AACTE conducted surveys in April 2020, October 2020, and September 2021, asking members about the impact of the COVID-19 pandemic on their educator preparation programs. All three surveys were representative of AACTE’s membership. This report describes how conditions have changed since 2020, highlighting the lasting effects of the pandemic
This database contains resources that are provided for the user's convenience. The inclusion of these materials is not intended to reflect its importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.
Displaying 1 - 15 of 15 records matching your search.
Language Routines for Multilingual Families has six components: (1) share stories, (2) describe things, (3) sing songs, (4) watch TV, (5) read books, and (6) cook meals. For each component there are suggestions for activities that families can engage in within their daily routines and that require either low- or no-tech. This one-page resource is available in English, Spanish, Portuguese, French, and Swedish. We know that during remote learning multilingual/Emergent bilingual students are experiencing language loss. These activities are great suggestions for using family assets to encourage language production in any language.
To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches.
Progress monitoring allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. This FAQ collection includes considerations for data collection and analysis for schools to consider as they rethink their progress monitoring approach due to the COVID-19 pandemic. Guidance from vendors on the academic and behavior progress monitoring tools charts are included.
This resource developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.
This lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades using a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. The collection, adapted from content developed by the University of Florida Literacy Institute, includes a tip sheet, a video examples, and slides illustrating the lesson.
School and District leadership teams can download and use this resource to develop their own plan for welcoming staff back to school in Fall 2020 and providing 2 days of professional development.
Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.
Olivia is a teenager experiencing school at home. This is a snapshot of what she is experiencing right now, and what her mother believes is important for school teams to take into consideration today, in hopes of better supporting families and children.
This packet details 7 support strategies that are designed to meet the unique needs of individuals with autism during this period of uncertainty.
Official communication from the US Department of Education with policy and guidelines for serving students with disabilities during disruptions to education caused by COVID-19.
This information brief helps parents of children with disabilities understand how virtual instruction will meet the needs of their child and what their level of engagement will be in supporting their child’s learning.
This article from the Council for Exceptional Children (CEC) describes specific considerations and strategies for parents when supporting their students with disabilities in beginning online instruction.
This report from the International Society for Technology in Education (ISTE)’s professional learning networks identifies key practices for successful online learning.