDF book that may be useful to some of our students in PS - 6th grade.

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A collection of fun, easy to follow, dance workout videos. If you have 5 - 10 minutes in your day, try putting these routines into your daily schedule. You w...

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Bring the award-winning YogaKids program home to develop a healthy and nurturing yoga practice that families can do together

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Yoga Learning for the Whole Family

Bring the award-winning YogaKids program home to develop a healthy and nurturing yoga practice that families can do together.

What if the thing your child wants and desires most is simply more time with you? What if you could give them that desire PLUS the skills to develop their own physical and emotional well-being? The Om at Home© Program helps the whole family flow together with more ease and joy. When you are engaged and present through the non-judgmental YogaKids approach, you and your children transcend the predictable, limiting beliefs that can create stress. You'll each enter a space of of love and acceptance that everyone can grow with and cherish forever.

Introducing OM at Home

Om at Home: The YogaKids Program for Parents is an amazing set of tools you'll use with your child so they develop the awareness within to feel empowered and be their best, truest selves. Your kids will learn how to regulate their own energy - you'll be providing them with the resources and understanding they need to make positive, healthy choices.

Om at Home is designed for any and every parent, too! What if you don't know anything about yoga? No problem. We'll teach you the basics so you and your child can learn together. If you already have a practice, we'll help you open even more to meet your kids right where they are without expectations.

And because our revolutionary program uses yoga as a springboard to expand the boundaries of what education is, you and your child will be learning way more than "yoga." Math, science and language skills are supported in a whole new way. Just as importantly, everyone benefits from higher self-esteem, greater self-empowerment, and more self reliance. Everyone learns to listen to and trust in their inner knowing.

Life Changing Benefits of Yoga

Take care of his or her body

Relax and calm down

Release energy in healthy, natural ways

Develop higher self-esteem

Improve flexibility, posture, and overall fitness

Respect themselves and others

Become the Super Parent You Were Meant To Be

Introduce a new level of learning to your child's life. The OM at Home program comes complete for multi-sensory learning at home. You'll receive:

Instructional video for over 30 YogaKids poses and activities

Yoga and breathing basics to teach your child

How to use yoga as a springboard to expansive learning

How to do yoga with children of different ages

Open discussion with Alicia, our YogaKids Program Director

What to bring to a YogaKids session with your child

Our Exclusive Om at Home Workbook Guide

Exclusive download of YogaKids: Musical Musings Vol.I

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OM At Home | The Kids Yoga Program for Parents | YogaKids

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Bring the award-winning YogaKids program home to develop a healthy and nurturing yoga practice that families can do together. What if the thing your child wants and desires most is simply more time with you? What if you could give them that desire PLUS the skills to develop their own physical and emotional well-being?

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YOGA | MINDFULNESS | RELAXATION FOR KIDS!
Screentime that gives kids SUPERPOWERS! ⬇️ D O W N L O A D T H E C O S M I C K I D S A P P ⬇️ 🍏Apple: https://apps.apple.com/us/app/cosmic-kids/
🛍️Android: https://play.google.com/store/apps/details?id=com.cosmickids
🖥️ Desktop (great for teachers!): https://app.cosmickids.com/
📺 Roku: https://rb.gy/44r8d -------------------------------------------------------------------- Why watch on the App? ⬇️
🎬 Access the complete Cosmic Kids video library including exclusive episodes
📱 View on any computer, TV, smartphone and tablet
🚸 Safe viewing: no commercials, links or suggested videos
💪 Support us to keep making content! Follow Jaime! ❤️
• Facebook - https://www.facebook.com/cosmickidsyoga/
• Twitter - https://twitter.com/CosmicKidsYoga
• Instagram - https://www.instagram.com/cosmickidsyoga/
• TikTok! - https://www.tiktok.com/@cosmickidsyogatiktok Learn to Teach Kids Yoga with Jaime 🧘‍♀
https://cosmickids.com/learn/

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Fine Arts Flyer

Monthly Fine Arts Newsletter featuring student and educator spotlight, state and national arts education organization updates, arts related opportunities and professional learning.

Fine Arts New Teacher Cohorts

New teachers will learn the nuts and bolts of teaching in Ohio from expert teachers and educational partners. Join colleagues from across the state virtually in these supportive cohorts that will assist new teachers in navigating a successful year of teaching. Topics will include standards-driven lesson planning, innovative practices, advocacy, program development and more.

All meetings will be held virtually the second Tuesday of the month from 4:30-6:00 p.m. Sept.-May (no meeting in Dec).
Contact hours will be given upon completion of the cohort.

Upcoming Event

Building Bridges for Arts Educators

Join colleagues from across the state each month for creative conversations hosted by the Ohio Alliance for Arts Education and the Ohio Department of Education. The meetup format will allow teachers to interact with state arts organizations, hear updates and learn from one another.

Upcoming Events

All Building Bridges events are held virtually from 6:00pm -7:00pm.

Sept. 26, 2023 - Our Powers Combined: How a Unified Fine Arts Department Will Strengthen Your District

Oct. 24, 2023 - Getting to Know the Ohio Teaching Artist Roster and Ohio Arts Council

Nov. 28, 2023 - FUNding the Arts: Overview of Federal Funding Available to Support Arts Programs

Jan. 23, 2024 - Arts Education Data Dashboard: Exciting Updates for Ohio

Feb. 27, 2024 - High-Quality Instruction, Materials and Data in the Arts

Mar. 26, 2024 - BACKstage Exam: Measuring High School Tech Success

Register for the Oct. 24 Building Bridges​
Blurred Borders for Arts Education

Join colleagues virtually from across the country as we build and share cross-state resources to further arts education for all students.

Upcoming Event

How Can the Smithsonian American Art Museum Help You Teach?

Join Peg Koetsch, Smithsonian American Art Museum, on Dec. 7 and Dec. 14 from 4:30-6 p.m. for a two-part professional learning session. Participants can earn 3 hour of contact hours for attending both or 1.5 hours for attending just one session.

OTES 2.0 General Guidance

High-Quality Student Data Instruments

Choosing and using high-quality student data (HQSD) to guide instructional decisions and meet student learning needs is key in making sound instructional decisions for students. The teacher evaluation will use at least two measures of district-determined high-quality student data to provide evidence of student learning attributable to the teacher being evaluated. HQSD may be used as evidence in any component of the evaluation where applicable.

Schools and districts may approve the use of locally created assessments as measures of HQSD provided the measures have been vetted to ensure they meet the criteria identified on the HQSD Guidance Tool. Locally created fine arts assessments for HQSD must align to the Ohio state standards.

Resources for Educators

ADVOCACY/FUNDING

The Kennedy Center Digital Resources Library (formerly ArtsEdge) is the Kennedy Center's free digital learning platform for arts education.

The National Endowment for the Arts is an independent agency of the United States federal government that offers support and funding for projects exhibiting artistic excellence

It is the mission of the Ohio Alliance for Arts Education to ensure that the arts are an integral part of the education of every Ohioan.

The Ohio Arts Council is a state agency that funds and supports quality arts experiences to strengthen Ohio communities culturally, educationally, and economically.

Art Possible Ohio (formally VSA Ohio) is the statewide service organization on the arts and disability. They work with artists of all ages who have disabilities to make arts and cultural experiences more accessible and inclusive.

DANCE

A national professional organization dedicated to advancing dance education centered in the arts.

National Dance Education Organization's honor society for students studying dance in public and private schools in K-12 education, dance studios, cultural/community centers, performing arts organizations, and post-secondary education.

A statewide organization that inclusively supports the diverse and vibrant practice of dance.

The Opportunity-to-learn Standards (OTLs) offer a guide to scaffold upon which to build programming and curriculum. The OTLs outline the resources recommended by NDEO to be in place for a basic or quality dance program to enable students to meaningfully participate in a standards-based dance education. The OTLs are meant to serve the locally determined needs and curricular aims for student learning.

DRAMA/THEATRE

The American Alliance for Theatre and Education (AATE) works to ensure that every young person experiences quality theatre arts in their lives provided by proficient, talented artists and educators

A national professional organization for theatre educators whose mission is to shape lives through theatre education.

Educational Theatre Association's international honor society for theatre students in middle and high school.

The professional organization for theatre educators in Ohio. An affiliated chapter of the Educational Theatre Association (EdTA).

The Opportunity-to-learn Standards (OTLs) offer a guide to scaffold upon which to build programming and curriculum. The OTL Standards do not identify specific curriculum that a theatre educator needs within a theatre program. Rather, they offer guidance on the curriculum and scheduling, staffing, resources and equipment, safety elements, and facilities that EdTA recommends be in place to support the theatre standards and theatre literacy. The OTLs are meant to serve the locally determined needs and curricular aims for student learning.

Media ART

Media Arts EDU is a national initiative to fully establish quality, standards -based Media Arts Education (MAE).

A national organization dedicated to media literacy education.

MUSIC

The professional organization for music educators in Ohio. An affiliated chapter of the National Association for Music Education (NAfME).

A national professional organization whose mission is to advance music education by promoting the understanding and making of music by all.

NAfME's international honor society for middle/junior-high and high school students.

The Opportunity-to-learn Standards (OTLs) offer a guide to scaffold upon which to build programming and curriculum. The OTLs offer guidance on the curriculum and scheduling, staffing, materials and equipment, and facilities that NAfME recommends being in place to realize the music learning standards. The OTLs are meant to serve the locally determined needs and curricular aims for student learning.

VISUAL ART

A national professional organization whose mission is to advance art education through professional development.

National Art Education Association's honor society for visual art students in middle and high school.

The professional organization for visual art educators in Ohio.

The Opportunity-to-learn Standards (OTLs) offer a guide to scaffold upon which to build programming and curriculum. The OTLs offer guidance on the curriculum and scheduling, staffing, materials and equipment, and facilities and budgeting that NAEA recommends being in place to realize the visual learning standards. The OTLs are meant to serve the locally determined needs and curricular aims for student learning.

Research

Arts Ed Search

Arts Ed Search is a hub for research on the impact of arts in education.

The Wallace Foundation

Education Commission of the States

Additional Research

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Monthly Fine Arts Newsletter featuring student and educator spotlight, state and national arts education organization updates, arts related opportunities and professional learning. New teachers will learn the nuts and bolts of teaching in Ohio from expert teachers and educational partners.

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Listed below are nonprofit professional organizations and government Web sites related to Physical Education. Click on the titles below to open a new window to the Web sites for information, ideas and grant opportunities.

Professional Organizations

Research/Evidence-Based Information

Grant Opportunities/Clearinghouses

Professional Development Opportunities
Fall 2019 Physical Education Professional Development Opportunities

Trumbull County Innovation Day, November 5th; 8:00am-12:00pm--More information can be found by clicking on the Educational Service Center (ESC) websites linked above.

Spring 2020 Physical Education Professional Development Opportunities
Best Practices in Physical Education Professional Development Workshop- Flyer coming soon!
Ohio University, Athens OH. Contact: Brian Rider

SHAPE America 2020 National Convention
The SHAPE America 2020 National Convention and Expo will be in beautiful Salt Lake City, Utah next year! Please consider attending the convention on April 21-25. Join thousands of educators for five days of learning and networking, with more than 300 practical and research-based sessions.

Pursuant to ORC 3301.079 (B) (3) and 3313.60, it is the responsibility of Ohio's local boards of education to vet and approve curriculum and educational materials for use in the public schools within their district. The use of any materials posted or linked to on the Ohio Department of Education website, including materials within Ohio's Learning Standards or Appendices or any state model curricula or other educational resource material, is entirely up to the discretion of each local board of education.

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Listed below are nonprofit professional organizations and government Web sites related to Physical Education. Click on the titles below to open a new window to the Web sites for information, ideas and grant opportunities. Fall 2019 Physical Education Professional Development Opportunities Trumbull County Innovation Day, November 5th; 8:00am-12:00pm--More information can be found by clicking on the Educational Service Center (ESC) websites linked above.

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Webpages in this section feature world languages and cultures information to support Ohio's learners and educators. Explore the resources by choosing a pathway in the graphic or the topic-specific buttons below the graphic.

Resources

To access additional resources for supporting Ohio learners, click on the links below.

World Languages and Cultures Contact Information

Ryan Wertz
Ryan.Wertz@education.ohio.gov
614-728-4630

Kathleen Shelton
Kathleen.Shelton@education.ohio.gov
614-995-4840

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Webpages in this section feature world languages and cultures information to support Ohio's learners and educators. Explore the resources by choosing a pathway in the graphic or the topic-specific buttons below the graphic. To access additional resources for supporting Ohio learners, click on the links below.

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In 2017, the State Board of Education approved revisions to the Ohio Learning Standards for Technology. The technology standards define what students need to know and be able to do to succeed in a technological world. Ohio's Model Curriculum helps educators better understand the knowledge and skills called for in Ohio's Learning Standards.

Each Child, Our Future is Ohio's five-year strategic plan to ensure each student enjoys a bright future thanks to an excellent preK-12 education experience. The plan's vision is for each child to be challenged to discover and learn, prepared to pursue a fulfilling post-high school path and empowered to become a resilient, lifelong learner who contributes to society.

The strategic plan also acknowledges a major education policy shift around technology. The strategic use of technology now is recognized as foundational and just as important as mathematics and English language arts, from which all other learning is built.

The strategic plan details four equal learning domains that contribute to the holistic success of each child. These include foundational knowledge and skills, well-rounded content, leadership and reasoning skills and social-emotional learning. Ohio's Learning Standards for Technology support each of the four domains.

About the Model Curriculum

Ohio's Model Curriculum offers local educators in-depth guidance about Ohio's Learning Standards. It also explains related skills and knowledge students are to learn in each grade and course. The purpose of Ohio's Model Curriculum is to provide clarity to the standards, as well as information to assist educators in planning and implementing their local curricula. The model curriculum is not a complete curriculum nor is it mandated for use.

Through a stakeholder-driven process, educators from across the state volunteered to serve on teams to develop Ohio's Model Curriculum for Technology for grades kindergarten through 12. These educators represent various geographic areas and types of schools. Therefore, the model curriculum reflects best practices and the expertise of many Ohio educators.

Request for Input on the Draft K-12 Technology Model Curriculum

The Department invites educators and all other stakeholders to review and provide feedback on the draft model curriculum.

To provide feedback on the draft model curriculum, click the button below. The model curriculum survey will be open for comment until June 10, 2019 at 11:45 p.m.

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In 2017, the State Board of Education approved revisions to the Ohio Learning Standards for Technology. The technology standards define what students need to know and be able to do to succeed in a technological world. Ohio's Model Curriculum helps educators better understand the knowledge and skills called for in Ohio's Learning Standards.

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for Social Studies as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, but not replacing, their existing local curricula, instructional plans and materials. In addition to the standards that now are available, the work of updating the Model Curriculum is currently ongoing and will provide additional resources to help educators learn about, and begin using, the revised standards.

To give districts time to align instruction and resources, Ohio allows them until the 2020-2021 school year to fully implement the revised 2018 Ohio's Learning Standards for Social Studies. State tests aligned to the standards will commence in the 2020-2021 school year.

Ohio's Learning Standards for Social Studies (adopted 2010)

The State Board of Education adopted Ohio's Learning Standards for Social Studies as a part of Ohio's learning system. The Ohio Department of Education's state assessments are based on these standards until the 2020-2021 school year.

Ohio's Learning Standards for Social Studies (revised 2018)

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Ohio's Learning Standards for Social Studies

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for Social Studies as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, but not replacing, their existing local curricula, instructional plans and materials.

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for English Language Arts as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, not replacing their existing local curriculum, instructional plans and materials. In addition to the information available now, we will be providing additional resources to help educators learn about, and begin using, the revised standards.

Ohio's Learning Standards for English Language Arts (revised 2017)

In 2015-2016, Ohio embarked on an updating process resulting in revised standards that the State Board of Education adopted in February 2017. The 2018-2019 Ohio's State Tests will assess the content of the revised 2017 standards.

Appendices to the Standards

The updated appendices to the standards reflect the revisions adopted in 2017 for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Go to our Instructional Strategies page to find more information on text complexity, as described in Appendix A.

PLANNING AHEAD FOR 2020-2021 SCHOOL YEAR IN RESPONSE TO COVID-19

All documents in the table below are draft documents and will be updated within the next few weeks.

These documents, represented by strand, show how the standards progress from kindergarten through grade 12 for each of the college and career readiness anchor standards.

Additional Resources for Understanding Ohio's English Language Arts Learning Standards

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Ohio's Learning Standards for English Language Arts

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Ohio educators, many of whom engage daily with Ohio students, drove the process to make improvements to Ohio's Learning Standards for English Language Arts as part of a periodic review. In many cases, the changes reflect instruction already taking place in Ohio's classrooms. The clarifications in the revised standards will guide districts in modifying, not replacing their existing local curriculum, instructional plans and materials.

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Mathematics | Ohio Department of Education

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FOR TEACHERS

Move your school's language classes online. Remote teaching tool Free for 5000 schools until end of semester.
To get Free subscription for your school, fill in the form now!

"Thanks! Already half of my students have chosen to enter the Sanako Connect classroom for their verbal practice. You have helped to make teaching very manageable in a highly uncertain situation."

¡Mil gracias! ~ A "thousand" thanks!" - Spanish teacher

How Sanako Connect is used in remote teaching:

Students and teachers access sessions from anywhere using laptops, Chromebooks or tablets

No login needed for the students, students join by unique link (no data privacy issues)

Pair students and add them to group discussions

Audio and text-based communication tools between teacher and students

File sharing from teacher to students

Exercise creation for model imitation, gap-fill exercises and much more

Ability to collect, review and give feedback for students' audio recordings and work

GET YOUR ACCESS NOW

Fill this form now to receive Sanako Connect for Free for this semester.

We'll send your school's token and link to the Online tool after receiving your request.

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To get Free subscription for your school, fill in the form now! "Thanks! Already half of my students have chosen to enter the Sanako Connect classroom for their verbal practice. You have helped to make teaching very manageable in a highly uncertain situation." ¡Mil gracias! ~ A "thousand" thanks!"

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Free Ultimate Membership until June 2020: Boom Cards are self-grading exercises that are gamified for students and provide data for teachers.

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Boom Cards are self-grading exercises that are gamified
for students and provide the data teachers want.

My kids BEG for "Boom Time". They are the reason I have so many decks. They constantly ask for more and more! -- Della Larsen, Kindergarten Teacher and Teacher-Author, Massachusetts

We are addicted to Boom Cards. The kids ask to do them every time they come to the lab. I am thankful to have such a meaningful way to help teachers with their content and still practice the technology skills needed for my classes. -- Eva Griffin, K-6 Technology Teacher, Arkansas

Join for FREE

interactive

Game features keep students engaged and wanting more

self-grading

Save time! Lots of time.

paperless

No printing photocopying, laminating, or cutting

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Boom Cards are self-grading exercises that are gamified for students and provide the data teachers want. My kids BEG for "Boom Time". They are the reason I have so many decks. They constantly ask for more and more! -- Della Larsen, Kindergarten Teacher and Teacher-Author, Massachusetts We are addicted to Boom Cards.

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Critical Thinkings, etc.

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Equip students for the real world with a research-based literacy framework.

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School Closures from Coronavirus? We're Here to Help! - Achieve3000 Hub

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School Closures from Coronavirus? We're Here to Help!

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Teaching Staff,

I wanted to let you know that we have another tool to offer you as you continue to meet the unprecedented challenge of educating our students remotely.

We now have a district license for Screencastify Unlimited. This will allow you to record lessons directly from your chrome browser and upload them to Google Classroom. I know some of you were already using the free version, but it had a recording time limit on the video.

Once you are comfortable using the product, you would also have the option of giving access to your students to create and share their own Screencasts directly from there Chromebook.

Follow the link below... and sign in with your school email account (Google)

super easy to get started.

Classroom Resource Page - They have an amazing resource page filled with ideas and inspiration for using video in your classroom.

Thanks for all that you are doing for our students.

Jared

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Trusted by teachers in over 60% of U.S. School Districts and more than 3 million parents.

Our K-6 curriculum is research-based, common core aligned, and comprehensive - with over 300,000 math problems and explanations. But even better, students will feel like they're playing a game.

Teachers create math content

Our teachers work hand in hand with our designers to make sure math problems and videos are instructive and help students develop ways of thinking about math.

Game designers make it fun

Our game designers add interactivity and incentives, and create a world in which math feels like play. Points, badges, cute monsters...who knew learning could be this enjoyable?

AdaptedMind was created with the simple idea that each child is unique. Our algorithm identifies each student's strengths and weaknesses, and customizes a learning plan accordingly.

Pretest

Each student starts with a quick pretest. The pretest determines the best starting point in the curriculum for the student.

Customization

As students continue to practice on AdaptedMind, we adjust the difficulty of the math automatically. We use data to find and address learning gaps.

Ongoing Assessment

AdaptedMind automatically administers formative assessments on new and old skills, assuring that students' mastery of topics is robust.

If a student ever misses a problem, one of our teachers explains it to them in a video.
This ensures your child can work independently without ever getting stuck.

Your browser does not support the video tag.

AdaptedMind has over 15,000 explanation videos.

With AdaptedMind, it's easy to see student progress. Our reports are simple, intuitive and actionable.
And if you'd like, we can send them straight to your inbox.

Classroom reporting for teachers

Over 95% of AdaptedMind members improve math confidence and ability.

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Trusted by teachers in over 60% of U.S. School Districts and more than 3 million parents. Our K-6 curriculum is research-based, common core aligned, and comprehensive - with over 300,000 math problems and explanations. But even better, students will feel like they're playing a game.

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Trusted by teachers in over 60% of U.S. School Districts and more than 3 million parents.

Our K-6 curriculum is research-based, common core aligned, and comprehensive - with over 300,000 math problems and explanations. But even better, students will feel like they're playing a game.

Teachers create math content

Our teachers work hand in hand with our designers to make sure math problems and videos are instructive and help students develop ways of thinking about math.

Game designers make it fun

Our game designers add interactivity and incentives, and create a world in which math feels like play. Points, badges, cute monsters...who knew learning could be this enjoyable?

AdaptedMind was created with the simple idea that each child is unique. Our algorithm identifies each student's strengths and weaknesses, and customizes a learning plan accordingly.

Pretest

Each student starts with a quick pretest. The pretest determines the best starting point in the curriculum for the student.

Customization

As students continue to practice on AdaptedMind, we adjust the difficulty of the math automatically. We use data to find and address learning gaps.

Ongoing Assessment

AdaptedMind automatically administers formative assessments on new and old skills, assuring that students' mastery of topics is robust.

If a student ever misses a problem, one of our teachers explains it to them in a video.
This ensures your child can work independently without ever getting stuck.

Your browser does not support the video tag.

AdaptedMind has over 15,000 explanation videos.

With AdaptedMind, it's easy to see student progress. Our reports are simple, intuitive and actionable.
And if you'd like, we can send them straight to your inbox.

Classroom reporting for teachers

Over 95% of AdaptedMind members improve math confidence and ability.

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Trusted by teachers in over 60% of U.S. School Districts and more than 3 million parents. Our K-6 curriculum is research-based, common core aligned, and comprehensive - with over 300,000 math problems and explanations. But even better, students will feel like they're playing a game.

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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Out of an abundance of extreme caution and in the best interest of our guests and crewmembers, Kennedy Space Center Visitor Complex will temporarily be closed as of March 16, 2020 until further notice.

You can find more information here: http://bit.ly/2U3T6Mo

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Out of an abundance of extreme caution and in the best interest of our guests and crewmembers, Kennedy Space Center Visitor Complex will temporarily be closed as of March 16, 2020 until further notice. You can find more information here: http://bit.ly/2U3T6Mo

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In many areas of study accessible from the Ohio Department of Education's Learning in Ohio webpages, educators will find links for the following topics:

Standards - Educators will find vertical alignment documents that show how student's knowledge or skill should increase in particular categories of the standards throughout several grade levels. Also see crosswalks and comparative analyses to show how the 2010 and 2017 standards differ.

Networking - The department participates in websites such as Pearltrees that allow educators to share tips and observations about what works. Teachers can use "pearls" as idea starters as they design lessons and activities for their classrooms.

Universal design - These resources help teachers tailor instruction for learners with disabilities, English learners and gifted students.

Professional development - The Ohio Standards for Professional Development will help educators identify high-quality learning opportunities.

Career connections - These materials will help teachers build students' understanding of how their school work will relate to future jobs.

Explore Resources

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In many areas of study accessible from the Ohio Department of Education's Learning in Ohio webpages, educators will find links for the following topics: Standards - Educators will find vertical alignment documents that show how student's knowledge or skill should increase in particular categories of the standards throughout several grade levels.

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Reading Horizons guidance on direct instruction

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Reading Horizons guidance on direct instruction

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Facilitating a live or recorded direct instruction lesson for your students

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As a public health precaution due to COVID-19, the National Zoo will temporarily close to the public starting Saturday, March 14. Animal keepers and veterinary staff remain working on-site at the Zoo and at the Conservation Biology Institute in Front Royal, Virginia, to provide the usual highest quality care for the animals. The animal webcams remain online, but volunteers will not be operating them, so animals may not be visible at all times.

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As a public health precaution due to COVID-19, the National Zoo will temporarily close to the public starting Saturday, March 14. Animal keepers and veterinary staff remain working on-site at the Zoo and at the Conservation Biology Institute in Front Royal, Virginia, to provide the usual highest quality care for the animals.

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Starting 3/21  Patricia Polacco books read online

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Starting 3/21  Patricia Polacco books read online

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Kids Yoga

Online Preschool Yoga Class
(ages 3-5)
Storytime Yoga for preschool age children. I am offering daily children's yoga classes while we are all social distancing due to the coronavirus.

Class cost $12 per family. Send me an email at mindfulnesswithmeg@gmail.com and I will send you a Zoom invitation.

Toddler Yoga
(ages 10-24 months)
Toddlers and a caregiver will enjoy a fun and active yoga class. Crawlers and walkers playfully practice creative movement while they sit up, walk and jump. Caregivers enjoy yoga too, but no experience is required for this engaging class.

South Shore Conservatory
Tuesday, 11:30 - 12:15 am
April 2020
$195 for ten weeks

Toddler Yoga
(ages 10-24 months)
Toddlers and a caregiver will enjoy a fun and active yoga class. Crawlers and walkers playfully practice creative movement while they sit up, walk and jump. Caregivers enjoy yoga too, but no experience is required for this engaging class.

Old Colony Montessori School
Tuesdays 9:00 - 9:45am
February 4 - March 31, 2020
$120 for eight weeks

To register contact Nicole Gudmand at OCMS 781-749-3698

Online Children's Yoga Class
(ages 6-8) (ages 9-11)
Play-based yoga classes for children while home from school.

Class cost $12 per family. Send me an email at mindfulnesswithmeg@gmail.com and I will send you a Zoom invitation.

Yoga for Girls Scouts
Meg is available to teach classes for girls scouts who might be working toward earning a badge.

$10 per child
Yoga Birthday Party
Book a 45 minutes yoga class as part of your child's birthday party. Meg will come to the location of your choice with a prepared class based on your theme request. She also provides yoga mats for the event.

$100

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Mindfulness and Yoga for Children. - Mindfulness with Meg

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Online Preschool Yoga Class (ages 3-5)Storytime Yoga for preschool age children. I am offering daily children's yoga classes while we are all social distancing due to the coronavirus. Class cost $12 per family. Send me an email at mindfulnesswithmeg@gmail.com and I will send you a Zoom invitation.

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Resources for teaching students remotely

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Resources for teaching students remotely

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eLuma provides an array of online therapy, and assessment solutions to not only address the shortages and constraints plaguing K-12 eduction, but to help move it forward. eLuma's current offerings include online speech therapy, occupational therapy, mental health services, school psychology, assessments, and a ground-breaking case management system.

Recently, eLuma established an integrated mental health services model focused on student, family, and school staff support to address MTSS needs and support the increased number of children and adolescents in need of mental health services. eLuma's HIPPA, FERPA, and COPPA compliant telehealth services ensure maximum efficacy, efficiency, dependability and a better overall experience for students, families, and administrators alike.

eLuma's customized solutions empower educators to provide services in the most effective, cost-efficient and dependable way.
Schedule a Free Consultation Learn More About Our Services

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CEC is here to support special education professionals and your ongoing efforts to apply good teaching practices remotely due to precautions surrounding the COVID-19 virus. This page is a collection of suggested resources you can use as you determine the best means to provide services to your students and their families.

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In these unprecedented times, teachers are being asked to think outside of the box in terms of how to continue teaching students outside of the classroom. As instruction is forced online, teachers require strategies to provide differentiated special education to their students. In this webinar, veteran online instructors help identify steps to move online and strategies for adapting the lessons already in motion to this new format. They will share a distilled set of simple, impactful tips as well as resources and tools available to you during the transition.

Teaching Special Education Online During COVID-19

Presented by Kelly J. Grillo, Ph.D., Cooperative School Services, and Jeremy Glauser, eLuma. Original air date March 19, 2020.

Resources from this webinar:

Resources from other organizations:

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Teaching Special Education Online During COVID-19

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In these unprecedented times, teachers are being asked to think outside of the box in terms of how to continue teaching students outside of the classroom. As instruction is forced online, teachers require strategies to provide differentiated special education to their students.

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Present levels, progress monitoring, and daily data. All in a FREE web app for school-based SLPs. Take back your "free" time. Impress your IEP team. Improve students' lives.

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Tech against Coronavirus - a list to learn remotely

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Simple list to help you work and learn #remotely. In the times of coronavirus outbreak lots of software companies are helping teams around the world keep a certain level of normality. Stay safe!

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If we missed any helpful resources along the way, please let us know and we'd be happy to add it to our list.

131+ Tools for Distance Learning

We've scoured the web for helpful apps, tools, and platforms to help you as you set up your distance learning environments during your school closures.

If we've found the organization has announced something confirming COVID-19 supports, we include the link within the description of the tool.

Full Curriculum Coverage Distance Learning Tools

1. Albert: Thousands of standards-aligned practice questions for grades 6-12. Curriculum coverage of ELA, Math, Science, Social Studies, AP, SAT®, ACT®, Regents, STAAR, and Common Core needs. Click here to evaluate Albert for free.

2. ABCmouse: Reading, math, science, art & colors curriculum for ages 2-8. They offer a 30-day trial after you watch their video on their homepage.

3. BrainPOP: Over a 1,000 short animated movies for grades K-12 in all subjects, with quizzes and related materials. You can request free unlimited use of the BrainPOP suite for the duration of your school closure here.

4. CK-12: Free and customizable K-12 open educational resources that are aligned to state curriculum standards.

5. EducationCity: Targeted at grades PreK-6 providing lesson plans, resources and activities. 21-day free trial here.

6. Edulastic: Library of standards-aligned practice questions to create assessments in minutes. They're offering Premium and Enterprise features for free until July 1, 2020. Learn more here.

7. IXL: K-12 curriculum supports for math, language arts, science, stocial studies, spanish, and Common Core. Teachers can start a 30-day trial account here.

8. : 100% free covering a wide range of subjects. Particularly strong in STEM subjects.

9. MobyMax: Targeted towards K-8 teachers providing CCSS-aligned content, assessments, and activities. Free COVID-19 support announcement here.

10. Nearpod: Thousands of customizable lessons with student activities. Request support here.

11. PBS: Free K-12 classroom resources ranging from media galleries, videos, and lesson plans. Create a free account for full features.

Reading or English Language Arts Distance Learning Tools

1. Albert: Thousands of standards-aligned practice questions for grades 6-12. ELA content is high-interest, evidence-driven, with built-in differentiation. Click here to evaluate Albert for free.

2. Accelerated Reader: Reading quizzes on a variety of books. Requires subscription.

3. ActivelyLearn: Standards-aligned ELA, Science, and Social Studies for promoting students to stop and ask questions. COVID-19 offer here.

4. Book Creator: Lets you create digital books online. Fosters creativity in the classroom for telling stories and more. They're offering 90-days of free access you can start using here.

5. BoomWriter: For grades 2-8. Somewhat similar to Book Creator in that it allows students to create original stories that can be published into softcover books. But also allows teachers to send students engaging fiction and non-fiction and vocabulary exercises.

6. CommonLit: 100% free site that provides a digital lesson library, formative insights, and interim assessments. Features some Spanish materials as well.

7. Epic: Digital library for K-5. There are learning videos and quizzes within as well.

8. Learning Ally: Equitable access to a large library of "human-read" audiobooks, including, curriculum-aligned literature, fiction and nonfiction, and STEM textbooks.

9. MyOn: Digital library of 6,000 titles sorted by grade and Lexile reading level. Requires subscription.

10. Newsela: Leveled readings to build literacy skills. Most require a subscription.

11. ReadWorks: Free content, curriculum, and tools for grades K-12 targeted at building reading comprehension. You can read about their recommendations regarding using the site remotely here.

12. Starfall Reading: Targeted at K-3 for teaching basic English reading and writing skills. Lots of games and phonics. Some features require a subscription.

13. StoryKit: Simple free storybook creation app that allows students to add pictures and recordings with their own voices. Targeted at K-5.

14. ReadTheory: This is an online reading comprehension platform that is completely free for teachers.

Writing Distance Learning Tools

1. Albert: 100% free grammar course with over 3,300 original practice questions and explanations. Includes contemporary, informative and engaging texts and aligns to Common Core, Regents, and TEKS standards.

2. Draftin: Simple site that allows you to have students share drafts with easy version controls. Good for those who may not want to use Google Docs and wants to emphasize focus in writing. Has a free version.

3. Grammarly: Free browser extension or desktop tool that detects tone, typos, and helps build cleaner writing skills.

4. Hemingway: Similar to Grammarly, provides annotations to help make student writing bolder and more clear. Free.

5. Quill: Free writing and grammar activities for K-12. Includes lessons for teachers to lead writing instruction as well as diagnostics.

6. Scholastic Story Starters: Tool focused for K-6 to help students brainstorm ideas for writing a fictional story. Prompts for adventure, fantasy, and sci-fi are included.

Math Distance Learning Tools

1. Albert: Hundreds of free questions and explanations in Foundations of Algebra and Algebra 1. Aligned to Common Core, Regents, and TEKS standards. Albert is providing supports for impacted schools you can learn more about here.

2. Dad's Worksheets: This site provides printable worksheets, online calculators, games and puzzles for free. Targeted for K-6.

3. DeltaMath: Interactive math practice for middle and high school students. Accounts are free for teachers and students.

4. Desmos: Free online graphing calculator that includes digital activities for students from 6th to 12th grade. Teachers can create accounts to assign student activities.

5. Free Math App: A platform where teachers can assign, review, and leave feedback on student work.

6. FunexpectedApps: Targeted for kids 3-7 to develop mathematical thinking. They are offering a pack of free activities and a free desktop version of their app.

7. Geogebra: Online tools for graphing and geometry. Classroom resources and activities are free.

8. Illustrative Mathematics: Free math curriculum and resources for grades K-12 with a focus on creative word problems.

9. LegendsofLearning: 2,000 3rd through 8th-grade math and science games and simulations correlated to state standards. They are offering free access to all premium features for schools closed due to the outbreak for the duration of their closure.

10. Mathigon: An interactive math textbook where students can learn and practice new concepts. Targeted towards high school students.

11. Mathletics: An adaptive, interactive math platform centered on math challenges and quizzes that allow students to "compete" with one another. Schools and home users can try a 30-day free trial.

12. Mathsonline: A collection of math tutorial videos, questions, and summaries. Accounts are required, but students, teachers, and parents can get a free trial.

13. Mathspace: An adaptive mathematics platform including practice questions and interactive textbooks.

14. Myimaths: Math lessons and homework assignments for students ages 11 to 18. Schools can sign up for a 30-day free trial.

15. National Association for the Education of Young Children: Activities that parents and guardians can do with young children (elementary and below) at home.

16. National Council of Teachers of Mathematics: Resources and activities for student exploration of mathematics.

17. SplashLearn: Game-based math learning program for grades K-5 available on iOS, Android, or Web. They're COVID-19 support announcement can be found here.

18. The Math Learning Center: Free games and activities for students in Pre-K through 6th grade.

19. VirtualNerd: Math video support in middle school, Pre-Algebra, Algebra 1, Algebra 2, and Geometry.

20. Youcubed: Inspirational math tasks, films, and textbooks to help students develop a growth mindset.

21. Zearn: Digital lessons and printable activities aligned to EngageNY and Eureka Math. Resources are free and targeted towards grades K-5.

Language Learning Distance Learning Tools

1. Duolingo: 100% free language learning. Personalized with immediate grading and gamification. Optional paid subscription to remove ads and get offline access.

2. Fabulingua: Teaches Spanish through magical interactive stories on phones and tablets specifically for kids ages 2-10. FabuLingua is suspending their subscription services and providing their entire platform for free to those impacted.

3. FluentU: Language immersion through real-world videos. 14-day trial is available to sign up for.

4. Fluency Matters: Provides e-courses that include e-books, audiobooks, quizzes, and activities. Typically $3.50/student. They're offering extended 21-day trials. More information here.

5. justlearn: Here you can find a native tutor and online teacher to help you with language learning.

6. TeachVid: Allows you to create language learning content with interactive text reconstruction activities and quizzes

7. English Tools: Over 25 free tools for learning English language learners, including grammar tools, worksheet creation tools, and more.

Science Distance Learning Tools

1. Albert: Thousands of standards-aligned practice questions for grades 6-12. Science content is high-interest, evidence-driven, with built-in differentiation. Click here to evaluate Albert for free.

2. Discovery Education: Arguably best known for their science textbooks, but also support other STEM subjects. They are providing free access to their materials for the remainder of the school year. Learn more here.

3. Mystery Science: Interactive lessons targeted at K-5 science curriculum that are NGSS-aligned and Common Core aligned. They've made their most popular lessons free here.

4. STEMScopes: K-12 STEM curriculum with digital resources, print materials, and exploration kits. General information of how their online platform can support during this time can be found here.

Computer Science Distance Learning Tools

1. Codecademy: Free basic courses in computer science. Paid subscription optional; subscription unlocks members only content, study-plans, real-world projects and community support.

2. Minecraft Education Edition: Perfect for students to learn problem-solving - free lessons through June 30 with more details here.

3. Penjee: Free site that provides a supportive way to learn your first text-based programming language.

4. Tynker: Coding site targeted for ages 5+. Includes a complete coding curriculum, automatic assessments, and classroom management tools. Google form for COVID-19 supports can be submitted here.

Social Studies Distance Learning Tools

1. Library of Congress: Classroom materials and digital collections for teachers that align to CCSS as well as state standards. Sortable by Common Core, State Content, and Organizations.

2. National Constitution Center: Free online civics learning including the Interactive Constitution and Scholar Exchanges, live virtual interactive conversations about the Constitution.

3. Seterra: Geography games for students. Targeted primarily at grades K-5. Learn more about their free access announcement here.

4. Smithsonian Education: Features a Learning Lab that allows you to build collections and educational experiences for students. Also has a Game Center for younger STEM learners and an extensive library on AMerican history.

5. Stanford's Civic Online Reasoning Curriculum: Provides free lessons and assessments for students to evaluate online information. The Stanford History Education Group provides other history lessons for free here as well.

6. Teaching Tolerance: Site dedicated to providing free resources K-12 for creating civil and inclusive school communities. You can build a learning plan following their guide here.

7. Zinn Education Project: Targeted towards grades 6-12 built off Howard Zinn's A People's History of the United States. Free downloadable lessons and articles you can use based on theme, time period and reading level.

Return to the Table of Contents
Music Learning Distance Learning Tools

1. Cyber Fret: Video based guitar lessons.

2. Metronome: Online metronome.

3. Moosiko: Online practice tool for guitar teachers to help their students learn chords, play songs, and track skills.

4. Ultimate Guitar: World's largest source of guitar tabs.

5. Online Guitar Tuner: Tune your guitar online.

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131 Tools for Distance Learning & Strategies for Student Engagement | Albert Resources

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Has your school closed? We put together a list of 100+ digital and online tools to support distance learning and remote classrooms here.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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Trusted by teachers in over 60% of U.S. School Districts and more than 3 million parents.

Our K-6 curriculum is research-based, common core aligned, and comprehensive - with over 300,000 math problems and explanations. But even better, students will feel like they're playing a game.

Teachers create math content

Our teachers work hand in hand with our designers to make sure math problems and videos are instructive and help students develop ways of thinking about math.

Game designers make it fun

Our game designers add interactivity and incentives, and create a world in which math feels like play. Points, badges, cute monsters...who knew learning could be this enjoyable?

AdaptedMind was created with the simple idea that each child is unique. Our algorithm identifies each student's strengths and weaknesses, and customizes a learning plan accordingly.

Pretest

Each student starts with a quick pretest. The pretest determines the best starting point in the curriculum for the student.

Customization

As students continue to practice on AdaptedMind, we adjust the difficulty of the math automatically. We use data to find and address learning gaps.

Ongoing Assessment

AdaptedMind automatically administers formative assessments on new and old skills, assuring that students' mastery of topics is robust.

If a student ever misses a problem, one of our teachers explains it to them in a video.
This ensures your child can work independently without ever getting stuck.

Your browser does not support the video tag.

AdaptedMind has over 15,000 explanation videos.

With AdaptedMind, it's easy to see student progress. Our reports are simple, intuitive and actionable.
And if you'd like, we can send them straight to your inbox.

Classroom reporting for teachers

Over 95% of AdaptedMind members improve math confidence and ability.

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Trusted by teachers in over 60% of U.S. School Districts and more than 3 million parents. Our K-6 curriculum is research-based, common core aligned, and comprehensive - with over 300,000 math problems and explanations. But even better, students will feel like they're playing a game.

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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The Into the Book website will be retired on December 31st, 2023. Content will not be available after this date.

Student activities now available in English and Spanish!

Into the Book is a reading comprehension resource for elementary students and teachers. We focus on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. Try the online interactive activities, or click below to find out how to get our engaging 15-minute video programs.

Please choose a language.

(Bilingual offers both English and Spanish texts, which you can switch between during each activity.)

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Into the Book is a multimedia package designed to improve elementary students' reading comprehension, as well as their ability to think and learn across the curriculum. For Grades 2-5.

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The SAG-AFTRA Foundation's Daytime Emmy-nominated, Storyline Online, features celebrated actors reading children's books to inspire a love of reading in millions of children worldwide.

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AAA Math features a comprehensive set of thousands of interactive arithmetic lessons.

There is no cost or registration required to practice your math on the AAAMath.com web site.

Unlimited practice is available on each topic which allows thorough mastery of the concepts.

A wide range of lessons (Kindergarten through Eighth grade level) enables learning or review to occur at each individual's current level.

Immediate feedback prevents practicing and learning incorrect methods, which is a common result of traditional homework and worksheets. Practice can continue as long as desired in a non-threatening format which helps build self-esteem and confidence.

Please feel free to try the lessons by clicking on one of the grades at the top or a topic area on the left side of the page.

Remember to add the site to your Favorite Places and please tell others about the site. It is an excellent way to learn or review math.

Note: Due to heavy traffic a page may not load properly. The same content is available at: AAAKnow.com, AAAStudy.com, 321Know.com and AAAMath.com

© Copyright 2011 J. Banfill. All Rights Reserved.Legal Notice

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AAA Math features a comprehensive set of thousands of interactive arithmetic lessons. There is no cost or registration required to practice your math on the AAAMath.com web site. Unlimited practice is available on each topic which allows thorough mastery of the concepts.

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Supporting Students with Disabilities in K-12 Online and Blended Learning

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Supporting Students with Disabilities in K-12 Online and Blended Learning

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Introduction

The field of online and blended learning has a rich history of pursuing personalized and competency-based education. As evidence, consider that at the time of writing this, iNACOL, a major advocacy organization in K-12 online and blended learning had over 50 resources tagged under personalized learning (iNACOL, 2018). This approach to education - an approach that recognizes that each child comes with unique strengths and weaknesses - represents an opportunity to break away from commonly-held mindsets that view students with disabilities from a deficit perspective that often fails to recognize the exceptional strengths these students also possess. All students, not just students with disabilities, benefit from specialized supports and services to differentiate instruction within online programs. Thus, while this report focuses more specifically on supporting students with disabilities in online and blended environments, much of the information here may help all students.

As an aside, it is expected that many readers of this report will be familiar with the background on special education law. Appendix A is provided for those less fluent in this area. Appendix A provides a primer on both Michigan and federal law pertaining to students with disabilities and may be important background context for the rest of the report.

IEP Teams and Online Provider Considerations

Ultimately, it is the responsibility of the Individual Educational Program (IEP) teams, and those helping to design or deliver the online or blended learning experience, to keep in the forefront of their decision making the difference between the promise of the potential of the technology and the individual needs of the student in question. However, that is not to say that an online or blended learning program will be appropriate for every student and meet every learning need. According to Rice, Deschaine, and Mellard (2018), it is important "... to take a more cautious route because we take seriously the responsibility to make online learning available to everyone, everywhere. To ensure that these goals of increased access are met, educators and scholars need to ask important questions about who is participating in K-12 online learning and whether all students are benefiting (p. 118).

Providing proper supports to students with disabilities in online and blended learning environments requires the attention of all involved in the planning and execution of the student's educational program and plan as well as the aforementioned comprehensive approach to the child. Attention to sound instructional strategies that differentiate learning opportunities, expected learning outcomes, student-specific supports, and student voice can help maximize student success. Because IEP teams play such an integral role in the educational experience of students with disabilities, each individual role on the IEP team can play an important part in shaping the best experience.

Students

Students have always played a central role in their own learning; but with the advent of online and blended learning opportunities, this role is even more pronounced. Students who are affected by disabilities have an important perspective related to their own learning needs and abilities, and their voice needs to be heard. They need to have the opportunity to express the ways that their learning abilities and challenges can influence the development of a quality support program developed for the online and blended learning platforms.

According to the Michigan Administrative Rules for Special Education (MARSE) with Related IDEA Federal Regulations (Michigan Department of Education, 2018), to the greatest extent possible, students should be members of the planning team that is putting together the education plans, programs, goals, objectives, and evaluations for their special education program; this would extend to online and blended learning environments. To be active participants in this process, students must be self-aware of both their abilities and areas in which they struggle, be able to self-advocate and state their needs to the adults responsible for creating and providing the programs and services, and be able to provide feedback throughout their education so revisions can be made to the programs and supports as necessary. Such awareness will likely be difficult for students with no prior familiarity with online learning. Consideration should be given to preparing students through information about or orientations to online learning prior to completing plans so that students can gain a more informed perspective from which to speak and make decisions.

Instructional Staff (General Education Teachers, Special Education Teachers, Paraprofessionals, and Ancillary Support Staff)

Educators continue to have a central role in any educational program developed for students eligible for special education programs and services. Issues related to curriculum, instruction, assessment, materials, methodology, and technology all need to be attended to in order to ensure that the required supports are in place to assist and allow the students with disabilities to be educated in the least restrictive environment in online and blended learning settings.

Educators need to be open minded about instructional potential and advocate for the presentation of all perspectives during the planning process. The needs of the student, parents, programs, and the teachers themselves should be discussed prior to the implementation of a plan. Consequently, educators need to have a great deal of training, information, ideas, and resources to aid them in supporting the needs of students in online and blended learning environments.

Mentors

Students who have disabilities often need additional peer or instructor supports to help them navigate the instructional opportunities and requirements that they experience in school. When appropriate, individuals who act as supports in educational environments should be active members in the development of educational interventions and the implementation of the programs and services, as well as in the evaluation of the program and service effectiveness. In Michigan, online learners are required to have a school employee - or in some cases, the parent - assigned as a mentor. Peers can also be a source of support to students, modeling appropriate behavior in class and in social situtations, for example. Although it may not be realistic, ideally, mentors and peers would have the technological, social, and academic skills necessary to help guide their students. In addition, their insights can be of considerable benefit as a source of informal formative assessment to assist the other team members as they attempt to appropriately plan for and support the student. For more information about these types of supports please see the Grand Valley State University's Statewide Autism Resources.

Parents

Parents are the first teachers of their children and play an important role in their longitudinal educational, social, behavioral, and affective development. As such, parents should be ready to discuss the aspirations and fears they have related to their child's programs. Additionally, parents have a great deal to offer in discussions related to the desired outcomes of yearly plans and the influence online and blended learning have in meeting those desired outcomes. The importance of parents being active members in discussions and plans that are designed and developed to meet the needs of their children receiving special services in online and blended settings cannot be overstated because they will not have the ease that comes from experience interacting with students and other members of the support team in a traditional setting; instead, they will be navigating the technology and design of a unfamiliar modality of teaching and learning.

Parents are provided a great deal of support, deference, and responsibilities for the appropriate programming for their children who are eligible for special education services in Michigan. A top priority of parental involvement in all IEP programs is related to identifying the student's strengths and weaknesses and the most appropriate ways to meet their needs. For our discussion, this input of student capabilities extends to the online and blended learning environment and the areas where supports would be necessary. Since their information and input is critical to success in online learning, all parental input and participation should be officially documented by the IEP team.

Many parents who have not experienced online or blended learning may be inadequately prepared for optimal participation in IEP meetings without being provided the information about what to expect with online learning. One resource that may help educate parents is Michigan Virtual's Parent Guide to Online Learning (2017). Parents wanting more information about their roles and responsibilities related to the educational opportunities for their children are encouraged to contact the administrator of the program responsible for the provision of special education programs and services for their child.

Administrators

Administrators are ultimately responsible for the provision of quality education programs and services for students under their care within their programs. The issues related to providing thoughtful and quality online and blended services and programs for students with disabilities might at first be viewed as a challenging task by most educators. It is the administrator's responsibility to help allay the fears and trepidations of the students, parents, staff, and faculty through the advocacy for good assessment, quality technological supports, integrity of content delivery, powerful and poignant professional development for all involved, and a commitment towards implementation with fidelity across all aspects of the program.

Administrators often are legally the only ones who can obligate the school to provide services and who have the responsibility to allocate school resources to create learning opportunities outside of the traditional educational community where the student receives instruction. A willingness to explore options and to identify resources is necessary to meet the individual learning needs of the students with disabilities.

Online Providers

Though not typically on an IEP team, providers of online and blended programs are the subject and content experts related to the courses not being offered by the school or district. As such, they should be able to discuss the ways that they have met the individualized educational needs of students in the past and recommend appropriate, student-centered programs and services necessary to meet the specifically-designed instructional supports developed for the student under consideration. Online providers need to reflect upon all feedback provided from other IEP team members as they attempt to improve the courses within the Universal Design in Learning (UDL) framework, thus leading to greater accessibility and success for the students with disabilities.

Representatives from the organization who can speak for the program and allocate supports and resources should be ready to discuss ways that they will be able to address the needs of students who have disabilities from an instructional, academic, social, emotional, or intellectual programming perspective.

Course Designers

Course designers are experts in providing quality instructional experiences so that the goals and objectives of the curriculum can be mastered. These professionals are in a unique position to support the differentiated and individual educational needs of students with disabilities.

Course designers can discuss the scope and sequence of the instruction, the pace with which the instruction can be delivered, and the ways that activities and expectations for performance have been designed to support the needs of students in the general education setting. This information is invaluable to a team that has been assembled to develop individualized supports for students who have disabilities. Course designers must understand how individual educational needs affect the general education expectation and progression of content, as well as potential ways that the course can accommodate individual student's programmatic needs.

Categorical or Eligibility Criteria and Characteristics

As IEP teams meet to construct their plans, they should ensure the plans are informed by the specifics of the student's disability. As explained earlier, MARSE (Michigan Department of Education, 2018), provides guidance for programming requirements for students with disabilities. According to MARSE, a student with a disability is defined as:

a person who has been evaluated according to the Individuals with Disabilities Education Act and these rules, and is determined by an individualized education program team, an individualized family service plan team, or an administrative law judge to have one or more of the impairments specified in this part that necessitates special education or related services, or both, who is not more than 25 years of age as of September 1 of the school year of enrollment, and who has not graduated from high school. A student who reaches the age of 26 years after September 1 is a "student with a disability" and entitled to continue a special education program or service until the end of that school year. (p. 26-27)

The following sections provide content for each of the recognized eligibility categories that exist in the MARSE rules. It is important to recognize that for students to receive special educational services under Michigan law, the school district needs to conduct an eligibility determination. Once eligibility is ascertained, it then becomes the responsibility of the district to make a good faith effort in providing an appropriate IEP with programs and services specifically tailored to meet the needs of the child. Readers wishing a more extensive discourse on the issues of eligibility and programmatic access should contact the Supervisor or Director of Special Education in the district where the student is receiving their academic instruction.

The following eligibility categories exist in Michigan for the provision of special education programs and services: autism, cognitive impairments, other health impairments, emotional impairments, deaf or hard of hearing, visual impairments, physical impairments, specific learning disability, speech and language impairment, and traumatic brain injury. Each subsection below will provide direction about where to go for definitional and determination information and will offer a few pedagogical considerations that might be of use when educators and instructional personnel are providing support programs and services in online and blended learning environments.

Autism

Definition and Determination

For more information on how Autism is defined and determined in Michigan, please refer to page 44-46 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

Since autism is a spectrum disorder, educators will find themselves dealing with a wide range of situations that have an impact on appropriate educational functioning and abilities in an online or blended learning environment. When developing programs and services to meet the needs of students who have autism, the following pedagogical considerations should be discussed:

For further educational implications of how autism might affect the online or blended learning environment, please consult with your team members, especially the Teacher Consultant for Students with Autism or Disabilities. The team might also want to consider the following resources as they plan for supporting students with autism in online and blended learning environments:

Cognitive Impairments

Definition and Determination

For more information on how cognitive impairment is defined and determined in Michigan, please refer to page 28 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

Those wanting to provide appropriate educational programs and supports for students eligible for services under the cognitive impairment program requirements might want to consider the following pedagogical suggestions:

Attempt to provide repetition of content using multiple modalities when providing instruction. Most educational materials are written; capitalize on the wide variety of multimedia capabilities afforded by the online or blended environments to help demonstrate content concepts.

Take the steps necessary to assess student understanding of content in appropriate ways. Written reports may not allow students to provide the breadth or depth of their understanding in a way that a verbal presentation might. Additionally, online or blended environments provide students with cognitive impairments the opportunity to use differentiated output through technological tools.

New or novel situations may cause confusion and have an impact on educational performance. Realize that students may have issues with adaptive behavior. Take the time to explain changes in instructional routines and use this as an opportunity to pre-teach content. Providing instructional videos or screen shots of the specific behaviors that are expected in the online or blended learning environment will assist in the development of new skills. Communicate the changes to the mentor and parent so they can provide support and answer questions the student may have.

Be explicit in letting the students know what is expected of them for educational performance. Provide examples from past student work projects so the students with cognitive impairments has a better understanding of the features they must attend to.

When appropriate, let students work with peers or mentors so they have another perspective on the academic content. Using the chat, discussion board, or video conferencing features that are part of the online or blended environment will allow students the opportunity to socially interact with peers or mentors as they collaboratively work through the assignment.

Online and blended learning opportunities often are the saving grace for students with cognitive impairments. Many prefer the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content. This loss of physical proximity can also contribute to confusion about performance for all concerned. It is strongly suggested that online and blended program personnel provide direct one-on-one "office hours" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner's perspective, the instructor's perspective, the mentor's perspective, or from a technology integration perspective.

For further educational implications of how cognitive impairments might affect the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Cognitive Impairments or Disabilities. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:

Other Health Impairments

(h4)Definition and Determination

For more information on how other health impairment is defined and determined in Michigan, please refer to page 33-34 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

The complexity and multiplicity of issues that students eligible for services under the other health impairments programming rules requires professionals to consider a wide variety of pedagogical interventions. Some of these might include:

Understand the impact that the student's condition has on their stamina, patience, and ability to interact with others in the environment. Students that are emotionally or physically stressed may not have the ability to process content at the moment, and the use of recorded content either for instruction or student assignments might allow them to participate more fully in the program. Although online and blended learning environments might be a less stressful situation, with more relaxed social interactions, at times, these settings can cause a great deal of stress on the student experiencing the impact of their health impairments.

Educational programs, even those delivered in online or blended learning formats, often require students to attend to long periods of content or activity. For students with Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) it might be important for them to have instructional content or activities broken into smaller segments, thus allowing them to focus on the objectives in a way that does not cause undue stress or anxiety.

Often, students with other health impairments are unable to meet deadlines for tests and assignments due to medical issues related to their impairments. When this happens, the use of the technological features of the LMS might assist with the need to extend time to complete assignments. Medical conditions and the progression of disease or injury affect students differently. Recognize these situations when putting together units of instruction and personalizing instruction for these students.

It is important for the IEP Team members and instructional staff to understand the ways that the progression of the disease might affect the educational functioning of students in online and blended learning environments. Different seasons, or stages of the disease might deleteriously impact the student's functioning more than other times.

Due to the variety of health-related issues that might be covered under this category of service, recognize that the incorporation of specialized equipment or assistive technology might be necessary for online or blended learning instruction. It is important for all members of the team to be familiar with the extra supports that the assistive technological capabilities provide, the limitations of the systems, and the impact the assistive technology has on both learner and teacher behavior.

Working closely with the Assistive Technology consultant to ensure that all systems are compliant with the technical standards necessary to meet federal and state guidelines though the resources provided by the Alt+Shift program through the IDEA Grant Funded Initiative through the Michigan Department of Education, Office of Special Education (Michigan Office of Special Education, n.d.). Taking this step increases legal compliance to technical issues and situations, and more importantly, helps to provide appropriate supports for the student.

IEP Teams should provide an appropriate level of adult or peer supports necessary to help assist the student with medical issues to better understand initial content, to practice or rehearse instructional strategies, or to appropriately assess educational functioning.

Online and blended learning opportunities often are the saving grace for students with health impairments. Many prefer and may require the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content. This loss of physical proximity could contribute to confusion about performance for all concerned. It is strongly suggested that online and blended program personnel provide direct one-on-one "office hours" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner's perspective, the instructor's perspective, the mentor's perspective, or from a technology integration perspective.

For further educational implications of how other health impairments might affect the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Other Health Impairments or Disabilities, Assistive Technology Consultants, Physical Therapists, Occupational Therapists, or School Nurses. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:

Emotional Impairments

Definition and Determination

For more information on how emotional impairment is defined and determined in Michigan, please refer to page 29-30 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

Most teachers have the ability to meet the cognitive and affective needs of their students in the general education environment. Students that have issues with affective, social, or emotional interactions with teachers and peers often require more nuanced attention to the way in which social interactions occur within the learning environment, since these have the distinct potential of having a dramatic impact on student academic achievement. To this end, teachers providing service in online and blended environments might want to consider the following:

Recognize that all students eligible for services are different. Some students might exhibit extremely outgoing behaviors, while others might exhibit behaviors that are very withdrawn and isolated. This might be difficult to identify in your interactions with the students in online or blended learning settings. Working closely with the team - especially the mentor - to identify how the student presents themselves in face-to-face settings might provide ideas for ways to effectively support behaviors in the virtual environment.

Make expectations clear and be very consistent in application of consequences in order to provide a structured environment. This can best be done by having rules, procedures, routines, policies, or expectations specifically addressed in educational and behavioral materials. Online and blended learning environments have a great deal of structure built into the program. For example, the length of instructional videos can be curtailed to meet the instructional needs of students. The IEP Team should use this structure as a support when making behavioral requirements known to the student.

Provide the students with self-monitoring resources, such as check lists, rubrics, or planning guides. This helps them visually scaffold expectations and provides cognitive supports when affective challenges present themselves. Using multimedia examples that focus on the expected work and behaviors is a good way to assist students' understanding, and practice good online and blended learning academic and social behaviors.

Be proactive in your schedule and pacing of content to ensure that unstructured time and activities have clear parameters and expectations for personal, as well as interpersonal behavior. Proactively providing clear examples of acceptable behavior is a good way to support expectations for social interactions. Digital citizenship and acceptable use policies provide supports when dealing with expected student behaviors in online and blended learning environments.

Realize that students might need to be gradually introduced to some instructional formats or delivery systems due to specific aspects of their disability. For example, group work might need to wait until the student is able to demonstrate the ability to work productively with others on tasks. Using the full range of resources available in the LMS might allow you to differentiate or personalize student responses or assignments when the assigned format might be a challenge to the student.

Encourage students to engage in the identification and labeling of their own internal emotional states, and to share those in an appropriate way with the instructional staff. Allowing the students to address issues before they become problems is particularly important to establish and maintain accepting and supportive learning environments. Having student supports built into the online or blended learning structure can be useful when students need extra support or assistance during synchronous and asynchronous sessions.

Offer one-on-one "office hours" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner's perspective, the instructor's perspective, the mentor's perspective, or from a technology integration perspective. Online and blended learning opportunities can be a welcome option for students with emotional impairments. Many prefer and may require the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned.

The strategies and suggestions contained within the student's IEP will go a long way in helping to support and structure learning expectations in an online or blended environment.

For further educational implications of how emotional impairments might impact the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Emotional Impairments or Disabilities, School Social Worker, School Counselors, and School Nurse. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:

Deaf or Hard of Hearing

Definition and Determination

For more information on how deaf or hard of hearing is defined and determined in Michigan, please refer to page 30-31 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

The ability of teachers and educational staff to effectively support students in online or blended learning environments who are deaf or hard of hearing might be outside of the experiential base of most educators. Since much of the online or blended environment requires the use of multimedia materials, it is important that teams consult with professionals trained in the educational programming for students with hearing issues, as well as professionals who are trained in the use of assistive technology, both on the learner's systems, the teacher's systems, and with the LMS and platform. Other considerations include:

Working closely with the Assistive Technology consultant to ensure that all systems are compliant with the technical standards necessary to meet federal and state guidelines though the resources provided by the Alt+Shift program through the IDEA Grant Funded Initiative through the Michigan Department of Education, Office of Special Education (Michigan Office of Special Education, n.d.). Taking this step increases legal compliance to technical issues and situations and, more importantly, helps to provide appropriate supports for the student. In online and blended learning environments this might include, but is not limited to, sign language interpreters, interveners, closed captioning, or assistive technology devices.

Taking the time to provide students with the training necessary for them to feel comfortable with assistive technology systems so they are competent users of those supports within the online or blended learning environments. Having staff, faculty, parents, as well as students receive training on these supports provide a basis of understanding for program assessment and evaluation.

Augmenting instruction through written materials. Instructional staff should also ensure that there are written supports for the social interactions that occur within the LMS. In online and blended environments, this means these supports should be embedded within every aspect of the LMS.

Being proactive in ensuring that the auditory aspects of the instructional environment are compatible with any student hearing aids or cochlear implants. Create time for instructional faculty, support faculty, and the students to "test drive" any systems before the student is expected to use them in the online or blended learning classroom.

Ensuring that the acoustics of both the student's learning environments, as well as that of the teacher, have been checked for their instructional effectiveness. Attend especially to the background noise that might result when other students participate auditorially. Providing all students technological dos and don'ts related to the need to minimize background noise when speaking benefits all students but is especially important for students with hearing impairments.

Remembering that students who are deaf or hard of hearing often use visual cues and are tuned in to the lips and face of the speaker for cues. Ensure that all participants in the online or blended learning environment face the video camera and speak in a way that supports the visual needs of the students.

Using appropriate lighting to support the student's ability to gain visual information, thus making better sense of the educational and social expectations within the online and blended environments.

Being aware that providing visually busy content to students with hearing impairments may cause confusion and create misunderstandings of content that could be difficult to remediate.

Ensuring that the visuals used to support instruction in online or blended learning settings focus on the key instructional goals, objectives, and elements.

Offering one-on-one "office hours" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner's perspective, the instructor's perspective, the mentor's perspective, or from a technology integration perspective. Some students prefer the low stress and impact of reduced face-to-face interactions in online and blended learning environments while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned.

For further educational implications of how deaf or hard of hearing impairments might impact the learning environment, please onsult with your team members, especially the Teacher Consultant for Students with Hearing Impairments or Disabilities, Audiologists, Sign Language Interpreters, or Program Interveners. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:

Visual Impairments

Definition and Determination

For more information on how visual impairment is defined and determined in Michigan, please refer to page 31-32 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

As with supporting students eligible for services under deaf or hard of hearing criteria, students eligible for services under the visual impairment criteria will probably need the support of specially trained professionals to assist the educational team in identifying ways to support students in online and blended learning environments. These additional areas should also be considered for supporting students in an online or blended learning environment:

For further educational implications of how visual impairments might affect the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Visual Impairments or Disabilities and Orientation and Mobility Specialists. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:

Physical Impairments

Definition and Determination

For more information on how physical impairment is defined and determined in Michigan, please refer to page 32-33 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

Students affected by physical impairments will probably require a great deal of physical environmental modifications to support their mobility and learning needs. Programs that support students who have physical disabilities through the use of online or blended learning need to have a solid understanding of the ways that the student's educational functioning might be affected by physical conditions and be able to adapt learning environments creatively to meet their specific educational needs.

In general, educators might want to consider the following when providing supports to students affected by physical disabilities in their online and blended learning environments:

For further educational implications of how physical impairments might affect the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Physical Impairments or Disabilities, the Occupational Therapists, the Physical Therapists, and the School Nurse. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:

Specific Learning Disability

Definition and Determination

For more information on how specific learning disability is defined and determined in Michigan, please refer to page 36-38 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

Students affected by specific learning disabilities often have difficulty in areas of academic performance, and meeting the demands placed upon them in the learning environment. Quite often, students exhibit inconsistent patterns of school performance, having strengths and abilities in some areas of school performance, but not in others. Educators interested in providing appropriate instructional and program supports in online and blended learning environments are encouraged to look at the student's functioning in the areas of written expression, reading ability, and mathematics. More specific suggestions include attending to the following:

For further educational implications of how specific learning disabilities might impact the learning environment, please consult with your team members, especially the Teacher Consultant for Students with Specific Leaning Impairments or Disabilities. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:

Speech and Language Impairment

Definition and Determination

For more information on how speech and language impairment is defined and determined in Michigan, please refer to page 34-35 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

Speech and language issues can influence the way that students receive and understand content, as well as the way in which they are able to demonstrate competency, provide feedback, and interact with others verbally and socially. It is important for professionals supporting students with speech and language impairments in online and blended learning environments to be aware of the specific ways in which the student's learning needs are affected by their disability. Some common considerations are listed below.

For students with receptive speech and language impairments:

Reduce auditory and visual distractions within the online or blended learning environment. Extra stimuli in the learning environment can confuse and interfere with the student's ability to attend to instruction, listen to comments, follow directions, and respond appropriately to interactions.

Provide cues to students so they can distinguish when instruction has begun, so they can better focus on the interactions during that segment of the course.

Provide visuals and concrete examples during instruction. These provide supports for when the verbal components of the instruction have been completed.

Make sure that your speech can be heard and understood by the student. Speak slowly and clearly, at a reasonable pace, and provide opportunities for questioning.

For students with expressive speech and language impairments:

Provide students opportunities to demonstrate competency of the content by using alternative methods for assignments. Have multiple ways to assess course content and provide students options for task and assignment completion.

Provide students extra time to respond when they ask or answer questions.

Realize that students might have difficulty participating in discussions or group work due to their difficulties with articulation, fluency, or voice.

Consider using written discussion boards within the online or blended learning LMS as an alternative to group work.

Work closely with the assistive technology support team to minimize the exacerbation of the student's speech production problems by the auditory hardware that is used by all the students. It may be necessary to work the issue out through technological intervention.

For any student with speech and language impairments, offer one-on-one "office hours" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner's perspective, the instructor's perspective, the mentor's perspective, or from a technology integration perspective. Online and blended learning present different opportunities for students with speech and language issues. Many prefer and may require the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned, and office hours are one way of monitoring progress.

For further educational implications of how speech and language impairments might impact the learning environment, please consult with your team members, especially the Speech and Language Consultant. The team might also want to consider the following as they plan for supporting students in online and blended learning environments:

Traumatic Brain Injury

Definition and Determination

For more information on how traumatic brain injury is defined and determined in Michigan, please refer to page 46-47 of the MARSE (Michigan Department of Education, 2018).

Pedagogical Considerations

The reasons for eligibility under traumatic brain injury vary widely. Each student presents a differing educational scope of need. Make sure that you consult with appropriate medical personnel to understand how the student's injury might affect functioning within online or blended educational learning environments. We know more than ever before about brain anatomy and the impact that insult or injury to specific regions have on the processing of information. Although we have come a long way, the science of learning and understanding localized to sections of the brain are not exact. Some broad considerations that teams should attend to include:

It is important to realize that the student has acquired this injury because of a traumatic event. Emotional issues in dealing with the acceptance of his or her condition might get in the way of cognitive ability. Make sure that appropriate team members are available to assist with any affective or behavioral manifestations that might occur due to acceptance of their injury. In online and blended learning environments, this might present itself in anger, depression, or withdrawal from the academic work, or the people within the setting.

The area of brain that has experienced the trauma will have a dramatic impact on the needs and the abilities of the student in the online and blended learning environment. To support this, provide content that allows students to experience their content in the modalities they are most capable of using, and minimize the use of content in the modalities they have the most difficulty with.

When you design the instruction, make sure that you capitalize on the capabilities that exist within the LMS of the online and blended learning course to provide multiple ways to consider content using visuals, auditory files, texts, and multimedia content.

During instruction, focus instructional materials in the student's least affected modality, while still providing instruction in the modalities that are affected by the injury. This multisensory approach to instruction helps the student receive content and information in multiple channels.

Provide the students with the opportunity to restate back to you what it is covered in class and for the requirements for activities.

Offer one-on-one "office hours" or tutorials, at least initially, until all involved have a better feel for the areas of strength and need that might exist from the learner's perspective, the instructor's perspective, the mentor's perspective, or a technology integration perspective. Online and blended learning opportunities present a comfortable alternative for students with traumatic brain injuries. Many prefer and may require the low stress and impact of reduced face-to-face interactions while being able to focus more intentionally on the content; however, the loss of physical proximity could contribute to confusion about performance for all concerned, and office hours are one way of monitoring progress.

For further educational implications of how traumatic brain injury might affect the learning environment, please consult with your team members. The team might also want to consider the following as they for supporting students in online and blended learning environments:

Additional Considerations

Along with the above consideration, there are a few additional areas that should be considered when developing supports for students with disabilities in online and blended environments.

District Policies and Procedures

Ultimately, it is the responsibility of the student's local district or management company to develop and provide special education supports for students with recognized needs under federal and state mandates. Programs need to have appropriate and effective policies in place to ensure that those responsible for the development and provision of online or blended learning programs have the support and direction necessary to ensure that the programs meet the regulatory, fiscal, compliance, and managerial requirements that the organization adheres to for other programmatic offerings. In addition, issues specific to the provision of online or blended learning programs need to be considered when the policies and procedures are promulgated and revised.

Acceptable use policies ensure that programmatic resources are used in a way consistent with appropriate educational programs and services. Having systems developed and maintained in a way to meet the regulatory and legal issues associated with the laws listed above should be ensconced within the policy and procedures for the program. Finally, issues related to acquisition, lending, upgrade, and support need to be stipulated so all participants understand their limits and responsibilities when appropriating the hardware, software, and resources within the online and blended learning program.

Professional Development

Professionals that support students in online or blended learning environments often have a great deal to learn about the most effective way to support student learning with technology. Increasing curricular demands, as well as increases in technological capabilities, often stretch the professional development needs and capabilities of professionals. This is further exacerbated when students' specific needs, codified in individualized programming requirements, add increased demands for professional development supports for faculty and staff working in online and blended learning projects.

One of the greatest challenges for effective professional development supports revolves around the infancy of the research base related to effective programming for students impacted with disabilities within online and blended learning environments. The best things that educators can do is to apply what we currently know about effective online education, effective special education programs and services, quality instruction and methodology, and combine those into a plan that is tailored to meet the individual learning and educational needs of the student impacted by disabilities.

Financial Considerations

Providing appropriate programs and supports often requires school programs to make an investment in instructional materials, transportation, training, equipment, personnel, and facilities. All these areas will need to be addressed when providing programs to support students impacted by disabilities within online and blended learning environments.

Many potential local, state, federal, and grant resources are available. Districts and programs wrestling with the provision of effective online and blended learning options for students should have discussions with their school business officials, child accounting personnel, and directors of special education to ascertain the financial supports and resources that are available, as well as any financial compliance considerations that need to be adhered to before embarking upon planning for the online or blended learning educational program.

Other Supports and Resources

It would be incredibly difficult to discuss all the potential challenges that might exist when districts or programs plan for effective instruction for students impacted by disabilities. Therefore, Appendix B although not intended to be exhaustive, might provide an opportunity to discuss areas that need to be resolved for effective programs and services in online or blended learning environments to occur.

Summary

Supporting students impacted by disabilities in online and blended programs, at first blush, might appear to be a daunting task. There are many technical, legal, logistical, instructional, and educational considerations that need to be made for effective programs and supports to occur. However, for many students impacted by disabilities, the online and blended learning environment might be an opportunity for them to attend to the academics and supports required for educational achievement through targeted educational opportunities, projects, and supports that online or blended learning might offer them.

There are considerable issues that need to be addressed before programs launch into the provision of services that are specifically designed to meet the individualized education needs of students eligible for special education programs and services. This document provides a broad level of support to encourage appropriate development of programs and services for student eligible for special education services. However, this is not an exhaustive coverage of all issues. Discussions with appropriate staff within the district need to be held to identify existing and future supports for effective online and blended learning options built around the student's individual learning needs.

References

Association of Assistive Technology Act Programs (n.d.). ATAP: Summary of the AT act. Retrieved from https://www.ataporg.org/.

Burgstahler, S. (2001). Real connections: Making distance learning accessible to everyone. Retrieved from ERIC database https://files.eric.ed.gov/fulltext/ED475789.pdf (ED 475789).

Center for Educational Networking. (2018). Center for Educational Networking. Retrieved from https://www.cenmi.org/.

Deschaine, M. E. (2018). When policies that impact students with significant disabilities in Michigan backfire. In Conchas, G. Q., Gottfried, M., Hinga, B., & Oseguera, L. (Eds.). Policy goes to school: Case studies on the limitations and possibilities of educational innovation (pp. 25-38). New York, NY: Routledge.

Grainger, R. S., Alpin, C., & Ponnappa-Brenner, G. (2008). Supporting learners with cognitive impairments in online environments. TechTrends, 52(1), 63-69. Retrieved from https://link.springer.com/content/pdf/10.1007/s11528-008-0114-4.pdf

Hoffman, B., Hartley, K., & Boone, R. (2005). Reaching accessibility: Guidelines for creating and refining digital learning materials. Intervention in School and Clinic, 40(3), 171-176. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/10534512050400030601

iNACOL. (2018, September 7, 2018). Resource Search. Alexandria, VA: Author. Retrieved from https://www.inacol.org/resources/resource-search/?search=&resource_topics=18&resource_types=0&years=&authors=0&organizations=0&sort=date

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004). Retrieved from https://sites.ed.gov/idea/

Kinash, S., Crichton, S., & Kim-Rupnow, W. S. (2004). A review of 2000-2003 literature at the intersection of online learning and disability. American Journal of Distance Education, 18(1), 5-19.

Michigan Department of Education. (n.d.). Flexible learning options. Lansing, MI: Author. Retrieved from https://www.michigan.gov/documents/mde/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf.

Michigan Department of Education. (2018). Michigan administrative rules for special education (MARSE) with related IDEA federal regulations. Lansing, MI: Author. Retrieved from https://www.michigan.gov/documents/mde/MARSE_Supplemented_with_IDEA_Regs_379598_7.pdf.

Michigan Legislature. (n.d.). Michigan Revised School Code (Act 451 of 1976). Retrieved from https://www.legislature.mi.gov/documents/mcl/pdf/mcl-act-451-of-1976.pdf.

Michigan Legislature. (2018). Michigan legislature - Section 388.1621f. Retrieved from http://www.legislature.mi.gov/(S(fxaovw5od4hfxa0ggkufdsfz))/mileg.aspx?page=GetObject&objectname=mcl-388-1621f

Michigan Office of Special Education. (n.d.). Alt+Shift. Rethink the possible. Realize potential. Retrieved from https://www.altshift.education/resources

Michigan Virtual. (2017). Parent guide to online learning. Lansing, MI: Michigan Virtual University. Available from https://mvlri.org/resources/guides/parent-guide/

REMC Association of Michigan. (2018). About - REMC home. Retrieved from http://www.remc.org/about/

Rice, M., Deschaine, M. E., & Mellard, D. (2018). Describing online learning programs and practices that serve diverse learners. Journal of Online Learning Research, 4(2), 117-121.

Section 508 of the Rehabilitation Act of 1973, 29 U.S.C § 794 (d) (1998). Retrieved from https://section508.gov/

Simmons, T., Bauder, D., Abell, M., & Penrod, W. (2008). Delivering the general curriculum: Pre-service teacher perspectives regarding a technological approach for students with moderate and severe disabilities. Information Technology and Disabilities Journal, 12(1). Retrieved from http://itd.athenpro.org/volume12/number1/simmons.html

United States Department of Justice Civil Rights Division. (n.d.). Part 36 nondiscrimination on the basis of disability in public accommodations and commercial facilities. Retrieved from https://www.ada.gov/regs2010/titleIII_2010/titleIII_2010_regulations.htm

United States Department of Labor. (n.d.). OASAM - Office of the assistant secretary for administration and management (OASAM) - United States department of labor. Retrieved from https://www.dol.gov/agencies/oasam

World Wide Web Consortium (W3C). (n.d.). Web content accessibility guidelines (WCAG) overview Retrieved from https://www.w3.org/WAI/standards-guidelines/wcag/

World Wide Web Consortium (W3C). (n.d.). Web content accessibility guideline (WCAG) 2.0. Retrieved from http://www.w3.org/TR/WCAG20/

Appendix A

Legal Basis for Services

Providing educational programs and services to students who have disabilities began with legal initiatives in the mid-1970s. Michigan's legal requirements to provide services to these students predates the federal legal requirements for similar services. Michigan has a long history of advocating for students affected by disabilities in ways that exceed federal requirements in breadth, depth, and scope. This continues to be true as the state remains focused on the educational and programmatic needs of students, regardless of need, in face-to-face, online, and blended educational environments.

This section will focus on some salient legal requirements from both the state of Michigan, as well as a federal government perspective. The legal history of both jurisdictions is long and has the potential to be nuanced based on the specifics of each individual situation. The content here is not intended to be exhaustive coverage of the legal requirements for programs and services; it neither constitutes legal advice, nor should it substitute for legal guidance by counsel. The coverage here is intended to provide support for future investigations by organizations and individuals wishing to gain basic information related to the broad requirements that guide effective educational programs and supports for students who have disabilities.

State of Michigan Legal Considerations

The following legal documents should be considered when proposing and implementing an individualized educational plan (IEP) of service for students affected by disabilities within online and blended learning environments.

Michigan State School Code

The Revised School Code (Act 451 of 1976) (Michigan Legislature, n. d.) is an act that:

provides a system of public instruction in elementary and secondary schools; to revise, consolidate, and clarify the laws relating to elementary and secondary education; to provide for the organization, regulation, and maintenance of schools, school districts, public school academies, intermediate school districts, and other public school entities; to prescribe rights, powers, duties, and privileges of schools, school districts, public school academies, intermediate school districts, and other public school entities; to provide for the regulation of school teachers and certain other school employees. (p. 1)

Requirements for the education provision of all students, in all settings, is established within the Michigan School Code. Understanding the legislative scope that the state of Michigan expects from educational entities in a holistic fashion provides support when attempting to operationalize individualized educational plans and supports to students who have disabilities.

Michigan Administrative Rules for Special Education (MARSE)

Parts of the MARSE with Related IDEA Federal Regulations (Michigan Department of Education, 2018) deal with programs and services for students affected by disabilities are included in the larger Michigan Administrative Rules. Pages 24 and 25 of MARSE provides a definition of special education. It is important for educators, families, and professionals to understand that the definition and rules provided by the state are a result of both legislation, litigation, and rulemaking. As such, these rules provide the supports necessary to guide the development of appropriate educational programs and services to meet the multiplicity of needs that students who have disabilities bring to educational settings, both face-to-face, as well as in online or blended environments.

Special education services are provided to students with eligible conditions to assist them in meeting graduation requirements for general education curriculum established by their local school district that is in alignment with the Michigan School Code. The intent of special education supports and services is to provide students who have disabilities the individualized, appropriate educational supports necessary to assist them in being successful with general education content, within the general education environment, to the greatest extent possible.

It is important for all individuals who are working to provide quality educational support services in online and blended environments to understand the students, how their eligibility for services affects their ability to perform educationally within the general education environment, how the they are able to progress within the general education curriculum, and the ways that appropriate individualized programs and supports might be used effectively within online and blended learning environments.

Section 21f

Section 21f of the State School Aid Act (Michigan Legislature, 2018) is specific to conditions for students wishing to take courses in online or blended learning environments within Michigan. Section 21f allows K-12 students enrolled in a public school or district (full- or part-time) to enroll in up to two online courses per academic term. Districts may deny such enrollment requests as defined in a limited number of circumstances. A student may be enrolled in more than two online courses if the district, the parents, and the student agree that it is in the student's best interest. In such an instance, the district must have an education development plan stating such in their records.

For some students affected by disabilities, the provisions of Section 21f provide a great deal of flexibility in meeting their individual educational needs in a supportive environment that allows the students to focus more upon content in a less socially and behaviorally demanding or distractive learning environment. Section 21f is one proactive educational provision that should be considered when determining if an online or blended learning opportunity is appropriate for students who have a disability.

Michigan Career and College Ready Provisions

Contained within the Michigan School Code (Michigan Legislature, n.d.) are provisions that allow students to be given an opportunity to design flexible learning options that lead to a high school diploma, while still meeting the basic requirements established by the local school board. These provisions for a different set of learning opportunities and curricular expectations are available to all students. The appropriateness of each of these should be considered when attempting to provide support programs and services to students eligible for special education services.

Some of the flexible learning options include:

Virtual Learning Options (described above)

Offline and Project-Based Seat Time Waivers (STWs)

Options for Hours and Days Waivers

Work-Based Learning Experiences

College Course Enrollment and Early/Middle Colleges

Career and Technical Education (CTE) Options

Testing Out

Personal Curriculum

An articulation of each of these programs is beyond the scope of this document. However, it is important to remember that none of these options exist in isolation, and a combination of these opportunities might be appropriate within online or blended learning environments to meet the individualized learning needs of students who have disabilities. For more information, please consult the Michigan Department of Education's Flexible Learning Options (n.d.) document.

Federal Legal Considerations

In addition to state provisions to support students affected by disabilities, there are also corresponding federal legal statutes and requirements that require adherence. A brief discussion will provide a cursory understanding of the requirements with further resources to consider when participating in a planning meeting to address the individual learning needs of students who have disabilities within online or blended learning environments.

Special education programs and services through the Individuals with Disabilities Education Act

The provisions for special education services for students eligible for individualized programs and services are included within the Individuals with Disabilities Education Act (2004) The federal statutes are the minimal level of service required by the federal government for states receiving federal funds. However, as in the case of Michigan, states can choose to offer services beyond those required of the federal government. In the MARSE document (Michigan Department of Education, 2018), there is a side-by-side comparison of the Michigan requirements and definitions for special education programs and services with those provided through IDEA (United States Department of Education, n.d.). For those unfamiliar with special education and the federal requirements, it is strongly suggested that you consider reviewing the resources provided through the United States Department of Education Office of Special Education and Rehabilitation Services.

Civil rights reasonable accommodations to access through the Americans with Disabilities Act, and the Rehabilitation Act of 1973

Although rules and regulations for special education services are found in the MARSE requirements, some students with disabilities may not be eligible for special education programs and services because their level of academic functioning is greater than the levels specified in special education law; these students might be entitled to academic accommodations based on federal civil rights laws through Section 504 accommodations. This distinction, although apparently nuanced, is incredibly important to understand, since requirements for programmatic supports and the provision of services can be dramatically different, as are the legal requirements for eligibility, program development, evaluation, and due process. For those unfamiliar with these distinctions, it is recommended that you consult the Special Education Supervisor or Director in your district for more direction.

Unlike special education laws that provide opportunities for individualized programs and services to meet educational goals and objectives, the federal provisions listed below provide students with recognized and documented disabilities federal support to effectively access educational programs and services.

The Americans with Disabilities Act (ADA)

Although the Americans with Disabilities Act (ADA) usually is associated with covering employment issues, there are times when the ADA covers access to educational programs for people affected by federally recognized disabilities. Title III of the ADA

prohibits discrimination on the basis of disability in the activities of places of public accommodations (businesses that are generally open to the public and that fall into one of 12 categories listed in the ADA, such as restaurants, movie theaters, schools, day care facilities, recreation facilities, and doctors' offices) and requires newly constructed or altered places of public accommodation-as well as commercial facilities (privately owned, nonresidential facilities such as factories, warehouses, or office buildings)-to comply with the ADA Standards. (United States Department of Justice Civil Rights Division, n.d.).

Eligible students are not allowed to be discriminated against due to a legally recognized disability in educational settings. This law has tremendous impact on the ways that identified computer facilities are designed to maximize access to all students, especially for students who have physical or visual disabilities.

Section 504 of the Rehabilitations Act of 1973 (Section 504)

Section 504 of the Rehabilitations Act of 1973 (Section 504), the precursor to the ADA, states that schools need to provide supports to meet the needs of students with disabilities in a manner consistent with the way that they provide supports to meet the needs of students who are not affected by disabilities. The intent of this law is to give students eligible under a federally-recognized category the services and supports necessary for them to access the general education curriculum and environment. Generally, students with Section 504 accommodations receive services that are not as extensive as those that students who are eligible for special education services receive, since they do not qualify for special education services.

Areas where this particular law might be appropriate are in the design and access of computer labs, ergonomics of equipment, and the availability of training for staff to ensure compliance with the act's requirements. Other areas of the program might also be affected. Consult with a legal professional for more program specific requirements and recommendations.

Section 508 of the Rehabilitations Act of 1973 (Section 508)

Section 508 of the Rehabilitations Act of 1973 (Section 508) is of primary importance and concern for educational programs providing online and blended learning opportunities for students with disabilities. The intent of this act is for organizations receiving federal funds to provide access to online content in a way that is accessible to all users, regardless of the level or type of disability the end user might experience. Programs need to ensure that their online and multimedia content are accessible for all users.

To support Section 508, the Web Content Accessibility Guidelines 2.0 (WCAG 2.0) ⁹ provide a checklist for programs to help ensure compliance with the issues related to accessibility of multimedia content in online and blended programs. This information is a good first step for consideration. It is recommended that the instructional team faithfully consider all portions of the technical compliance aspects to provide a quality instructional and educational experience for all students.

Assistive Technology Act of 1998

The Assistive Technology Act supports state efforts to improve the provision of assistive technology to individuals of all ages with disabilities through comprehensive statewide programs of technology-related assistance...

To provide States with financial assistance that supports programs designed to maximize the ability of individuals with disabilities and their family members, guardians, advocates, and authorized representatives to obtain assistive technology devices and assistive technology service s (Association of Assistive Technology Act Programs, n.d., para. 2).

The federal government has made access for all students to quality educational programs and services a priority. The increase in technological capabilities for instructional technology has provided tremendous supports for students who have disabilities and require assistive technology. This support aids not just the student, but also the programs and family members that help them understand the ways that assistive technology can be incorporated into their learning to increase educational flexibility and academic achievement.

Cautions

It is vitally important that providers of online and blended educational services for students with disabilities realize their legal obligation to meet both the spirit of the laws and regulations, but also the letter of the programs established in individually developed student educational plans. Litigation of these cases within each of these areas have caused courts to rule in favor of the spirit of the law when deciding for many plaintiffs. It is important to remember that these laws were promulgated to assist individuals who have disabilities in gaining access to buildings, programs, and services. Therefore, for programs to ignore these important federal legislative initiatives sends the wrong signal to the constituent users of the programs and services being provided in online and blended learning programs.

It is important to recognize that these laws require a solid understanding of the rules and requirements, and it is important for all involved to be cognizant of their requirements. Programs providing services to students affected by disabilities in online and blended environments should have qualified, trained professionals available to help the team interpret how state and federal laws affect the learning environment.

Additionally, it is important for school administrators to work with the Special Education administrators within their Intermediate School District (ISD), Regional Educational Service Agency (RESA), or Regional Educational Service District (RESD) when discussing issues related to school finance or compliance for the special education programs and services being offered to the student in the online or blended learning environment. The reliance upon special education millages for program costs varies across the state (Deschaine, 2018), and the responsibilities for the expenditures of special education services also varies based upon the ISD's, RESA's, or RESD's Special Education Plan. Working closely with the administrators in these larger regional districts will provide support and insight that will be important when determining the best way to support students with disabilities in online or blended learning environments.

Appendix B

Pedagogy and Technology

It would be quite difficult to discuss all the potential challenges that might exist when districts or programs plan for effective instruction for students affected by disabilities. Therefore, Appendix B, although not intended to be exhaustive, may provide an opportunity to discuss areas that need to be resolved for the establishment of effective programs and services in online or blended learning environments. Fortunately, there are many valuable supports and resources available to assist in effective program planning, instruction, and supports when providing online or blended education to students living with a variety of disabilities. The following resources can offer additional support.

Michigan Virtual

Michigan Virtual has been in existence for 20 years to support quality online and blended learning environments for all students. Michigan Virtual is a result of Michigan legislation codified in the school code, and the programs, services and supports that they provide are completed under the direction of a group of professionals with a variety of experiences.

Michigan Association for Computer Users in Learning (MACUL)

The Michigan Association for Computer Users in Learning (MACUL) helps educators identify sound educational practices related to technology as well as understand the implications of rapid changes in technology. Recognizing the challenges in preparing students, we strive to encompass the entire educational community from preschool through college level.

MACUL's Special Interest Group for Inclusive Learning (SIG INC)

The organization's website states the purpose of SIG INC is to share knowledge concerning specialized technology and effective practices for enhancing opportunities for students with disabilities. SIG INC promotes professional learning for educators as they strive to meet students' diverse learning needs.

MACUL's Special Interest Group for Online and Blended Learning (SIG OBL)

According to their website, the mission of SIG OBL is to support educators and students in their work with online and blended learning. SIG OBL provides a forum for online learning, blended learning, mobile learning devices, and instructional tools and strategies for teaching and learning online.

Regional Educational Media Center (REMC) Association of Michigan

There are many ways that educators of students affected by disabilities need supports in online and blended learning environments. The local REMC Association of Michigan may be of added support and assistance to teams as they design and develop appropriate interventions. Their mission and scope, as described on their website is to "provide proactive leadership to the Michigan educational community by participating with other organizations in building a vision that supports quality teaching and learning and provides equity to Michigan's pre-K-12 students.

"The REMC Association of Michigan will accomplish this within the framework of the following principles:

Improve learning for all students.

Support constituents and improve teaching and learning statewide through future-focused collaboration, leadership, and service.

Empower teachers to create high quality, engaging instructional environments when they have access to the necessary skills, tools, and rich sources of information.

Provide effective cost savings through statewide cooperative purchasing, which allows local resources to be reallocated to enhance teaching and learning.

Advance statewide connectivity through delivery systems and infrastructure."

International Society for Technology in Education (ISTE)

According to their website, ISTE "inspires the creation of solutions and connections that improve opportunities for all learners by delivering: practical guidance, evidence-based professional learning, virtual networks, thought-provoking events and the ISTE Standards." Standards have been developed that describe the technology skills and competencies that students, teachers, and administrators should possess in technology rich environments. These resources would be an excellent resource for teams that are trying to ascertain the feasibility of online or blended learning environments as an option for students living with disabilities.

Legal/Legislative Supports

Michigan has several formal programs that provide direct services and indirect consultation to school districts and programs needing support in providing adequate educational services to students who have by disabilities, regardless of format or delivery system.

Center for Educational Networking of Michigan (CEN)

CEN of Michigan is an IDEA Grant Funded Initiative through the Michigan Department of Education, Office of Special Education. In addition to direct services, CEN provides a repository of documents related to the legal requirements for special education programs and services and also provides assistive technology supports for programs assisting students eligible for special education services.

Intermediate School Districts (ISDs)

The state of Michigan has 56 ISDs. The programs and services offered by ISDs provide and coordinate direct essential services to constituent local education agencies and school districts within their boundaries to facilitate programming, teaching, and learning for all students. Many ISDs provide direct programs or consultative services for students who have disabilities.

Programs experiencing challenges in meeting the educational needs of students living with a disability in online and blended settings should consider contacting the Director of Special Education in their ISD that is responsible for special education supports. To find the ISD responsible for supporting local programs, the following maps might be of assistance. The first is provided by the State of Michigan. The second is provided by the Michigan Association of Intermediate School Administrators.

General Supports

The intent of this document is to assist in the creation and implementation of appropriate educational programs and services for those living with disabilities as they engage in online or blended programs. A brief description of the ways that disabilities has been included, but there are other information options available. There are many professional and advocacy organizations or associate resources for content that can be helpful for those wishing to find out more about the ways specific components of an eligibility category might possibly affect functioning in online or blended learning environments.

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Supporting Students with Disabilities in K-12 Online and Blended Learning | Michigan Virtual

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Appropriately supporting students in online and blended learning environments requires a great deal of instructional planning and preparation. The intent of this document is to supply educational teams content that will provide support for the planning, implementation, and evaluation of programs and services for students with disabilities enrolled in online and blended learning environments.

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Here you will find free art lesson projects for your kindergarten, first grade, second grade, third grade, fourth grade and fifth grade students. The lessons are free to use and of great benefit as a tool for educating your students in art. They include 30 art education projects per grade for a total of 180. These lessons cover line, shape, color, and all the elements of art.

I hope you enjoy the Arttango art education program. You don't even need to register.

Advantages and Benefits

Helps meet accreditation objectives

Instructional consistency for K-5 students through a spiraling curriculum

One teacher can serve many elementary school classes at the same time

Low cost

Easy to operate and utilize

Web benefits include on-line gallery, assessment tools, enrichment options

Promotes visual literacy

Provides qualified fine arts instruction

Can be easily incorporated with other academic disciplines

Aligned with National Standards for Art Education

Excellent resource for after-school instructional opportunities

Promotes personal achievement in students which promotes self confidence

The online art lessons are in a written format, but Arttango also has available these same lessons in a video format , which will further enhance and build your students understanding of art, giving them a strong comprehensive foundation for all things related to art.

Feel free to Contact Us for more information on Arttango art education video lesson series.

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Arttango.com | Art education lessons and projects for K-5 students

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art education lesson projects for kindergarten, first grade, second grade, third grade, fourth grade, fifth grade elementary school aged children and students.

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Printables for Phonics Readers and Folks with Dyslexia

FREE Downloadable and Printable

Free Phonics and Dyslexia Printables for Learning to Read

Join Tup the dog as Jan and her friends take him on a rambling walk to the library where he will participate in "Read to a Dog." Try and catch the wayward chicken by pretending to be a plant or a train. And make sure to take lots of breaks to read to Tup. You've got time to go into the cave and scout around if you want, so put on your caving helmet and explore away. The game is over when you get to The Public Hall for Tomes of Tales (that's the library in Tup's city.) You can stop here, but Tup hopes you'll keep reading to him.

Flashcards for rhyming and sight words available now with more flashcards on their way. You can even download and print blank flashcards with the chicken, bat, or Tup image on the back so you can personalize the activities to your child.

If you have printable suggestions, please contact me at read@dogonalogbooks.com.

I have lots of plans for Free Printables. As a homeschooling mom who is teaching two independent-minded kids, including one with dyslexia, as well as writing a book series, I have more plans than time. I will be adding printables as I develop them.

Free Phonics and Dyslexia Printables for Learning to Read
Terms of Use
DOG ON A LOG Printables are made available free of charge for educational purposes.

You may:

Use them in a home, group, or school setting.

Place a link to them on your website. https://dogonalogbooks.com/printables/

Create individualized game cards using the supplied Word and PDF files.

You may NOT:

Use the Tup or other copyrighted images except in the personalization of educational game cards.

You may not sell or distribute DOG ON A LOG Printables.

You may not host them on your website or upload them to any other website or shared website.

Free Phonics and Dyslexia Printables for Learning to Read

Please email for help "read@dogonalogbooks.com" if you have any trouble downloading the printable activities.

rintables for Phonic

s Reader Click here to Download The DOG ON A LOG Printable Quick Assessment Tool s and Folks with Dyslexia

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Free Phonics and Dyslexia Printables for Learning to Read

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Learning to read can be hard. These Free Phonics and Dyslexia Printables for Learning to Read are meant to make learning more fun. There are choices of board games with both reading flashcards and action cards. You can also download blank flashcards that you can personalize to your child.

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Carone Learning Health, Fitness and Career Education

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Carone Learning Health, Fitness and Career Education

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Carone Learning | Online PE, Health & Career Classes

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We recognize that this is a difficult time for students, teachers, and schools as many are scrambling to look for alternative learning options due to COVID-19. Whether you're looking for health and PE options for online, face-to-face, or something in between, Carone Learning has the tools to help!

No need to re-invent the wheel! As specialists in online health and PE for over 15 years, Carone Learning has a proven program with the highest quality curriculum. With 70 courses and hundreds of supplemental lessons, videos, assignments, and assessments to choose from, we have your solution!

Carone Learning has two course models available.

1. Virtual courses: These are pre-designed online courses that students can work through independently with a teacher available to facilitate the courses and grade assignments. These courses can be facilitated by your organization's instructors or we can provide instructors. We have over 70 different unique titles available for grades K-12: https://caronelearning.com/course-catalog/. This option is recommended for virtual schools and schools where students will be fully online throughout the semester.

2. Remote & blended learning courses: These are deconstructed courses (content libraries) for Health or PE for elementary, middle, and high school. These courses allow teachers to pick and choose from a variety of lessons, quizzes, discussions, assignments, physical skills tutorials and fitness logs (for PE) in order to construct their own courses and assign various elements to students. This is an ideal resource for brick & mortar schools that are looking for online courses due to Covid closures, when students have to work remotely for an unknown period of time, or schools may be looking for something that allows for flexibility between online and face to face.

Currently offering discounted pricing for the 2020-21 school year! For more information contact us at info@caronelearning.com or 888.769.0480.

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Online and Blended Health & PE options for Grades K-12 | Carone Learning

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We recognize that this is a difficult time for students, teachers, and schools as many are scrambling to look for alternative learning options due to COVID-19. Whether you're looking for health and PE options for online, face-to-face, or something in between, Carone Learning has the tools to help!

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To support your efforts to keep students moving and learning while at home due to closures related to COVID-19, we have decided to make the Walkabouts platform temporarily available at no cost to those implementing remote learning. We have created general login credentials for those who do not already have access to Walkabouts. To get started, teachers and students can log in here with the general usernames and passwords provided below for each grade level.

Free Grade Level Access to Walkabouts

To learn more about the Walkabouts platform, download this Quick Reference Guide for Parents and Students.

Quick Reference Guide for Parents and Students
Free Trial for Walkabouts
If an educator would like temporary free access to a teacher account (instead of the general grade level login credentials above), simply fill out our free trial form here and we will be happy to set you up with an account. Account set up is a manual process, so please allow 24 hours for activation as our team handles the surge in requests from educators across the country dealing with school closures and remote teaching.

A full trial account allows teachers to use all aspects of our platform including access to student tracking and assigning lessons. The trial also provides access to Walksheets, worksheets that include a movement component and are correlated to standards. If possible, we suggest educators consider printing and sending these home in preparation for any possible school closures. Refer to the Quick Reference Guide for Teachers (link below) for directions for viewing Walksheets.
Teachers: Get Started Here
For more resources and ideas to keep students active during school closures, visit our partner, Active Schools.
Notes:

Teachers or parents/guardians who sign up for a free trial will have access to the full Walkabouts platform (including Walkabouts and Walksheets) for PK through 2nd grade.

Teachers or parents/students who log in with these grade level credentials above will have access to Walkabouts on the assigned grade level only.

The following login credentials will be valid through September 1, 2020.

We encourage families to utilize the Walkabouts platform now and during the summer months.

To learn more about the Walkabouts platform, download these guides.
Quick Reference Guide for Parents and Students Teachers: Get Started Here
For more information about Walkabouts, visit www.getwalkabouts.com.

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To support your efforts to keep students moving and learning while at home due to closures related to COVID-19, we have decided to make the Walkabouts platform temporarily available at no cost to those implementing remote learning. We have created general login credentials for those who do not already have access to Walkabouts.

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Music Theory Worksheets

Pick a subject, choose your settings, and in the blink of an eye you'll have saved hours of class prep by generating as many quiz exercises as you like. And it's all graded automatically!

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Collaborative music learning app from theory to composition

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Flat for Education is a powerful, easy-to-use, cloud-based music notation platform that helps engage your students both in and away from the classroom.

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ChemMatters Articles by Topic - American Chemical Society

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American Chemical Society: Chemistry for Life.

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This simulation can be used as a virtual lab for photosynthesis, cellular respiration, and primary productivity. Oxygen levels are monitored in an aquatic environment to measure oxygen production and consumption as part of energy conversion processes. The user can select the number of fish and plants, the light intensity, the light color, and the temperature. Currently, three virtual lab worksheets are available. Visit the Resources page for Word documents or the Google Drive for a fully digital format.

​

Want more of these fish? Check out the merch!

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Cell Energy Simulation | Biology Simulations

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Simulation to study photosynthesis, cellular respiration, and primary productivity

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Full units of work are designed to develop skills in a specific text type for years 1⁠-⁠6

Writing Legends simplifies the teaching of writing by providing comprehensive units of work that seamlessly integrate into classroom instruction. Teachers can effectively model how texts work using these units, while students can engage in independent practice. Each unit consists of five lessons that progressively enhance skills at the word, sentence, grammar and text levels. Additionally, printable units are available to extend the learning experience beyond online activities.

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Online Writing Program for Students in Years 1-6 | Writing Legends Marketing

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Unlock students' writing confidence with a comprehensive and engaging program for students in years 1-6. Develop essential skills, receive instant feedback and see clear progress!

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As the COVID-19 outbreak continues to spread worldwide, we want to do our bit to ensure that teachers and students stay connected and children continue their learning at home with minimum disruption.

We are offering affected schools free full access to Times Tables Rock Stars - our platform for multiplication and division - throughout any school closure*. To take advantage of this offer please sign up for a trial here and email us at [email protected] with the dates of your school's closure so that we can extend access as needed. No payment details are required. TT Rock Stars is easily accessible for pupils to play from home via the free app or browser and allows teachers to set specific tasks and monitor progress.

We have also activated free access to our Sessions homework bolt-on** for any school that subscribes to Times Tables Rock Stars but doesn't currently have that bolt-on enabled. The Sessions feature allows teachers to be more purposeful about the use of TTRS at home. By setting a Session as a homework assignment, you'll know whether or not your pupils are spending as many minutes practising as you would like them to. You'll be able to set the number of games your pupils need to play, during a particular time period, then see who has completed the assignment and how well they've done.

Parents, Carers, Home Educators and Tutors

Our free access offer is available to schools only, and does not apply to family or tutor subscriptions. If your children/pupils go to a school that has been affected by the Covid-19 outbreak, please do feel free to pass on this offer to their school teacher to take up if they wish. Please note that only authorised school personnel should sign up to this offer. If you wish to purchase a family or tutor subscription to Times Tables Rock Stars, please click this link here.

Here are our top tips for using Times Tables Rock Stars in the event of a school closure:

1. Ensure that all pupils have been uploaded to Times Tables Rock Stars and can access TTRS from home - here is a handy reminder on how to upload users, print out usernames labels and how to download our parent letters.

2. Make sure that teachers who need access to the account have been added. You add teachers by going to Account > Teachers and clicking the 'Add Teacher' button.

3. Turn on Automatic Training Mode for all pupils - make life easier for your teachers and automate the tables so that they are bespoke for each pupil.

4. Set goals for weekly practice (e.g. 10 Garage games) by using Sessions. It's clear to pupils what they need to do and you can monitor their efforts.

5. Set up a Battle of the Bands between classes or a Top of the Rocks inter-school competition to keep motivation high and perhaps offer a small winner's reward.

6. Encourage some friendly rivalry and remind your students how to set up Rock Slams.

We are also offering all affected schools free access to NumBots - our sister platform that tackles addition, subtraction and number bonds - throughout any school closure*. To take advantage of this offer please sign up for a trial here and email us at [email protected] with the dates of your school's closure so that we can extend access as needed. No payment details are required. NumBots is entirely pupil-led, easily accessible for pupils to play from home via the free app or browser and allows teachers to follow and praise progress.

If you are worried about the current situation you can get the latest updates from the Department for Education at COVID-19: guidance for educational settings.

We are here to help! If there is anything else you think we can do to help, please do let us know. If you have any questions, please contact us at [email protected]

*Free full access is available to schools (who do not currently have a subscription) who are forced to close due to Covid-19, for up to a maximum of 60 days. If your school is closed for a longer period, please contact us at [email protected]

** Sessions bolt-on will automatically be switched on for free until 31 July 2020 for all schools that subscribe to TT Rock Stars that don't currently have the Sessions bolt-on enabled.

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As the COVID-19 outbreak continues to spread worldwide, we want to do our bit to ensure that teachers and students stay connected and children continue their learning at home with minimum disruption. We are offering affected schools free full access to Times Tables Rock Stars - our platform for multiplication and division - throughout any school closure*.

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"its all related about sports swimmimng zumba dance yoga dance aerobics videos"

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It's all videos about Physical education and Sports

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Here are 25 art projects for kids inspired by famous artists from the post-Impressionism time period. Art projects are inspired by Vincent Van Gogh, Pablo Picasso, and Paul Cézanne.

I really enjoy teaching without a textbook, and was inspired to create this post full of hands-on art projects inspired by famous artists! There are few better ways to learn than with visuals and hands-on experience.

Vincent Van Gogh for Kids

Vincent Van Gogh was born in March 1853 in the Netherlands. Van Gogh enjoyed light and used loose brush strokes. Towards his later life, he began using small stripes, and later swirls. This is evidenced in one of his most famous works, "Starry Night." Van Gogh lived during the post-impressionist period. Instead of precise art, he created it based on his "impression."

The Van Gogh Cafe by Cynthia Rylant
I remember first reading The Van Gogh Cafe over a decade ago. Written at about the same level as the Magic Tree House series, The Van Gogh Cafe is a fun, magical adventure.

Starry Night with Melted Crayons - Happy Hooligans
Grate and melt crayons for this "Starry Night" inspired melted crayon art project for this memorable project. Image credit: Happy Hooligans

Van Gogh Style Finger Paint Painting - The Imagination Tree
In this open-ended and child-led project, all you need is basic paints and paper to create Van Gogh inspired art, particularly with his famous "Starry Night" painting.

Field of Poppies - That Artist Woman
With some disk tempera paint and powdered tempera paint, recreate Van Gogh's "Field of Poppies." Use disk paint to create your base; green and yellow for the meadow, and blue for the sky. Use the powdered tempera to add the details of the flowers. Image credit: That Artist Woman

"Sunflowers" by Vincent Van Gogh Inspired Painting | Motherhood on a Dime
Learn about textures while recreating Van Gogh's "Sunflowers" painting with tempura paint and flour. Image credit: Motherhood on a Dime

Painting on Foil - Messy Little Monster
Paint on foil for this messy "Starry Night" inspired painting, made with two shades of blue paint and some white paint.

Paul Cézanne for Kids

Paul Cézanne, sometimes known as the father of Cubism, was born on January 19, 1839 in Provence, France. His father wanted him to be a doctor or a lawyer, but he wanted to be a painter! Originally, his artwork had a dark and serious tone. As time progressed, he began spending more time outdoors and his artwork became brighter. Cézanne is best known for his artwork. Many of his most famous paintings are of arranged fruits, with different shapes.

Pablo Picasso for Kids

Pablo Picasso was born on October 25, 1881 in Malaga, Spain. Picasso was one of the co-founders of Cubism and collages. He was a fan of abstract art; with shapes often making up his pictures. His work is divided into four categories:

The Blue Period (1901-1904)

The Rose Period (1905-1907)

The African Influenced Period (1908-1909)

The Cubism Period (1909-1919)

Picasso's style began with the dreary Blue Period. Those images are made almost solely blues and blue-green hues. He began creating more vibrant images with warmer colors, described as the Rose Period. He later drew influences from African cultures, and later the block-y period of Cubism.

Picasso Inspired Faces: Tree Ornaments - Kid Blogger Network
With oven bake clay, create vivid faces with these fun art projects inspired by Picasso. Image: Kid Blogger Network

Picasso's Le Coq Pastel Chalk Art - Deep Space Sparkle
With chalk and oil pastels, create artwork inspired by Picasso's "Le Coq" painting of a rooster.
What are your favorite art projects for kids?
Disclaimer: I make a small commission from some of the links on this site. It allows me to keep the site up and the content free. You can read my full disclosure here.

Samantha is an entrepreneur and a former homeschool student from Indiana, USA. When not blogging, Samantha can be found reading about WWII, trying to speak Hebrew, and wasting time on Pinterest. Her work can be found on Free Homeschool Deals, Unigo, True Aim Education, Encouraging Moms at Home, and more.

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25 Art Projects Inspired by Famous Artists: Post-Impressionism

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Here are 25 art projects for kids inspired by famous artists from the post-Impressionism time period. Art projects are inspired by Vincent Van Gogh, Pablo Picasso, and Paul Cézanne. I really enjoy teaching without a textbook, and was inspired to create this post full of hands-on art projects inspired by famous artists!

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Music is one of my favorite parts of life. Here are some music apps for kids that help teach music, musical theory, and the basics of instruments such as piano and guitar!

20+ Apps to Teach Music: Music Apps for Kids

This app can be simulated on android phones and tablets. It is a perfect app for teaching beginners piano.

Kids have fun as they learn interesting music through this app. Let them learn numbers as the make some music in the process.

This is for the kids who are interested in learning the violin.

Learn piano the right way through this app. It has short, fun and easy to follow lessons to enable one learn piano pretty fast.

Create, play and share song taps for all the popular artists with your own songs or download online.

Play what you see and hear in the video and become familiar with various forms of instruments that are accessible through this app.

This beginner piano app is perfect for toddlers, preschoolers and grades 1-3.

This Apple app comes with a recording studio to let imaginations run wild with music! It features multi-touch for the piano, organ, guitar, and drums.

This $1.99 Apple app has a free and lite version. Designed for ages 2-6, teach notes, rhythm, and pitch.

Let your kids learn music as they solve puzzles in this app designed for toddlers. It has a free and paid version.

This Apple app is $2.99 has 39 music theory lessons. Learn scales, and ledger lines with this app great for a variety of ages.

This is a simple, easy and fun to use app specifically designed to allow you pick different kinds of chords and tools.

This is an app that is designed by musicians to enable delivery of the perfect music experience. This is for the kids who want to take their music lessons and experience to the next level.

Learn how to beat drums like a pro from this simulator from Google Play. Works with android.

Teach kids how to create perfect harmony and rhythm in music throughout this app.

This Google Play app contains over 500,000 high quality chords that are all designed to make your kids have the best musical experience possible.

This app is suitable for beginner and intermediate levels. It is designed to help them learn all there is to know about guitar chords. With each lesson, the kids will be able to replicate right there on the screen and be able to produce different forms of sounds. The lessons are fun, allowing for quick learning.

It has the largest catalog of chords, guitars and ukulele to help your kid get lyrical while learning as much as possible about their favorite musical instruments.

This app allows you upload and mash up your own songs, creating something great in the process.

This is a music studio where kids can mix songs and learn about guitars and other different equipment.
21.Metronome
I use this metronome for keeping time while practicing piano. It has multiple different features for keeping time.

What are your favorite music apps?

Samantha is an entrepreneur and a former homeschool student from Indiana, USA. When not blogging, Samantha can be found reading about WWII, trying to speak Hebrew, and wasting time on Pinterest. Her work can be found on Free Homeschool Deals, Unigo, True Aim Education, Encouraging Moms at Home, and more.

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20+ Apps to Help Teach Music the Fun Way: Music Apps for Kids

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Music is one of my favorite parts of life. Here are some music apps for kids that help teach music, musical theory, and the basics of instruments such as piano and guitar! This app can be simulated on android phones and tablets. It is a perfect app for teaching beginners piano.

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Historical Movies for Middle School and High School 

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Historical Movies for Middle School and High School 

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From Schindler's List to Free State of Jones, Hollywood has pushed out some impressive historical dramas. However, these films can be brutal. Here are some great historical movies for junior high and high school.

Disclaimer: Some of the following links are affiliate links. I make a small commission from some of the links on this site. You can read my full disclosure here.

Historical Movies for Middle School Under R

From Schindler's List to Free State of Jones, Hollywood has pushed out some impressive historical dramas over the years. However, being brutally accurate, these films are not appropriate for kids. A follow up to Historical Movies for Kids, here are some great historical movies for junior high and high school.

Most are under the R rating (There are a few exceptions that are noted as R), and none have graphic sexual content or an obsessive amount of profanity. Additionally, all are engaging and handle violence realistically without being gory.
To further establish fact from fiction, check out History vs. Hollywood and Teach With Movies.
(Read why I believe a fictional movie or a "based on a true story" movie can be beneficial for learning history.)

Ancient Time Movies

The Ten Commandments
This classic was made in 1956, and is nearly four hours long. Still, it's a fantastic and engaging movie to watch every Easter! This detailed story is about the life of Moses and the Exodus. Image credit: The Ten Commandments

The Bible
This 10 part series brings the Bible to life, from classic biblical stories such as the Exodus and David and Goliath, to the stories through Judges and more.It's a high quality series that can be bloody and is sometimes historically inaccurate, but it makes a good compare and contrast with the Bible.

A.D. The Bible Continues
This 12 part series begins where The Bible ended. Like The Bible, it's not always historically accurate but worth a watch.

Ben-Hur
I'll be honest; I didn't like the book Ben Hur very much, so I don't plan on seeing the movie. It was WAY too word-y and descriptive in places that don't need that much description. However, the movie has received positive reviews.

Early History to 1700s Movies

Amazing Grace
Amazing Grace tells the true story of William Wilberforce, who worked to end slavery in Britain in the 18th century. Despite many struggles and setbacks, with perseverance (and grace), Wilberforce sees his cause until the end. It's among the top classic Christian historical movies, but its message can be enjoyed by all. (PS it stars Benedict Cumberbatch) Image credit: Amazing Grace

Man for All Seasons
Winner of six Academy Awards, this film is about the conflict between Henry VIII and Sir Thomas More. In More's final years, he refused to sign a letter to the pope to annul Henry VIII's marriage. It has ranked #43 on the British Film Institute's Top 100 Greatest Films of All Time.

1800s and Early 1900s Movies

North and South
Set in 1851, North and South is based on the Elizabeth Gaskell classic. Margaret Hale comes from a well to do family in southern England. The family moves to a northern mill town, but Margaret soon begins to fall in love.

Killing Lincoln
Killing Lincoln is based on the bestseller by Bill O'Reilly. This docudrama narrated by Tom Hanks talks about the details before, during and after President Abraham Lincoln's assassination in April 1865. It's engaging and an excellent spring broad for diving into the American Civil War and Lincoln's life.

The Count of Monte Cristo (2002)
Loosely based on the classic novel, The Count of Monte Cristo is a wonderful story filled with betrayal, revenge, and adventure. Edmond Dantes is a well-liked and handsome young man who has everything in life; a striking promotion and a beautiful fiancee. After being falsely accused of treason by his best friend, Edmond is imprisoned for several years. After escaping from prison, Edmond is determined to seek revenge. Image credit: The Count of Monte Cristo

The Alamo
The Battle of the Alamo during the Texas Revolution was in 1836. 200 Texans from various backgrounds defended a small Texan fort for 13 days from an entire army.

Walt Before Mickey
Walt Disney didn't always have success. Walt Before Mickey details his struggles as an animator before Mickey Mouse came along! It also gives a great perspective on early film.

Great Depression and WWI Movies

The King's Speech
Colin Firth plays King George VI, a soon-to-be king with a speech problem. Lionel Logue, an Australian speech specialist, is hired to help him through his stuttering problem. When his brother renounces his throne, George VI must make his first wartime radio broadcast: Britain declaring war on Germany in 1939, the start of WWII. It's rated R for profanity and has no/low sexual content and violence. Image credit: The King's Speech

World War II Movies

The Monuments Men
The Monuments Men, a true story, follows a group of unlikely American soldiers sent to Germany in order to rescue Europe's greatest treasures: their art. The Monuments Men, while hailed as "not 100% realistic" at times, was a fresh reminder of a group of ragtag soldiers who helped rescue Europe's humanity through its artistic heritage. You can check out more about the realism on History vs. Hollywood.

The Imitation Game
Played by a witty Benedict Cumberbatch, Alan Turing was a quirky but brilliant mathematician. Turing gathered a collection of Britain's top codebreakers, linguists, scholars and chess champions to successfully glean top secret intelligence from the Nazis' "unbreakable" Enigma code.Grab the movie guide here.

Image credit: The Imitation Game

Red Tails
The Tuskegee Airmen were a group of black pilots during WWII who fought the Nazis in the air and racism on land. This film isn't perfect with historical accuracy, but I still enjoyed it. A more accurate version is a film called The Tuskegee Airmen.

U nbroken
Louie Zamperini lived an extraordinary life. A troublemaker in his childhood, Louie became an Olympian and ran in the 1936 Nazi Olympics, and even had the opportunity to shake Hitler's hand. When WWII broke out, he enlisted. On a rescue mission, his aircraft crashed and he and a friend spent 47 days at sea, with no food and the company of several sharks. Afterward, he spent 2 years in a Japanese POW camp. Here is his story of survival, resilience, and redemption. (PS the book was better, and they have a young adult version with less violence. Louie has also written a memoir.) Grab the movie guide here.

The Longest Day
The Longest Day is a full, dramatic account of D-Day, on June 6, 1944. It was made in 1962 and won 2 Oscars. Until Schindler's List came along, it was the most expensive black and white movie ever made.

Against the Sun
In a similar story as Louie Zamperini's, Against the Sun is the true story of a pilot, bombardier, and radioman who survived 34 days at sea. While traveling over 1,000 miles, the three men battled the lack of food, sharks, and the elements and miraculously, all three survived. Image credit: Against the Sun

The Great Escape
Starring Steve McQueen, this oldie is based on a true story about a massive prison camp escape with Allied POWs. It's almost three hours long but kept me engaged the full time.

For those mature enough, I would recommend the series Band of Brothers. Based on the real-life members of Easy Company, Steven Spielberg and Tom Hanks worked to keep it realistic. It's mature and brutal, but is a solid tribute to Easy Company, and the Greatest Generation in general. Its R rating is deserved; violence and language are rough, but there's little sexual content. Each of the 10 episodes opens with the real-life members of Easy Company, and each episode closes with facts at the end.

Post-WWII

Best Years of Our Lives
There are many movies about life during WWII, but few are about the post-war life that returning soldiers had to face. This film was made shortly after WWII, and tells the story of 3 men; one who was in the Navy, one was in the Army in the Pacific, and one who was in the Air Force. Image credit: Best Years of Our Lives

Judgment at Nuremberg
Starring Spencer Tracy, this film won two Academy Awards and was nominated for 11. After the Holocaust, in 1948, several Nazis were put on trial for war crimes against humanity. This is a fictionalized version, that can shed much light on the Nuremberg trials.

At the time, Britain owned Israel, which was then called Palestine. Proffy has similar views. That is, until he befriends a British soldier. It doesn't try to show the big picture, but instead the story of a Jewish boy and British soldier. It has a smidgen of partial nudity/Proffy becomes interested in women (you can skip this part), but other than that is great for 12+ with some discussion.

Exodus
Set in 1947 on the cusp of Israel becoming a country, a commander of the Israeli underground works to lead 600 Jewish Holocaust survivors from detention camps in Cyprus to the land of Israel. Like in The Little Traitor, the British owned Palestine/Israel at the time and were letting only a handful of people into their country.

Call The Midwife
In this period drama series based on a true story, young Jenny is a midwife in the 1950s in the poorest parts of London. The series deals with tough topics like abortion, miscarriage, workhouses, and prostitution. Fans of Downton Abbey will definitely enjoy it! Image credit: BBC

Cold War and Beyond

First They Killed My Father
This Netflix film is based on the bestselling memoir about a girl during the Cambodian genocide during which 2 million Cambodians died.

The Kite Runner
Based on the brilliant and beautiful New York Times bestseller, this coming of age story is set in Afghanistan in the 1970s. During Kabul's annual kite running competition, the privileged Amir betrays his friend Hassan, who is of a lower class. Amir is unable to make things right until decades later. The story centers around a child rape which is not graphic but still difficult to watch. However, it is still a fantastic story of forgiveness and redemption best for teens and up. Image credit: The Kite Runner
Hotel Rwanda
Based on a true story, Hotel Rwanda is the under rated film of the Rwandan genocide in 1994. In Rwanda, the majority Hutu's blamed the minority Tutsi (that composed about 14% of Rwanda's population) for social and economic chaos. Over a course of 100 days, around 800,000 people were murdered, including over 75% of the Tutsi population.

Paul, a hotel manager that was part Hutu and part Tutsi, saved around 1200 people with his hotel. It's a story that deserves to be among the ranks of Schindler's List, except this film is rated PG-13, with relatively low violence compared to what it easily could be.

Make a movie night educational!

Make a movie night educational with my growing collection of movie guides! Find movie guides for favorites like Unbroken, The Zookeeper's Wife, or The Pursuit of Happyness. You can also find me on Teachers Pay Teachers.

More Historical Movies for Kids and Teens

Check out the rest of the movies in this full series!
WWI and Great Depression Movies for Middle School and High School WWII Pacific Movies Holocaust Movies for Middle school and High School Civil Rights Movies for Middle School and High School Historical Movies for Kids 50+ of the Best Character-Building Biopics

Samantha is an entrepreneur and a former homeschool student from Indiana, USA. When not blogging, Samantha can be found reading about WWII, trying to speak Hebrew, and wasting time on Pinterest. Her work can be found on Free Homeschool Deals, Unigo, True Aim Education, Encouraging Moms at Home, and more.

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Historical Movies for Middle School and High School Under R

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From Schindler's List to Free State of Jones, Hollywood has pushed out some impressive historical dramas. However, these films can be brutal. Here are some great historical movies for junior high and high school. Disclaimer: Some of the following links are affiliate links. I make a small commission from some of the links on this site.

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Historical movies for older children are pretty easy to find, but more often than not they contain things that are not appropriate for young children. (I was recently reading comments recommending Schindler's List, one of the most brutal Holocaust movies ever made, to a fourth grader.)

Disclaimer: I make a small commission from some of the links on this site. It allows me to keep the site up and the content free. You can read my full disclosure here.

Here is a list of historical movies for kids, ages 6-12. All films are rated G unless otherwise noted. The films are somewhat listed by age range, the first films being for younger kids and the latter films for older ones (age 10-12). Additionally, these films include positive themes such as hope, friendship, courage, faith, and doing the right thing.

Not all of these historical movies for kids are "historically accurate," as the majority are designed for children. If these movies were to be historically accurate, most would be very violent. My family watches a lot of historical movies (both true and fiction) and then we look up what really happened; what was true and what was added.

If a fictional event in a historical movie encourages a child to look into what "really" happened and sparks an interest in a time period, then I would say it is a worthwhile movie. After all, a fictional book I read five years ago sparked a lifelong love of history in me. I hope this list encourages you to dig deeper into history!

Historical Movies for Kids

Liberty's Kids is an animated series designed for teaching young children early American history, mostly the American Revolutionary War. After much hype, I finally bought it and we love it! The whole series (40 episodes) is on Amazon for only $5. The series has been completely worth it!

Inspiring Animated Heroes (Nest)
Explore great historical figures with this animated Christian biographical series. Episodes profile famous people like Harriet Tubman, George Washington, Abraham Lincoln and William Bradford.

Valiant
Valiant is the first animated film I have seen with facts at the end. Set in 1944 before D-Day, this British Disney film is about Britain's messenger pigeons during World War II. In the end, we learn pigeons played a bigger role in the war than horses, dogs, or cats.

Filled with adventure and some humor, it is a bit violent for a G-rated film (I think it deserved a PG rating), but it is definitely a great movie. There are a lot of WWII references that are used appropriately, but younger kids may not understand some of them. See: Valient Movie Study.

Ruby Bridges
Six year-old Ruby Bridges was the first black girl to attend a public school during the 1960s. Despite facing racism and challenges, Ruby persevered and is an excellent role model for youth today. It's a sweet movie about a brave young girl. Grab the movie guide at my site or Teachers Pay Teachers.

Torchlighters: Heroes of the Faith
The Torchlighters is an animated series featuring missionaries such as Jim Elliot, Corrie ten Boom and Amy Carmichael. We have the Corrie ten Boom one and although I would exercise some caution for little ones, they are great lessons!

The Prince of Egypt (PG)
The Prince of Egypt is the classical biblical story of Moses in a stunning animated picture. I never fully appreciated this film until watching "The Making of the Prince of Egypt" and saw how much heart was put into it. From the beautiful artwork, incredible vocal actors, and stunning soundtrack - this film is incredible and a must-see. Although it is not entirely biblically-accurate, I cannot help but include it in this list. Grab the free The Prince of Egypt Movie Study

Joseph: King of Dreams (PG)
This is The Prince of Egypt's sister movie, based on the biblical story of Joseph. Although not as good as The Prince of Egypt, it is a great, quality movie. It is also slightly more biblically accurate.

Adventures in Odyssey
Adventures in Odyssey is best known for its radio broadcasts for children. They also have an incredible series of historical books and movies. While their movies emphasize on doing the right thing and other virtues, many are set during historical times - a double plus! You can find a lot of these on Amazon Prime.

American Girl Movies
So far, the only American Girl historical movies are Samantha, Kit, Molly, and Felicity. All are about courageous, noble girls growing up in different time periods but appeal to both boys and girls. They are packed filled with great lessons: both life and historical.

These make great movie nights, with plots and characters both children and adults will love! Amazon currently has all 4 movies in a pack for $10.

Young Felicity is growing up in 1774 during the Revolutionary War and is learning the difference between the Loyalists and the Patriots.

Set in 1904, Samantha lives in New York during the Victorian Era, as she learns about the world around her, and what being a good friend is truly about.

Kit is set during the Great Depression, 1934, in Ohio, as she realizes the importance of self-sacrifice, doing the right thing, and helping a friend.

Molly is growing up in 1944 during WWII, as she and her family take in Emily, a young refugee from England!

Maryellen is growing up in 1955. It's Christmastime and she really wants to stand out in this busy season! A family friend with polio comes to visit them, and Maryellen is determined to have a big celebration! It is only available on Amazon Prime.

Melody is an African American girl growing up during the Civil Rights movement in Detroit in 1963. It's great to see the Civil Rights movement from the perspective from a child. It is only available on Amazon Prime.

Various Biographies for Kids
Look at your local library in the kids' DVD nonfiction section and try to find historical movies for kids. Some popular figures that you may find include Harriet Tubman, George Washington, and more.

This is America Charlie Brown
One of my readers brought this up. I am sure I watched this movie when I was younger. Anyway, this is American history - from the point of view of Charlie Brown.

The Sound of Music is a wonderful true story, musical, and family movie that remains one of my family's favorites. Maria is a free-spirited nun in pre-WWII Austria who becomes the governess of seven children.

If you don't own it, you really need to. Grab The Sound of Music guide at my store or Teachers Pay Teachers.

The Miracle Worker
This Disney flick is about Helen Keller, who has been unable to speak, hear, and see since childhood. With the help of her teacher, Annie Sullivan, Helen begins to flourish. The Miracle Worker is a sweet story both kids and adults can enjoy.

American Legends (Disney)This animated Disney film features 4 American legends: John Henry, Paul Bunyan, Johnny Appleseed, and Casey Jones. With catchy tunes and fun animations, this is a great film for the little ones and older ones alike!

Miracle of the White Stallions
Made in 1963, this movie can be slow at times. But, it is a true story and completely clean, best used for 8+. This Disney film is about the evacuation of Lippizaner horses from the Spanish Riding School in Vienna during WWII.

The Greatest Showman (PG)
P.T. Barnum is known as one of the fathers of entertainment and for founding the Barnum and Bailey Circus. This family musical isn't historically accurate but can lead into discussions on P.T. Barnum's life and the history of the circus. Grab the movie guide at my store or on Teachers Pay Teachers.

Walt Disney wasn't always the big name in the entertainment industry. Walt Before Mickey is an inspiring film about Walt Disney's life before his big hit - Mickey Mouse. It's not 100% accurate, but it is an interesting look into the history of movies, and how old movies were made.

Belle (PG)
In 18th century England, illegitimate and mixed-race Belle overcomes racial barriers to help end slavery. It has a couple of sensual scenes and many women wear low-cut blouses, but otherwise is a great movie.

This classic Christmas movie seems slow at times, but it is 100% clean and has very great lessons about contentment, family, and selflessness. George Bailey wants to know what life would be like if he had never existed - and an angel makes it happen. This film was originally in black and white, but there is also a colorized version available. See: Free It's a Wonderful Life Bible Study.

I Love Lucy
Although not quite "historical," this old, clean series is fantastic entertainment for "the newer generation!" Lucy and her best friend Ethel, find themselves wrapped in mischievous adventures!

Johnny Tremain
I haven't seen this movie yet, but many readers have mentioned it, so I thought it was worth sharing. Inspired by the Newbery award winner written by Esther Forbes, Johnny Tremain covers the Boston Tea Party, Paul Revere's Ride, and the battles at Lexington and Concord.

The Whipping Boy
This is an old, old Disney Channel film based on the Newbery winning children's book. Despite the title, the film has little violence and is a fantastic historical film. If you're lucky enough to find this film, it is about a young orphaned whipping boy's journey's with a spoiled prince, known as Prince Brat.

Newsies (Disney) (PG)This Disney musical is a fictional version of the Newsie Strike in 1899. Although the actual strike happened, a lot of events and main characters are fictionalized.

Themes include friendship, teamwork, never giving up, courage, and speaking up. Featuring an amazing cast and great musical numbers, Newsies is a great movie for the whole family, and among my favorite historical movies for kids. (PS Although the film portrays the strike a success, in real life, it was only a partial success. The reasons behind this make a great history lesson.) Grab the Newsies Movie Study

Fiddler on the Roof
Traditions! Tevye is a poor Jewish milkman with five daughters (and no sons). In a time of strict tradition, Tevye's three oldest daughters are free-spirited and break-away from "tradition" by refusing a matchmaker.

Through classic songs and Tevye's humor, this film contains great lessons on traditions and is a great film for introductory to the Orthodox Jewish culture. Grab the Fiddler on the Roof Movie Study

Leonardo: A Dream of Flight
I haven't seen this movie, but according to this article the age range is 8-11 and it's rated G. The story tells of Leonardo da Vinci and his famous flight.

Despite being completely unrealistic, I recently watched this trilogy and LOVED this movie so much! It's a fantastic introduction to historical figures such as Sacagawea and Teddy Roosevelt. The second one, Night at the Museum: Battle of the Smithsonian was my favorite, which includes historical figures like the Tuskegee airmen and Amelia Earhart. Grab the Night at the Museum Movie Study

Dolphin Tale (PG)
Dolphin Tale is the true story of how a dolphin gets a prosthetic tail! It's not the most "historical" film, but it's a true story, and have no doubt it will be seen as "historical" within the next few decades!

Madison (PG)
In this American underdog story, Madison follows the small town of Madison, Indiana and their journey to the hydroplane 1971 Gold Cup, against all odds. With a string of luck, the town is chosen to host the Gold Cup, much to the dismay of the "big shots." To host the race, the town must raise $50,000, plus get the Miss Madison, the town's boat, in shape. It's also based on a true story and is packed with great lessons on determination, perseverance, and teamwork.

Mr. Peabody and Sherman (PG)
Mr. Peabody is a dog who has invented a time machine. When his adopted human son Sherman accidentally uses it, they race through a variety of time periods to get back to the current day. This is a great intro to historical characters for younger kids. It prompts discussions on Marie Antoinette, the Trojan War, and Leonardo Da Vinci.

Remember the Titans (PG)
This classic, starring Denzel Washington, is the true story of how a black football coach broke racial barriers. You may want to preview this movie first due to some profanity, but it is an incredible movie with great themes!Grab the movie guide here.

One Night With The King(PG)
This movie is best for ages 9+. The story of Esther, told in this wonderful movie. Esther, a young Jewish orphan, was chosen to become the king's bride. Haman, the king's right-hand man and the second in command, wants to kill the Jewish race. Esther bravely stands up to the king, and saves her people. The first few minutes of the movie are somewhat violent, but violence is mostly off-screen. This biblical tale isn't entirely accurate either, but overall a good movie.

Secretariat and (PG)
Secretariat and Dreamer are both true stories of notable racehorses. Both films are rated PG for minimal language.

The Color of Friendship
In this sweet Disney Channel original movie, two girls, a black African-American and white South African become friends in the midst of the heated 1970s. I would highly recommend this one.

I Am David (PG)This movie is best for ages 9+. David is a 12-year-old boy growing up in a concentration camp. He knows nothing of the outside world. When he gets the chance to escape with nothing but some bread, a letter, and mysterious directions to get to Denmark, he seizes his chance.

The story could get brutal, but it doesn't. Instead, it makes a great family movie. The ending is a bit odd compared to the incredible book (my favorite novel of all-time!) but the film feels like a Hallmark film and includes great messages about self-sacrifice, faith and courage. See: I Am David Book Study

Historical Movies for Older Kids

Below are some of my favorite historical movies that have great values and lessons and minimal violence, making them more appropriate for more mature children. I would recommend the below films for ages 12+.

Harriet Tubman is perhaps the most famous Underground Railroad conductor. This amazing story has some profanity and violence, but nothing felt graphic or over the top. It is recommended for ages 10+. Grab the Harriet Movie Guide
42: The Jackie Robinson Story
Jackie Robinson was the first African-American to break down racial barriers in Major League Baseball. Jackie was a man of great character and this is a great tribute to his courage and legacy. There's some minor sexual content and profanity (including several racial slurs) but it's an important, noteworthy film. Grab the 42: The Jackie Robinson Movie Guide

Miracle at Midnight
This is a made for TV Disney movie, and it is rumored to have been loosely based on the excellent children's Holocaust novelNumber the Stars. It is a simple but good film showing the heart of Denmark during WWII, and how the nation pulled together to save 99% of their 7,000+ Jews. There's an off-screen mention of suicide (by hanging), but other than that it's pretty good for ages 9+.

Sergeant York (NR)
Set during WWI, Sergeant York is a classic black and white biopic made during WWII. Alvin York struggled with alcoholism for quite some time, before accepting Christ into his heart. Despite becoming a pacifist, he became a famous WWI hero, known for capturing a German position single-handedly. It can seem slow at time for younger children, but overall is a pretty clean movie.

Island on Bird Street (PG-13)Inspired by Uri Orlev's semi-autobiographical novel, Island on Bird Street follows an 11-year-old Jewish boy and his survival in the Warsaw Ghetto during the Holocaust as he awaits the return of his father. It's a great film for tweens and teens, and it is Dove-family approved for ages 12+.

(PG-13)
Run, Boy, Run is the incredible true story of a 9-year-old Jewish boy, forced to survive the Holocaust for two years on his own, by living both in the woods and with Polish families. During this time, he also loses his arm. This is definitely one of the most incredible survival stories I have ever heard. It has low content problems but was definitely hard to watch at times, especially for parents. It was also recently added to Netflix.

Return to the Hiding Place (PG-13)
Most Christians are familiar with the classic story of Corrie ten Boom's "The Hiding Place." Few know of her secret group of teen resistance fighters. This is their story, and contains strong messages of sticking up for righteousness. Also, being a Christian film, the violence is toned down but not downplayed. Here's my full review of the film.

Diary of Anne Frank (NR)
The Diary of Anne Frank is based on Anne Frank's diary she wrote while in hiding from the Nazis. Historical movies for kids relating to the Holocaust can be tough to find, but Anne Frank's story can be a gentle introduction to the subject.

The Drop Box
Pastor Lee Jong-Rak and his wife have taken in and care for hundreds of orphaned and/or special needs children throughout South Korea. Here is their insightful story of life, faith, and God's love. It's also on Netflix!

The Courageous Heart of Irena Sendler (PG)This Hallmark Hall of Fame film is one of my favorite films ever. Irena Sendler was a Polish Catholic social worker who rescued 2,500 Jewish children in the Warsaw Ghetto during WWII. Incredibly, she and all of the children she saved survived the war. I would preview this before giving it to kids. (Near the end, there is a very heartbreaking (but not overly violent scene) where guards torture Irena, however, she refuses to talk.) See: The Courageous Heart of Irena Sendler Movie Study

Hidden in Silence (PG/PG-13) Hidden in Silence is the true story of a courageous Polish teenager and her 8-year-old sister who hid 13 Jews in their attic for 2.5 years. Same warning as above.
A few more of my favorite true story biopics worth mentioning: (G/PG)

Make a movie night educational

Make a movie night educational with my growing collection of movie guides! From The Sound of Music to Night at the Museum, get kids excited about history through movies. You can also find me on Teachers Pay Teachers.

For all of my historical book and movie lists, visit learnincolor.com/history.

What are your favorite historical movies for kids?

Samantha is an entrepreneur and a former homeschool student from Indiana, USA. When not blogging, Samantha can be found reading about WWII, trying to speak Hebrew, and wasting time on Pinterest. Her work can be found on Free Homeschool Deals, Unigo, True Aim Education, Encouraging Moms at Home, and more.

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Historical movies for older children are pretty easy to find, but more often than not they contain things that are not appropriate for young children. (I was recently reading comments recommending Schindler's List, one of the most brutal Holocaust movies ever made, to a fourth grader.)

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What's going on everyone? It was one year ago today that I launched Hey Listen Games. For several years I had occasionally thought about how cool it would be to bring video games into my classroom.

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Check out our blog for tonnes of ideas, inspiration and resources as well as the latest news from Teacher's Pet and Bostik!

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FOR IMMEDIATE RELEASE: March 18, 2020
MEDIA CONTACT: Cody Hefner (513) 608-5777, chefner@cincymuseum.org

Cincinnati Museum Center expands online offerings during closure

CINCINNATI - Cincinnati Museum Center (CMC) is expanding its online resources for educators, parents, children and adults during its temporary closure to continue to fuel curiosity and ignite imaginations.

"It is critical that we take the necessary steps to protect our guests and staff at this time, but that will not lessen the impact we have as an educational leader in our community," says Elizabeth Pierce, president and CEO of Cincinnati Museum Center. "We have a talented and resilient staff that is eager to continue providing content and to do so in a way that is accessible to a wide range of audiences as we all weather this storm together."

CMC has already launched a series of videos with a how-to element that encourages parents and kids to explore science concepts like nanotechnology and aerodynamics through at-home experiments. The WonderZone videos feature CMC staff working through an experiment, complete with a list of supplies that are commonly found at home, so parents can easily adapt items from the recycling bin or pantry into slime, elephant toothpaste, hoop gliders, papier-mâché and more. The videos will also reunite viewers with some of their favorite friends from CMC's resident live animals.

While its staff works remotely, CMC continues to tap into their expertise and passion through additional remote and online videos. Story Tree Time will go online as a livestream video every Wednesday at 11 a.m. The Duke Energy Children's Museum's Dance Party will also continue online as an opportunity for kids to get out their wiggles during the day.

For parents looking for additional structured learning opportunities, CMC's educational team will be providing lesson plans and worksheets available to download. These lesson plans will focus on museum content as well as past exhibitions and OMNIMAX ® films as CMC digs into the archives to continue to offer a robust learning experience on a variety of topics that span the globe and stretch into the stars above. Select OMNIMAX ® films are also available online with accompanying education guides, which CMC has shared on its website at cincymuseum.org/omnimax.

CMC is also reactivating past online exhibits and working on creating new online exhibits utilizing photos and videos from its collections.

CMC's curatorial staff will showcase their research and collections through blog posts on topics from paleontology and archaeology to manuscripts and photography. With over three million objects in its collections, CMC will have ample opportunity to pique guests' interests in prehistoric and local history remotely.

As a non-profit organization, CMC relies on ticket sales, education program fees, event sales and donations to operate. The closure will have a significant impact on its operating budget and CMC is encouraging its supporters to consider donating at this time.

Whether you're 3 or 93, at home or in a senior center, CMC is here to help keep your groups curious, engaged and connected during this extraordinary time. Keep checking cincymuseum.org as we create and upload new content throughout the weeks to come.

About Cincinnati Museum Center
Cincinnati Museum Center (CMC) at Union Terminal is a nationally recognized institution and national historic landmark. Dedicated to sparking community dialogue, insight and inspiration, CMC was awarded the 2009 National Medal for Museum and Library Service from the Institute of Museum and Library Services and received accreditation from the American Alliance of Museums in 2012. CMC is one of a select few museums in the nation with both of these honors, making it a unique asset and a vital community resource. Union Terminal has been voted the nation's 45th most important building by the American Institute of Architects. Organizations within CMC include the Cincinnati History Museum, Duke Energy Children's Museum, Museum of Natural History & Science, Robert D. Lindner Family OMNIMAX ® Theater and Cincinnati History Library & Archives. Recognized by Forbes Traveler Magazine as the 17th most visited museum in the country, CMC welcomes more than one million visitors annually. For more information, visit www.cincymuseum.org.

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Cincinnati Museum Center expands online offerings during closure - Cincinnati Museum Center

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FOR IMMEDIATE RELEASE: March 18, 2020 MEDIA CONTACT: Cody Hefner (513) 608-5777, chefner@cincymuseum.org Cincinnati Museum Center expands online offerings during closure CINCINNATI - Cincinnati Museum Center (CMC) is expanding its online resources for educators, parents, children and adults during its temporary closure to continue to fuel curiosity and ignite imaginations.

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FOR IMMEDIATE RELEASE: March 18, 2020
MEDIA CONTACT: Cody Hefner (513) 608-5777, chefner@cincymuseum.org

Cincinnati Museum Center expands online offerings during closure

CINCINNATI - Cincinnati Museum Center (CMC) is expanding its online resources for educators, parents, children and adults during its temporary closure to continue to fuel curiosity and ignite imaginations.

"It is critical that we take the necessary steps to protect our guests and staff at this time, but that will not lessen the impact we have as an educational leader in our community," says Elizabeth Pierce, president and CEO of Cincinnati Museum Center. "We have a talented and resilient staff that is eager to continue providing content and to do so in a way that is accessible to a wide range of audiences as we all weather this storm together."

CMC has already launched a series of videos with a how-to element that encourages parents and kids to explore science concepts like nanotechnology and aerodynamics through at-home experiments. The WonderZone videos feature CMC staff working through an experiment, complete with a list of supplies that are commonly found at home, so parents can easily adapt items from the recycling bin or pantry into slime, elephant toothpaste, hoop gliders, papier-mâché and more. The videos will also reunite viewers with some of their favorite friends from CMC's resident live animals.

While its staff works remotely, CMC continues to tap into their expertise and passion through additional remote and online videos. Story Tree Time will go online as a livestream video every Wednesday at 11 a.m. The Duke Energy Children's Museum's Dance Party will also continue online as an opportunity for kids to get out their wiggles during the day.

For parents looking for additional structured learning opportunities, CMC's educational team will be providing lesson plans and worksheets available to download. These lesson plans will focus on museum content as well as past exhibitions and OMNIMAX ® films as CMC digs into the archives to continue to offer a robust learning experience on a variety of topics that span the globe and stretch into the stars above. Select OMNIMAX ® films are also available online with accompanying education guides, which CMC has shared on its website at cincymuseum.org/omnimax.

CMC is also reactivating past online exhibits and working on creating new online exhibits utilizing photos and videos from its collections.

CMC's curatorial staff will showcase their research and collections through blog posts on topics from paleontology and archaeology to manuscripts and photography. With over three million objects in its collections, CMC will have ample opportunity to pique guests' interests in prehistoric and local history remotely.

As a non-profit organization, CMC relies on ticket sales, education program fees, event sales and donations to operate. The closure will have a significant impact on its operating budget and CMC is encouraging its supporters to consider donating at this time.

Whether you're 3 or 93, at home or in a senior center, CMC is here to help keep your groups curious, engaged and connected during this extraordinary time. Keep checking cincymuseum.org as we create and upload new content throughout the weeks to come.

About Cincinnati Museum Center
Cincinnati Museum Center (CMC) at Union Terminal is a nationally recognized institution and national historic landmark. Dedicated to sparking community dialogue, insight and inspiration, CMC was awarded the 2009 National Medal for Museum and Library Service from the Institute of Museum and Library Services and received accreditation from the American Alliance of Museums in 2012. CMC is one of a select few museums in the nation with both of these honors, making it a unique asset and a vital community resource. Union Terminal has been voted the nation's 45th most important building by the American Institute of Architects. Organizations within CMC include the Cincinnati History Museum, Duke Energy Children's Museum, Museum of Natural History & Science, Robert D. Lindner Family OMNIMAX ® Theater and Cincinnati History Library & Archives. Recognized by Forbes Traveler Magazine as the 17th most visited museum in the country, CMC welcomes more than one million visitors annually. For more information, visit www.cincymuseum.org.

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Cincinnati Museum Center expands online offerings during closure - Cincinnati Museum Center

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FOR IMMEDIATE RELEASE: March 18, 2020 MEDIA CONTACT: Cody Hefner (513) 608-5777, chefner@cincymuseum.org Cincinnati Museum Center expands online offerings during closure CINCINNATI - Cincinnati Museum Center (CMC) is expanding its online resources for educators, parents, children and adults during its temporary closure to continue to fuel curiosity and ignite imaginations.

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IXL - Math, Reading, Scienc, Social Studies, and Spanish

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