Keeping project workflows going—from device returns to new curriculum rollouts—and documenting vulnerabilities to be addressed long term are important as administrators look to reopen schools, says DA guest columnist Linda Kraft.
Device collection is the first of three key steps to ensure equitable distribution in the coming school year. The first thing that must be done is to identify who got devices and what if any tracking system or spreadsheet was utilized in the distribution process.
With school closures forcing teacher preparation programs to educate online and cancel in-person student teaching experiences, these new educators, especially in the special ed arena, will need more support than ever.
DA guest columnist, veteran educator and FETC featured speaker Rachelle Dene Poth shares options that K-12 districts can use to boost student engagement—from augmented reality science experiments to virtual field trips.
The final Title IX regulations recently released by the U.S. Education Department put more of a burden on administrators to identify their investigative processes, to provide an impartial report, and to ensure all employees who witness sexual harassment or assault file incident reports.
This Los Angeles district will continue to solicit feedback for program improvements as it plans an Extended School Year program for special education students this summer.
Taking care of ourselves cannot take a back seat, say DA guest columnists Christine Ravesi-Weinstein and Matthew X. Joseph, who is also a featured speaker for FETC. They share five self-care strategies for educators, from educators, including staying connected and leading with heart.
As COVID-19 affects the mental health of Latino students at significantly higher rates than whites, Cutler-Orosi JUSD in California struggles to provide support for a student population that is 97% hispanic.
