Digital citizenship and protecting student privacy in online classes have become of even greater concern for K-12 administrators since coronavirus shut school buildings down.
Keeping detailed and focused documentation about special education services will show that your district made good-faith efforts to continue individual specialized services during the coronavirus outbreak—plus help in preparing for when in-person schooling resumes.
DA guest columnist Jeff Babbitt shares how the supportive (and flexible) faculty and staff at Genesee Valley Central School District are ensuring that the essential needs of students and families are met—from instruction and technology to meals and even virtual lunchtime gatherings.
While it's imperative we teach children to be competent learners and users of technology, we must also emphasize social-emotional learning, says DA guest columnist Michelle VandyBogurt, who uses coding and robotics to teach problem-solving and perseverance at Northwest Community Schools in Michigan.
To help teachers succeed now, administrators need to reestablish relationships, develop work schedules and set expectations, says DA guest columnist and FETC featured speaker Matthew X. Joseph, who is director of curriculum, instruction and assessment for Leicester Public Schools.
In an example of how a state could help districts with coronavirus-related federal funding, Montana releases Education Stabilization Fund guidance for LEAs, plus an estimate of allocations for each district and school.
School music classes rely deeply on students performing together, and ed-tech, student voice and SEL are keeping online learning alive while schools are closed.
Many educators and special education staff go online expecting to focus immediately on the students. In reality, educators are becoming coaches for parents as well as online educators, says DA guest columnist Sharon Soliday.
