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Students succeed in school environments that support them in demonstrating prosocial and expected behavior. Student behaviors that disrupt or distract from classroom instruction can result in fewer learning opportunities for students, strained relationships between students and teachers, perceptions of unsupportive classroom and school environments, and decreased likelihood of academic success. Behavioral interventions can help students learn self-regulation skills, contributing both to their individual education success and to the success of their peers in the classroom. The purpose of this guide is to provide guidance on implementing teacher-delivered, low-intensity behavioral interventions in grade K-5 classrooms. The overarching aim of the recommendations is to help teachers support students in demonstrating expected behaviors in the classroom so that students and their classmates can engage in learning. The recommended strategies are intended to complement existing schoolwide behavioral programs and apply to both general education classrooms and separate classrooms. The recommendations also support the teaching of positive behaviors that students can generalize to other settings and relationships.

This guide for Adult Basic Education (ABE) teachers in reading instruction was developed at a Mankato State College workshop. It is divided into three sections: (1) the placement of students in reading materials and instructional programs, (2) the diagnosis of basic word recognition skills (sight words, phonics, and structural analysis), and comprehension skills. As a supplement to the document are three appendixes on placement materials, tests and forms for diagnosis and evaluation, and materials and techniques for instruction. (BP)

The occupational resource unit, one of a series encompassing grade levels 1-10, was prepared by the Lincoln County (West Virginia) Exemplary Project staff to provide career exploration learning activities for the seventh and eighth grades. The career orientation materials are designed to give students a broad knowledge of the characteristics and functions, as well as the duties and rewards, of specific occupations within a broad spectrum of occupational families and to assist the student in understanding himself. The guide contains a synopsis of the entire unit, general objectives, behavioral objectives, teaching strategies, evaluation techniques, guidelines for correlating subject matter, and suggestions for field trips. Instructional materials include an occupational questionnaire, personality profile, and an outline of interview techniques. An extended resource bibliography stresses interpersonal competence and occupational information. Organized around a random selection of occupations within 15 occupational clusters, student involvement and participation is encouraged through suggestions for the use of simulated work experiences. Occupations within each cluster are categorized according to the following levels: professional, semiprofessional and managerial, technical and skilled, semiskilled, and unskilled. (MW)

The Human Resources Research Organization (HumRRO) peer instruction model is presented, providing information for teachers on how to design and implement such a teaching system within Adult Basic Education (ABE) programs. The model presented requires that students meet specific performance criteria before they teach others, and that formats or modules be developed to enable students to understand what they must learn. Chapters include: an Introduction; What Is Peer Instruction?, discussing teaching methods; Why Use Peer Instruction?, discussing its special advantages for educationally disadvantaged students; When to Use Peer Instruction, discussing five minimum conditions which must exist before peer instruction is attempted; Designing a Peer Instruction System, presenting four steps, which include conditions, finding curriculum sources, writing modules, testing and revising modules; Evaluating the Peer Instruction Model, presenting an evaluation form; Putting the Model Into Operation, examining the setting, preparation of the students, priming the teacher/learning chain; Managing the Peer Instruction System, discussing the teacher's role; and, Checklist, presenting an outlined review of key points. An example of teaching experience involving ABE students, peer instruction, and learning how to write checks supplements the text. (LH)

BOP, Inc. is a mobile educational service that places the student in a simulated mortgage and loan office to provide a realistic office learning environment. The student manual opens with a brief reference information section on: the purposes of an office simulation, an explanation of a mortgage loan office, an outline of normal business functions, a listing of work attitudes, rules for the office, an outline of work evaluation standards, a discussion of office debriefings and public relations, and a glossary of mortgage and loan terms. The remaining two-thirds of the document contains job descriptions, outlined procedures, task sheets and instructional materials for the BOP positions of: vice president, executive secretary, administrative assistant, receptionist, cashier, posting and tax clerk, and insurance clerk. (BP)

A collection of materials to aid cosmetology teachers in organizing and managing laboratory/classrooms is presented in the document. The materials may be adapted for use in a variety of situations and have been compiled by a group of cosmetology instructors. Materials are presented in two ways, with the first providing a discussion of topics which revolve around teaching techniques. Included are: planning importance; instructional methods; sources of teaching materials and their uses, which includes a short bibliography; keeping records; organization and management of cosmetology laboratory/classrooms; the relationship of student, patron, and the community; vocational education and personal counseling; and working with the disadvantaged, problem, and gifted student. The second type of material consists of examples of record keeping sheets and forms. Included are: student attendance and progress sheets; classroom schedules; student project assignment contracts; teacher lesson plans; inventory and purchase requisition forms; student attitude evaluation sheets; application and registration forms from the Virginia State Board of Registered Professional Hairdressers; charts of cosmetology jobs within the educational field, beauty shops, and the cosmetic industry; and procedure check sheets and rating scales for individual skills. (LH)

The guide offers a compilation of teacher-developed career education materials which may be integrated with secondary level curriculum in social studies. Suggested activities and ideas are presented for the following subject areas and related units in social studies: history and government (26 pages), contemporary issues (49 pages), consumer economics (65 pages), sociology and psychology (23 pages), and career planning and decision making (39 pages). Objectives, teaching procedures, and resources and materials are presented for each unit. Sample instructional materials are included in the career planning unit. A 13-page list of suggested local field trip sites and guest speakers is included. (EC)

The guide offers a compilation of teacher-developed career education materials which may be integrated with secondary level curriculum in mathematics. Suggested activities and ideas present the following units based on career clusters as they relate to mathematics: construction, communications and media, hospitality and recreation, public service, marine science, health, manufacturing, transportation, and agri-business and natural resources. Activity suggestions for other math-related units are also given including several "silent lectures" emphasizing logical problem solving and units on consumer economics, metrics, computer science, statistics, and other mathematical applications. Objectives, teaching procedure, and related resources and materials are presented for each unit. A 12-page list of suggested local field trip sites and guest speakers is included. (EC)

The product of an Indian Studies program developed at Thornlea Secondary School in 1969 for grades 10-13, this curriculum aid includes the following: (1) Native Studies educational objectives (9 objectives including such specifics as "to demonstrate that Indians are not the 'cowboy and Indian' stereotype as perpetuated by many Hollywood movies and erroneous textbooks"); (2) major study units for Indian Studies (an outline under the headings of historical perspective and the Canadian Indian today which includes such topics as physical and cultural anthropology and the "reserve system" and "Indians in the city"); (3) Native Studies teaching approaches (chronological, seminars, audio visual, lectures and guest speakers, problematic, book reviews, documents, and field trips); (4) a selected Native Studies bibliography (73 annotated citations); (5) Indian periodicals and information sources (17 annotated citations); and (6) Native Studies audio visual guide (32 citations). (JC)

This teacher's manual accompanies a course on labor relations for managers of small and medium-sized towns. Seven instructional modules are included. Module 1 provides an introduction to the curriculum, including an overview of the content/course methodology and a discussion of the industrial relations function. Module 2 discusses the methodology of collecting and evaluating data by focusing on the following topics: information and its role in negotiations; strategy and assessment of information needs in a competitive labor market; and making information available. Collective bargaining and public policy are covered in module 3, which includes such topics as resolution of conflict in labor management relations and the role of federal and state law in public sector labor relations. Strategy and tactics of the bargaining process are presented in module 4. Module 5 discusses how to live under agreements by discussing management decisions and actions for effective implementation of the agreement as well as the due-process clause of labor relations. Local policy considerations are covered in module 6, and module 7 contains special case studies. Each module contains the following elements: overview, objectives, instructor's notes, lecture outline, lecture/discussion topics, lecture materials, resources and references, and materials to be distributed. (BM)

eLearning can be a powerful tool for state education agencies (SEAs) to effectively meet their training goals and support the diverse needs of busy educators. When designed, developed, and implemented effectively, eLearning can transform training content into engaging, impactful learning experiences. By considering various delivery methods, technical requirements, and best practices outlined in this guide, SEAs can ensure they leverage eLearning to its fullest potential, making a meaningful difference in educator development and student outcomes.

The "Forum Guide to Data Literacy" is designed to help education agencies understand and build data literacy skills among various stakeholder groups such as administrators, teachers, students, parents and other caregivers, school board members, legislators, and community groups. This resource defines and discusses the importance of data literacy and presents best practices that agencies are using to help different audiences understand and use data to inform decisions that affect students' educational experiences.

This guidance provides support for the use of artificial intelligence (AI) across various roles in West Virginia PK-12 schools, catering to the needs of superintendents, district staff, educators, and support staff. The guidance intends to focus on effectively and safely integrating AI, especially generative AI technologies, in classroom instruction, school administration, and district operations, while aligning with existing West Virginia Board of Education (WVBE) policies. Additionally, recognizing the need for ongoing support, the West Virginia Department of Education (WVDE) has developed a Canvas resource site, a hub of materials and resources for county school districts and educators. This site will be regularly updated alongside this guidance to ensure it remains a relevant and valuable resource.

How do attitudes and beliefs about assessment affect teaching and learning in your school? This document is intended to help school and district leaders understand these dynamics. While it is not designed for use as a step-by-step toolkit to support evaluation, this document does provide a foundation for leaders to learn more about their school or district's assessment culture.

This report aims to provide an overview of the annual fall census data for students enrolled in degree credit courses within the North Dakota University System (NDUS). Compared to previous editions, this report adds two new tables, as well as revisions to existing ones. Tables and figures include: (1) NDUS Census Headcounts, Full Time Equivalencies & Scheduled Credit Hours; (2) Headcount & FTE by Degree/Non-Degree Seeking; (3) Institutional Headcount by Academic Level; (4) Part Time & Full Time Headcounts; (5) Full Time Equivalencies of Part Time & Full Time Students; (6) Scheduled Credit Hours by Academic Level; (7) High School Students taking College Courses; (8) High School Students by County; (9) New Undergraduates; (10) Developmental & Collaborative Enrollments; (11) Trending Headcount, Full Time Enrolled & FTE; (12) Headcount by Course Delivery Mode, Course Delivery Mode Trending, Distance Education Course Delivery Modes, North Dakota County, Tuition Residency, Age, and Race; (13) Undergraduate Headcount by State; (14) Graduate Headcount by State; and (15) Current & Historical Headcount by North Dakota County. [For the 2022 Fall Enrollment Report, see ED624642.]

This poll was conducted between April 26-May 6, 2023 among a sample of 961 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.46 percentage points. Among the key findings are: (1) Private school and charter school teachers say they are thriving to a much higher degree than public school teachers; (2) About 1 in 4 teachers believe students are performing very well academically, emotionally, and socially; (3) Nearly 3 out of 4 teachers want more investment in mental health programs for teens to reduce the possibility of school shootings; and (4) Six out of ten teachers feel the need to make some changes to their teaching approach based on pandemic impacts. This report highlights findings pertaining to: (1) Well-Being and Happiness; (2) Views on K-12 Education; (3) Teaching Profession and Experiences; (4) Teaching Opportunities and Schooling; (5) School Choice Policies; and (6) Survey Profile and Demographics.

Designed to help instructional leaders deliver effective training to teachers, this guide provides one of four evidence-based recommendations for supporting literacy among English learner students in grades 4-8. It includes practical application ideas and examples, as well as resources for immediate implementation. This guide is based on "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School," a practice guide from the Institute of Education Sciences (IES). This guide is designed to complement the training provided to an instructional leader (e.g., coach, teacher, administrator) who supports teachers in using evidence-based strategies to improve outcomes for English learner students in grades 4-8. The instructional leader will be trained to facilitate and lead learning in a school and/or district. The design of this guide gives facilitators the flexibility to respond to school or district needs in a targeted manner. Each evidence-based practice can be provided as a brief training session over the course of a school year. These recommendations can be grouped into common threads and provided as a full- or half-day professional development session. The practices and subsequent activities are not content specific; they can help improve literacy across all content areas in grades 4-8.

Designed to help instructional leaders deliver effective training to teachers, this guide provides one of four evidence-based recommendations for supporting literacy among English learner students in grades 4-8. It includes practical application ideas and examples, as well as resources for immediate implementation. This guide is based on "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School," a practice guide from the Institute of Education Sciences (IES). This guide is designed to complement the training provided to an instructional leader (e.g., coach, teacher, administrator) who supports teachers in using evidence-based strategies to improve outcomes for English learner students in grades 4-8. The instructional leader will be trained to facilitate and lead learning in a school and/or district. The design of this guide gives facilitators the flexibility to respond to school or district needs in a targeted manner. Each evidence-based practice can be provided as a brief training session over the course of a school year. These recommendations can be grouped into common threads and provided as a full- or half-day professional development session. The practices and subsequent activities are not content specific; they can help improve literacy across all content areas in grades 4-8.

Designed to help instructional leaders deliver effective training to teachers, this guide provides one of four evidence-based recommendations for supporting literacy among English learner students in grades 4-8. It includes practical application ideas and examples, as well as resources for immediate implementation. This guide is based on "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School," a practice guide from the Institute of Education Sciences (IES). This guide is designed to complement the training provided to an instructional leader (e.g., coach, teacher, administrator) who supports teachers in using evidence-based strategies to improve outcomes for English learner students in grades 4-8. The instructional leader will be trained to facilitate and lead learning in a school and/or district. The design of this guide gives facilitators the flexibility to respond to school or district needs in a targeted manner. Each evidence-based practice can be provided as a brief training session over the course of a school year. These recommendations can be grouped into common threads and provided as a full- or half-day professional development session. The practices and subsequent activities are not content specific; they can help improve literacy across all content areas in grades 4-8.

Designed to help instructional leaders deliver effective training to teachers, this guide provides one of four evidence-based recommendations for supporting literacy among English learner students in grades 4-8. It includes practical application ideas and examples, as well as resources for immediate implementation. This guide is based on "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School," a practice guide from the Institute of Education Sciences (IES). This guide is designed to complement the training provided to an instructional leader (e.g., coach, teacher, administrator) who supports teachers in using evidence-based strategies to improve outcomes for English learner students in grades 4-8. The instructional leader will be trained to facilitate and lead learning in a school and/or district. The design of this guide gives facilitators the flexibility to respond to school or district needs in a targeted manner. Each evidence-based practice can be provided as a brief training session over the course of a school year. These recommendations can be grouped into common threads and provided as a full- or half-day professional development session. The practices and subsequent activities are not content specific; they can help improve literacy across all content areas in grades 4-8.

The mission and vision of adult education is to provide every individual in Illinois access to Adult Education and Literacy services. In Illinois, more than 1.15 million adults have less than 12 grades of formal education, approximately 2.8 million Illinois residents speak a language other than English in their home, and more than 350,944 immigrants reside in Illinois. Services are available throughout Illinois that prepare adult learners to succeed. This manual is designed to provide adult education providers funded through the Illinois Community College Board with pertinent policies and procedures necessary in successfully operating an Adult Education program in the State of Illinois. This document also contains specific information related to both state and federal adult education policies as well as process and procedural information to ensure compliance. [For the 2022 manual, see ED623364.]

This guide is designed to provide important resources and recommendations to support teacher implementation of digital learning. Digital learning is defined as "any instructional practice that effectively uses technology to strengthen a student's learning experience and encompasses a wide spectrum of tools and practices." This guide will help teachers understand how to use educational technology (EdTech) to support four key goals: (1) Access, Digital Citizenship & Safety, and Privacy & Security; (2) Personalize Learning for Students; (3) Collaborate with Parents and Families to Support Students; and (4) Teacher Professional Learning and Well-Being. Each section provides tips, resources, and questions to help teachers make the best use of EdTech to support students and learn new skills to add to the timeless educator attributes of creativity, caring for students, and ensuring love of learning. This "Teacher Digital Learning Guide" is part of a series of guides including the "Parent and Family Digital Learning Guide" (see ED609021) and "School Leader Digital Learning Guide" (see ED628124) intended to support teachers, parents, families, and leaders in leveraging the capabilities of digital tools and resources for teaching and learning. [This work was developed with contributions from Digital Promise.]

Digital learning is defined as "any instructional practice that effectively uses technology to strengthen a student's learning experience and encompasses a wide spectrum of tools and practices." This "School Leader Digital Learning Guide" is a resource to help school leaders consider, plan, fund, implement, maintain, and adapt learning programs that meet the unique needs and requirements of the students and teachers that they serve. The guide is oriented toward digital learning principles and practices that enable and empower students and teachers of all abilities and zip codes while advancing student agency (i.e., initiative, intention, and responsibility in pursuing their education), their personalized learning, their mastery of skills and competencies, and protecting their privacy. Each section contains key considerations, questions leaders can ask themselves, and resources to help with thinking and planning. References to technical and professional methods and resources are presented for school leaders to consider and apply as appropriate in leading their organization's efforts to meet the needs and requirements of students and teachers. [This work was developed with contributions from Digital Promise.]

The Native American Needs Assessment Action Plan is designed to assist educators and administrators in addressing the needs and areas of possible opportunity that have been identified through the annual Native American Needs Assessment conducted by the North Dakota Department of Public Instruction. The Action Plan is organized around areas of need identified by the Native American Needs Assessment Survey. Each need has a set of evidence-based strategies and resources associated with it. The Action Plan is designed as a living document. After each administration of the Needs Assessment Survey, the Action Plan will be updated, and additional needs and associated strategies and resources will be added. The use of specific strategies outlined in the action plan has the potential to impact Native American student achievement outcomes and help to close educational gaps. Thus, this plan is particularly useful for schools or districts that have been identified for targeted or comprehensive support. These schools can align the strategies in the Action Plan with their improvement efforts to help close achievement gaps. In addition, this plan can be used by educators in a variety of other circumstances, at all levels of the K-12 education system. [For the 2021-2022 report, see ED619652.]

Unlock the power of personalized reading with practical strategies and easy-to-use ideas to engage students in the digital age. In the first edition of this book, the authors identified ways for working with four different types of readers--struggling readers, reluctant readers, English learners, and advanced readers--using technology to accommodate their various reading journeys and learning styles. The second edition identifies a fifth type of reader--the emerging reader--and ways of personalizing instruction to their needs. With updated research on the science of reading, this book offers strategies for incorporating social-emotional learning, Universal Design for Learning, and active learning strategies to support the diverse readers in your classroom. Chock-full of classroom-ready ideas to incorporate technology in the middle and high school English language arts classroom, this second edition packs even more: (1) Tools and resources to meet the needs of all learners where they are; (2) Empowering strategies to help students decide for themselves how they learn best; and (3) Hands-on activities that ignite students' personal passions and joy for learning. With QR codes linking to activities and guides to use with students, this book will help you tailor ELA instruction, foster critical thinking, and cultivate digital literacy. Elevate your teaching and ignite a love for reading with this practical guide. [This content is provided in the format of an e-book.]

The "Developmental Screening Guidebook" is designed as a reference guide on how to best support healthy growth and development of children throughout key developmental intervals and identify children who may benefit from specialized support. Early childhood program staff, service providers, health care systems, families, and communities all play important roles in providing support and services to young children during this critical developmental period. The resources within this guide are intended to help program staff deepen their understanding of how children develop, regardless of their individual needs, and establish a comprehensive early identification system. A four-step framework for developing an early identification system so that children are receiving the necessary support is included. [For the 2020 edition of this Guidebook, see ED611895.]

This guide is a companion to the "Adult Learning Planning Framework. Toolkit" (ED614137). It works in partnership with the framework while considering the unique challenges associated with the development of engaging and effective online, asynchronous learning experiences that have become embedded in the fabric of learning for all. The information contained in this guide focuses on: (1) The design of adult learner asynchronous learning; (2) The implementation of adult learner asynchronous learning; and (3) The selection of strategies, tools, and techniques. The guide's appendices provide sample worksheets to support instructional planning and adult learner support.

This brief presents Youth Participatory Action Research (YPAR) as a transformative exploratory tool for critical and curious educators. YPAR has been defined as a collaborative method of youth, with the support of caring adults, participating in research to explore social issues that impact them, with the end goal of taking action to improve the social condition. The authors introduce a YPAR framework that can function as a flexible path forward to piloting YPAR in the classroom. Along with the framework, the authors introduce three principles and tensions that need to be considered as educators launch YPAR: (1) Power Differences in Adult-Young People Relationships; (2) Young People as Knowledge Creators; and (3) A Shared Commitment to Social Change.

This practice guide is one of a set of resources for increasing equity in school discipline. The guides are based on the Center on PBIS's 5-Point Equity Approach, which has been shown to be effective in increasing equity in schools (link to https://www.pbis.org/resource/centering-equity-within-thepbis-framework-overview-and-evidence-of-effectiveness). These 5 points include (a) using disaggregated discipline data, (b) ensuring that multi-tiered behavior frameworks are culturally responsive, (c) using engaging instruction, (d) developing effective policies, and (e) reducing implicit bias in discipline decisions. This guide addresses using discipline data. [This guide was developed by Tabathia Baldy, Alan Cook, Erik J. Girvan, Clynita Grafenreed, Nikole Hollins-Sims, Kent McIntosh, Ruthie Payno-Simmons, and Sean Austin.]

This report offers seven practical, evidence-based recommendations that are relevant to all pupils, and particularly to those struggling with their literacy. To develop the recommendations, we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This second edition of the guidance report presents the same recommendations as the first but also offers additional examples, explanations, and resources to support educators to put the recommendations into practice. The report is one of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pedagogy and approaches to support the literacy development of pupils between the ages of seven and eleven in Key Stage 2. However, teachers may also find it useful for older pupils who have fallen behind their peers, or younger pupils who are making rapid progress. [For the first edition of this report, see ED612216.]

To be more responsive to students' needs, many local education agencies (LEAs) are creating extended and summer learning opportunities to facilitate learning acceleration. Many LEAs elected to leverage federal funds to create opportunities that increase the time students spend engaged in safe, inclusive, and supportive learning environments, particularly for students most impacted by disruptions in learning due to the pandemic. LEAs may be tempted to revisit the entirety of the previous year's content for fear that it was not mastered by students. However, approaches that result in wholesale remediation or pull-out interventions can isolate students and impede their access to engaging in grade-level content. This could lead to the most vulnerable students falling further behind their peers who have consistent, uninterrupted opportunities to proceed with grade-level work (Darling-Hammond et al., 2020; Council of the Great City Schools, 2020). The "Learning Acceleration Guide" summarizes the developing base of literature on learning acceleration approaches and shares promising practices from New Jersey schools. It has been crafted for LEA administrators with the goal of helping teachers, support staff, families, and students emerge from these unprecedented times and start the new school year stronger than ever. LEA leaders are encouraged to consider these strategies as they plan for the 2021-2022 school year. It has been developed using principles derived from the Council of the Great City Schools resource entitled "Addressing Unfinished Learning after COVID-19 School Closures." The resource has been adapted for New Jersey schools and intended to complement resources being released by the New Jersey Department of Education (NJDOE) and various other organizations, including Student Achievement Partners (SAP), the Council of Chief State School Officers, and the United States Department of Education that also address the challenges of prioritizing instruction, accelerating learning, and meeting the social-emotional and mental health needs of students. The common messages found across these materials illustrate a consensus in the field around the importance of safeguarding educational equity and access in the wake of the COVID-19 crisis. [For the guide, "Addressing Unfinished Learning after COVID-19 School Closures," see ED615351. The guide was originally released in June 2021.]

The mission and vision of adult education is to provide every individual in Illinois access to Adult Education and Literacy services. In Illinois, more than 1.15 million adults have less than 12 grades of formal education, approximately 2.8 million Illinois residents speak a language other than English in their home, and more than 350,944 immigrants reside in Illinois. With these staggering statistics it is important that services are available throughout Illinois that prepare adult learners to succeed. This manual is designed to provide adult education providers funded through the Illinois Community College Board with pertinent policies and procedures necessary in successfully operating an Adult Education program in the State of Illinois. This document also contains specific information related to both state and federal adult education policies as well as process and procedural information to ensure compliance. [For the 2019 manual, see ED593593.]

This resource serves as a companion piece to the "Caring for Students Playbook: Six Recommendations for Caring for Students" (ED613431) and provides a foundation for the approaches and methods offered therein. The content offered in this playbook begins by setting the groundwork for rooting instruction in diversity, equity, and inclusion before focusing on the challenges students are experiencing as they pursue their education in our current climate. It concludes with offering approaches that support engaging culture, acknowledging trauma, and meeting the needs of all learners.

This playbook contains resources that can be used by individual instructors to support putting student care into action or by institutions seeking guidance for incorporating caring for students into their campus strategy and instructional development programming. While the impetus for this playbook was the COVID-19 pandemic, the information and resources provided represent high standards of student support regardless of the environment. This playbook provides detailed recommendations broken out into six sections. These recommendations include: (1) Reimagine your syllabus content; (2) Review and revise your course content; (3) Assess your students with care; (4) Develop and enact a communication plan; (5) Integrate institutional supports; and (6) Take time for self-care. Each of these Six Recommendations for Caring for Students provides concrete strategies and resources to support instructors in operationalizing equity-focused, inclusive teaching strategies that put student care into practice by acknowledging student challenges while identifying student assets. [For the companion playbook, "Caring for Students Playbook: Getting Started with Key Terms, Challenges, and Approaches," see ED613432.]

Registered Apprenticeship for young people is an earn-and-learn program for women and men in their late teens and early twenties. It combines academics with paid work experience across many sectors. An essential part of the apprenticeship experience is to be paired with a mentor, who supports, advises, and instructs an apprentice(s) on the job. The quality of mentoring is critical to apprentices' learning and persistence in the program and is a major factor in program delivery success. This first edition of the Urban Institute's mentor guide has been developed for experienced workers who teach and advise youth apprentices at work. It provides a variety of tips for mentors, guidance on common mentoring topics, frequently asked questions, and links to resources. As a tool, it acts as a handy reference guide and is intended to be paired with other learning and/or preparation for mentors in executing effective apprenticeship programs. [This report was written with Zach Boren, Bhavani Arabandi, and Tamar Jacoby.]

The "Practical Guide to Blended/Remote Learning and Children with Disabilities" was created by the United Nations Children's Fund (UNICEF) in response to the situation created by the coronavirus disease 2019 (COVID-19) pandemic in 2020. However, it is applicable to other circumstances when blended or remote learning might be necessary, including during emergencies. The guide aims to support school directors, teachers and other professionals in making decisions that ensure children from vulnerable populations -- particularly children with disabilities -- continue to receive education and associated services even when schools are physically closed. The sections in the guide discuss: (1) The assumptions about inclusive education that are at the core of this guide; (2) What should happen before remote or blended education is implemented; (3) The basic concepts behind remote or blended education; (4) What education and school leaders/decision-makers should know and do in the event that remote or blended education becomes necessary; (5) What a teacher or service provider should know and do if their school is implementing remote or blended learning; and (6) Suggestions on how to create more inclusive and equitable school systems upon return to school.

In October 2015, the Kansas State Board of Education announced a new vision for education in Kansas. The Kansans CAN Vision - "Kansas leads the world in the success of each student" - became the branded theme for Kansas education. This initiative motivated the creation of this document. Kindergarten Readiness is one of five Kansas State Board of Education measurable outcomes, which also include: (1) Social-emotional growth measured locally; (2) Individual Plan of Study focused on career interest; (3) High school graduation; and (4) Postsecondary. School readiness occurs within a broad context and includes four components: community, educational environment, family and the individual child. These four components function as interdependent systems of support with multidirectional influences. Rich early childhood experiences, from birth through age 8, are necessary for school success and directly influence children's future successes. This "Kansas Prekindergarten Guide" provides prekindergarten teachers, providers and administrators with common references for high-quality and evidence-based prekindergarten practices. This guide supports the implementation of developmentally appropriate and academically rigorous prekindergarten programs. Prekindergarten teachers and administrators are encouraged to discuss the contents of this guide together. Contents address: transitions; child development; learning environment; classroom management; family engagement; Kansas curricular standards for prekindergarten; assessment; and program structures. [For the previous version (2019), see ED598973. For the "Kansas Full-Day Kindergarten Guide," see ED615226.]

Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the more likely they are to become involved in their child's education. If teachers encourage and guide parents and caregivers to integrate literacy development into their daily routines, parents and caregivers may prioritize time to work with their child while also addressing their other responsibilities. Prior research has shown that text messages, email, phone calls, and learning management systems are useful ways for teachers to share information and motivate families to engage in literacy-related activities. This guide serves as a companion to the What Works Clearinghouse Educator's Practice Guide "Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade" for teachers and administrators. Materials for professional learning communities support the implementation of Recommendations from the practice guide. The practice guide and professional learning community materials are for teaching students at school, and this Third-Grade Teacher's Guide is to help teachers support families in practicing foundational reading skills with their child at home. [For "Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade," see ED566956.]

The AEM Navigator facilitates the process of decision-making around accessible formats of educational materials for individual students. It assists teams in making informed, accurate, and multi-step decisions related to determining a student's need for accessible formats, selecting the format(s) needed, acquiring materials, and determining the supports needed by the student, family, and school staff.

Sometimes referred to as corequisite remediation, corequisite support refers to college-level coursework that integrates additional support for students, usually in the form of an academic support class. This resource provides data on whether or not corequisite support is addressed, and if so, if it is required or allowed. [View the full "50-State Comparison: Developmental Education Policies" here: https://www.ecs.org/50-state-comparison-developmental-education-policies/.]

Twenty-six states or systems have authorized the use of innovative developmental education instructional methods and interventions. This resource provides data on the use of instructional methods, and which ones are used or allowed per state. [View the full "50-State Comparison: Developmental Education Policies" here: https://www.ecs.org/50-state-comparison-developmental-education-policies/.]

Developmental education assessment and placement policies guide how students may demonstrate college readiness and are placed into college-level courses. States and postsecondary systems use a variety of measures to determine a student's college readiness. Often, policies require that students submit scores from a national, standardized test. Some states and postsecondary systems allow students to submit additional evidence of their college readiness to supplement -- or in lieu of -- an assessment score. Assessment scores and other measures of college readiness determine whether a student is placed into college-level coursework or developmental education. This document is part of the "50-State Comparison: Developmental Education Policies" that provides a national perspective on developmental education assessment and placement policies. The document presents data on all of the data points on developmental education policies for all states. [View the full "50-State Comparison: Developmental Education Policies" here: https://www.ecs.org/50-state-comparison-developmental-education-policies/.]

This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth. It provides recommendations for leadership teams and support staff, which involves general educators as they develop and implement supports for students with intensive needs, including students with disabilities, in their (in-person or remote) classrooms, groups, and other settings. These recommendations are also for special educators as they collaborate with families and other specialists to develop intensive individualized supports for students in the fall. This guide is a companion to the recently published Center on PBIS's guide "Returning to School During and After [a] Crisis." This guide was originally released in Fall 2020 but has been revised as of April 2021. [For the 2020 version of this report, see ED609018. For "Returning to School during and after Crisis: A Guide to Supporting States, Districts, Schools, Educators, and Students through a Multi-Tiered Systems of Support Framework During the 2020-2021 School Year," see ED609017.]

School readiness occurs within a broad context that includes the four components of community, educational environment, family and the individual child. These four components function as interdependent systems of support that have multidirectional influences. Early childhood experiences, from birth through age 8, are necessary for school success and have a direct influence on future success. Experiences include health and physical well-being, cognitive development, communication and social-emotional skills. An effective foundation for school readiness also involves policy, funding and systems for children that support their ability to thrive and succeed in learning environments through their lifespan. This "Kansas Full-Day Kindergarten Guide" is a resource to provide kindergarten teachers, principals and other school district administrators with common information about high-quality, full-day kindergarten. This guide may be used to provide support to implement developmentally appropriate and academically rigorous kindergarten programs statewide. Kindergarten teachers and administrators are encouraged to discuss the design of high-quality, developmentally appropriate and rigorous kindergarten classrooms. Contents address: transitions; child development; learning environment; classroom management; family engagement; curriculum and instruction; instructional practices in kindergarten; assessment; and program structures. [For the previous version (2018), see ED598986. For the "Kansas Prekindergarten Guide," see ED615228.]

The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written in a readable format, and covers, among others, gamification, open badges, comparative judgement, translanguaging, translation, learning without a teacher, and dialogue facilitation. It also includes technologies such as chatbots, augmented reality, automatic speech recognition, digital corpora, and LMOOCs, as well as pedagogical innovations around virtual exchange, digital storytelling, technology-facilitated oral homework, and TeachMeets. [This content is provided in the format of an e-book.]

This guide is designed to help teachers and administrators use data to continuously improve equity in schools. Educators can also use data to engage students, parents/guardians, the community, and others who want to make positive changes in schools to increase equity. The purposes of the guide are to: (1) Introduce MAEC's Equity Audit Tools as a framework for exploring and assessing educational equity; (2) Introduce the concepts of culturally responsive practice and pedagogy and cultural humility as two underpinnings for equity in schools; (3) Provide a step-by-step guide for supporting stakeholders to use data to identify equity concerns and solutions to increase equity; (4) Introduce scenarios that describe common equity issues encountered in schools and classrooms and provide examples of solutions to address them; (5) Guide educators and other stakeholders to create action plans to increase equity; and (6) Increase awareness of how well schools are working for all students.

"Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies" presents an empirical overview of what works to support learning outcomes for girls in emergencies. Research shows that girls in emergencies are disadvantaged at all stages of education and are more likely to be out-of-school than in non-emergency settings. Girls are also struggling to learn. This solutions book seeks to highlight promising evidence-based actions in education for decision makers who are designing and implementing interventions to support girls' education in low and middle-income country humanitarian settings and settings where education has been interrupted by the COVID-19 pandemic. It documents practical examples of approaches that have been or are being tested, and from which lessons can be drawn. The overarching aim is that this evidence be used to inform programming in crises and support diverse stakeholders in mitigating the impact of emergencies on girls' education.

This is a companion to the What Works Clearinghouse (WWC) practice guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade" (ED566956). This guide is organized according to the four recommendations and how-to steps from the WWC practice guide. The activities follow the typical developmental progression through which students learn to read. While teachers may use the guide sequentially, the activities are designed to be used flexibly. Teachers can select activities to share with families based on each student's instructional needs. Some language is repeated throughout a few of the Teacher Scaffolds to ensure ready access to all necessary information and materials.

Educators in K-12 school systems are increasingly acknowledging the importance of serving the "whole person" as an essential foundation for achieving equitable outcomes. The guide is based on the idea that equitable outcomes are more likely to result when whole-person initiatives are implemented in an aligned and coherent way. If educators at every level of the K-12 system -- from the state level to the classroom -- work in aligned and coherent ways to sustain the conditions that support whole-person learning and development, every student will have experiences that support personal purpose, healthy relationships, a sense of place in community, success in school and the workplace, and engaged citizenship. This Alignment and Coherence Guide's central purpose is to help local education agency (LEA) leaders implement conditions for equitable learning and development for students, families, and educators, through their work to improve the alignment and coherence of their whole-person initiatives. With this guide, leaders will: (1) understand what serving the whole person means, and how this work can contribute to equitable outcomes for students, their families, and their communities; (2) connect their district or school whole-person initiatives to a broader vision for whole-person outcomes; (3) tailor the implementation of whole-person initiatives so that they are more aligned and coherent; and (4) communicate -- in a clear and compelling way -- and about why and how their district or school serves the whole person.

The "OLC Framework for Storying Digital Learning Change Work" provides an open resource for educators using narrative and storytelling to map the United Nations Sustainable Development Goals (SDGs) to online, blended, and digital learning. The OLC Framework for Storying Digital Learning Change Work (p. 5) provides users the ability to contextualize strategic initiatives and collaborative action within both metaphorical and literal framings of each of the SDGs. Additionally, the OLC Alignment Resource for Storying Digital Learning Change Work (p. 10) offers examples of each sustainable development goal situated within a specific digital learning challenge and paired with an opportunity to advance the SDG through leadership and collaboration. Both frameworks utilize storytelling as a powerful tool to make sense of the world, encouraging readers to work as a connected and engaged community of practice to dispel myths, bringing them to a place of empathy and understanding, and helping them enact generative action steps to improve access to quality education. As readers leverage this framework to create an action plan for global change within their specific digital learning context, they will be asked to create their own interpretations of one (or several) of the SDGs that speak to real challenges and opportunities that exist within their community. Using narrative elements and human-centered design, the OLC Framework for Storying Digital Learning Change Work will reveal new connections and extensions to increasing the impact and scale of one's efforts. Additionally, users are encouraged to share their ideas, reflections, and findings with both their local and global communities, all in the hopes of increasing the collective power to address ubiquitous challenges through open praxis and collaboration. Ultimately, their stories will not only illuminate new pathways to creating meaningful change but will also serve as inspiration for future leaders looking to learn from their findings and experience. Both the OLC Framework for Storying Digital Learning Change Work and the OLC Alignment Resource for Storying Digital Learning Change Work are openly licensed for educators to use and repurpose with attribution.