Due to the economic impacts of the COVID-19 pandemic, the candidate pool of career changers to enter the teaching workforce is greater than ever. This brief provides guidelines for leveraging these potential candidates to address critical shortage areas.
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Information for States to ensure that school districts continue to provide free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to these students during the COVID-19 outbreak.
Instructions on How to Protect Yourself & Others
Display: Help prevent the spread of respiratory diseases like COVID-19.
Display: What you should know about COVID-19 to protect yourself and others
This information is intended for child care programs that remain open and should be used in conjunction with CDC’s guidance for administrators of child care programs and K-12 schools. This guidance does not supersede applicable federal, state, and local laws and policies for child care programs.
The purpose of this guidance is to answer questions that school officials may have had concerning the disclosure of personally identifiable information from students’ education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19).
This Questions and Answers document outlines states’ responsibilities to infants, toddlers, and children with disabilities and their families, and to the staff serving these children. During an outbreak of COVID-19, local educational agencies (LEAs) and early intervention service (EIS) programs will need to collaborate with their state educational agency (SEA), Bureau of Indian Education (BIE), or local public health department, as appropriate, to address questions about how, what, and when services should be provided to children with disabilities
This fact sheet provides guidance from the Centers for Disease Control and Prevention (CDC) to determine, in close consultation with public health authorities, what actions to take to further reduce the potential risk of coronavirus transmission in schools, and should check the CDC website at “Coronavirus Disease 2019 (COVID-19)” (https://www.cdc.gov/coronavirus/2019-nCoV/index.html) periodically for any updated guidance.
This fact sheet discusses the potential implications of novel coronavirus disease 2019 (COVID-19) on State assessment and accountability systems. This fact sheet also addresses other considerations regarding the use of Federal funds under the Elementary and Secondary Education Act of 1965, as amended (ESEA).
Guidance on remote assessment during the COVID-10 pandemic.
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.
Need help with Bookshare? Look here for help articles, technology tips, and contacts for Bookshare’s Customer Service team.
The Learning Center features a broad array of tools and information to helps teachers, students, and parents. It includes videos, how to guides, getting started tips, and much more.
The Bookshare Blog highlights new Bookshare features, new or interesting books for students, and shares real life learning and tips from teachers, students, and parents.