AC&E - January-February 2020 Issue

ACCESSIBILITY, COMPLIANCE &

EQUITY

Every Student, Every School, Every Day

STAYING AGILE In an era of change - Page 24

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ALSO IN THIS ISSUE: Pivotal Presences: African Americans in American history Teaching students with hearing loss in mainstream classrooms Mindfulness: a tool for equity

PLUS 6 VIEWPOINT COLUMNS FROM ASSOCIATION LEADERS

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CONTENTS 6

PIVOTAL PRESENCES: AFRICAN AMERICANS IN AMERICAN HISTORY Hasan Davis

PREPARING HIGH-QUALITY SPECIAL EDUCATION TEACHERS FOR INCLUSIVE CLASSROOMS Joanne M. Van Boxtel and Heather Taylor Wizikowski

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READYING MAINSTREAM CLASSROOMS FOR CHILDREN WHO ARE DEAF AND HARD OF HEARING Judy Sexton

MINDFULNESS: AN EMERGING TOOL FOR EQUITY IN THE CLASSROOM Thomas Armstrong

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DISTRICTS AND THE ROAD TO EDUCATIONAL EQUITY Chong-Hao Fu

OSHA AND COVERAGE OF SCHOOL LABORATORIES Kenneth R. Roy

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FEATURE ARTICLE: EMBRACING AN ERA OF UNPRECEDENTED CHANGE Jolene Levin

DESIGNING ONLINE COURSES TO MEET THE NEEDS OF ALL LEARNERS Christine Voelker

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THE COLLEGE SEARCH PROCESS WHEN YOU HAVE A DISABILITY Kevin M.R. Mayne

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DESIGN THINKING EQUITABLY Judy Sexton ELEVATES COMMUNITY VOICES FOR CHANGE Lindsay Portnoy

ONTRACK GREENVILLE, SC: A PUBLIC-PRIVATE PARTNERSHIP BASED ON STUDENT SUCCESS David McDonald

ASSOCIATION VIEWPOINTS 14 ASCD

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THE AC&E TEAM

26 Consortium for School Networking 34 Education Market Association 48 National Forum to Accelerate Middle Grades Reform

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54 American Association of School Librarians 64 Council of Chief State School OfямБcers

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PIVOTAL PRESENCES: AFRICAN AMERICANS IN AMERICAN HISTORY

By Hasan Davis, J.D. Throughout American history, there have been defining moments, patriots and heroes.

From the revolution to present, average citi ens have sacrificed and served. et, the stories students learn today are incomplete, a disservice to the true legacy of merica.

Since 1997, I have worked to bring history alive for students across the nation. s a young boy spent hours and hours trying to imagine myself as the hero, the e plorer and the adventurer of merica s greatest stories. found it very difficult because never introduced to e amples of African Americans as courageous contributors to the great story of merica. n elementary school received my first social studies

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boo and my teacher e plained with great enthusiasm that this book contained the stories of people who made merica great. tore through the boo searching chapter after chapter for a story that would finally affirm my place, my presence, in merica s great story. was disappointed chapter after chapter as finally reached a heading titled merican slavery. elow the heading was an image of an African American man sitting slumped forward, seemingly bro en, with layer upon layer of scars across his bac . he caption simply read he merican egro, lave. n that moment, the message to this nine year old mind was clear was not the hero, these were not my adventures, and my courage did not ma e merica great. was

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

just the raw resource -- blood, sweat and tears extracted like coal to fuel the greatness of merica. t might not surprise you that by middle school stopped standing to say the ledge of llegiance every morning. began to fight and to disrupt class.

Fortunately, my self destructive spiral was interrupted by my mother and father who went out of their way to ensure that I was e posed to powerful true stories that debun ed the popular myths of homogenous heroes of merica. tories that affirmed that African Americans were a constant heroic presence throughout merica s history. he gift of those counter narratives allowed me to find myself in merica s story and I forged a commitment to share those stories. heater and performance are important components in my life and wor . fter graduating law school I began researching little-known frican mericans who had profoundly impacted merican history. hile wor ing in education and juvenile justice, I began translating these powerful and empowering stories into living history presentations.

not find myself buried in the story of our nation, what must all of the white children in the class think of me? Did they see me as never contributing but always receiving? have developed a series of programs appropriate for middle and high school students. esearch tells us that the transition from middle school to high school is difficult for most young people. now from my own personal e perience and from my years as Commissioner of Juvenile Justice in Kentucky that for African American males this transition is often the beginning of their slide out of school and into the prison pipeline. designed my programs to be educational and entertaining. hey follow the format of hautau ua which resident eddy oosevelt called “the most American thing in

If you have never had the opportunity to imagine yourself as an important part of your nation’s past, how can you ever imagine that you could be valuable to its future?

My goal is to ensure that African American students have the ability to recognize themselves as full participants in our merican story. also want to ensure that white students have the opportunity to e perience stories that affirms frican mericans persistent and powerful presence at every pivotal moment in merica s great history. hile began this work to ensure that African American young men would see themselves in history, I have come to realize that all young people need to hear these stories. f could

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America.” The presentations begin with first person portrayal blended with Q&A and lectures. For example, my Chautauqua on York of the Lewis and Clark expedition includes a first person historical interpretation where I present a 45 minute monologue as York, sharing the triumphs and tragedies of the mission.

At the conclusion of the first-person historical interpretation, while still in character, I enter into a Q & A session with the students, allowing them to engage with history more personally. Finally, I step out of character and do a second Q & A that allows me to provide additional details on the character and historical context connecting the struggle of the character to the struggles faced by African Americans today. I supplement the living history presentation with lectures to support the learning.

My Chautauqua series currently includes the stories of three African American men: ANGUS AUGUSTUS BURLEIGH The Long Climb to Freedom from slave to Civil War soldier to scholar YORK Black explorer with the Lewis and Clark Expedition JOE LOUIS World heavyweight boxing champ and World War II veteran These are the stories of America from different points in out great history. I bring them to students to ensure that all voices are heard.

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I know that I cannot reach all young people via these programs. So, in 2018, I took the time to write and publish York’s story. I intentionally wrote York’s story as narrative non-fiction for grades 3rd to 6th to reach a younger audience. It is imperative that these stories be foundational to a students’ learning.

I also provide professional development to teachers across the country. It is critical that all teachers work to ensure the success of all students.

I ENCOURAGE TEACHERS TO: • Expand their own knowledge of the contributions of diverse individuals and capture their stories; • Include stories of diverse individuals throughout the curriculum; and, • Create opportunities for the stories of each student and their families to live within the classroom.

Teachers can provide the opportunity for each child to see themselves as an important part of our nation’s history.

ABOUT THE AUTHOR Calling himself a "dealer in hope for all students," Hasan Davis has committed himself to improving the lives of children and youth across the nation and around the world. A G.E.D. recipient, Hasan earned a bachelor’s degree from Berea College and a law degree from the University of Kentucky College of Law. Hasan's work has focused on youth violence prevention, juvenile justice reform, and education inclusion. He lives in Berea, Kentucky with his wife and their two sons.

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

Seeing Is Believing When students can see their own growth, they’re inspired to reach even higher.

Discover how i-Ready helps all students succeed.

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READYING MAINSTREAM CLASSROOMS & SCHOOLS FOR MORE CHILDREN WHO ARE DEAF OR HARD OF HEARING

By Judy Sexton As a proud member of a team that teaches children who are deaf or hard of hearing to listen and talk, I am delighted to witness 100% of our Clarke Philadelphia preschoolers transition into their neighborhood mainstream schools every year—learning, playing and developing alongside their peers with typical hearing. We know that with specialized support and robust collaboration with school administration, these students can progress, meeting their academic, social and developmental benchmarks along the way.

Not only are these children thriving in mainstream schools, they’re also growing in number. In my

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role as Director of Clarke Schools for Hearing and Speech in Philadelphia, PA, since 2005, I’ve seen a significant increase in the number of children who are deaf or hard of hearing entering mainstream school by kindergarten—sometimes even earlier. As this population expands, we are eager to ensure they have the resources they need to learn, have fun and feel welcome in their new schools.

Why the Increase?

There are a few factors explaining why more children with hearing loss are entering mainstream schools.

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

Earlier Incidence of Identification, Amplification and Intervention More and more children are now meeting the Early Hearing Detection and Intervention (EHDI) 1-3-6 guidelines, that is, having their hearing loss identified by one month old, receiving hearing technology by three months old and initiating early intervention services by six months old.

This means that more children are beginning the important process of learning listening and spoken language during the most crucial months of infancy.

. reschoolers cele r ati g their graduatio ro larke chools or Hearing and Speech in Philadelphia, PA. credit: Clarke Schools for Hearing and Speech)

functioning; and cochlear implants have seen great advancements as well. Plus, many children who are deaf are now receiving their cochlear implants by their first birthday, if not sooner.

This has changed the educational trajectory for those who are deaf or hard of hearing. As such, we have more and more children transitioning into mainstream educational settings at younger ages.

Common Challenges for Students with Hearing Loss Starting out at a new school presents various challenges and apprehensions for most children, but can be especially intimidating for children who are deaf or hard of hearing.

There are many factors that will impact their success, including acoustics, class size, hearing technology and the classroom teacher’s awareness and use of strategies that promote access to the curriculum.

Acoustics alone have a huge impact. Poor access to sound can affect the way a child perceives and understands information, resulting in fragmented comprehension.

Poor access to sound can affect the way a child perceives and understands information, resulting in fragmented comprehension.

Improvements in Hearing Screening Follow-Up Many states have made vast improvements in their “loss to follow up” rates. An appropriate follow-up occurs when a family receives outreach and support within a few days of their infant not passing the newborn hearing screening. Because states have improved their follow-up rates, more infants are then able to meet the 1-3-6 goals of detection, identification and early intervention.

Superior Technology Additionally, the technology just keeps getting better. The newborn hearing screening technology has become more sensitive in detecting hearing loss; hearing aid technology has transitioned from analog to digital

Enhancing the acoustics does not necessarily require drastic changes. When listening and spoken language experts assist with a student’s transition into a mainstream setting, we do not suggest that administrators make major reconstructive efforts in a school—such as carpeting every classroom or removing all window air conditioners. We collaborate with general educators to brainstorm solutions that will allow the student with hearing loss to have moment-to-moment access to the classroom discussion. In fact, all students will benefit from these alterations.

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Preparing for Students with Hearing Loss It is paramount that children who are deaf or hard of hearing in mainstream schools have access to a support team that includes a teacher of the deaf, speech-language pathologist, a special education director, an educational audiologist, as well as a knowledgeable and supportive administrator, classroom teacher and guidance counselor.

It is paramount that children who are deaf or hard of hearing in mainstream schools have access to a support team...

Clarke alumna poses with peacemaker award she won in her ai str ea school r edit tude t s a ily

For example, we might notice that the chair legs create too much noise, so we’ll recommend covers to muffle that sound. Or we may observe that the classroom door is open during a lesson and recommend that it stay closed to minimize ambient hallway noise. We’ll also emphasize that the child with hearing loss should never be sitting near a noisy air conditioning unit.

Limited access to sound will not only impact a child’s ability to learn, but also their well-being in that social environment. If a teacher says, “Take out your map,” and a child doesn’t hear this correctly due to background noise, and pulls out a math book instead—this can be very distressing for a young child. Straining to listen in a poor acoustical environment can also result in frequent bouts of “listening fatigue,” which is associated with reduced academic performance in children.

Addressing the obstacles to a child’s progress is an important part of easing their transition into a new school and can often go overlooked when school staff have not received appropriate coaching, or if administration does not have access to the right support network.

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Listening and spoken language programs and schools like Clarke include “mainstream services” professionals who collaborate with staff at a mainstream school. In addition to providing teachers of the deaf, speech-language pathologists and an educational audiologist, they’ll also offer comprehensive coaching for general education staff, traveling to the school and coaching educators to implement various strategies to ensure that children with hearing loss can learn effectively, right alongside their peers with typical hearing. We find that a school staff trained in these best practices is one of the most important keys to a student’s success in their mainstream school.

Finally—and crucially—the administrator or head of the school leads this charge. They set the tone for the staff and their attitude about inclusivity has a huge impact. In my experience, when an administrator makes it their mission to ensure that all children in their district feel welcome, everybody follows suit.

Ideally, administrators of schools: • • •

Personally welcome and establish a warm relationship with the student and family.

Provide a supportive school culture and become part of the student’s support team.

Are well-informed about special education regulations (specifically the procedural

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

•

•

safeguards designed to protect the rights of children with disabilities and their parents).

Think deeply about their responsibility to make learning inclusive, including making the physical environment engaging, developmentally appropriate and accessible for all students.

Are knowledgeable about what it means to be deaf or hard of hearing, and the resources available to students in their school community.

With these supports in place, children with hearing loss who listen and speak are able to shine in their neighborhood schools. They make healthy friendships with their peers; they’re active in extra-curricular activities; they demonstrate self-advocacy skills; and they meet the curriculum expectations for their grade level.

Year after year, I’m thrilled to see so many young children with hearing loss achieve their learning milestones and head off to their neighborhood schools. And thanks to the collaboration of administrators and educators, we are confident we will continue to see happy, successful children thriving in their neighborhood schools.

Judy Sexton, MS, CED LSLS Cert AVEd, has been the director of Clarke Schools for Hearing and Speech in Philadelphia, PA since 2005 and has worked in the education field for 38 years. She is coauthoring a forthcoming assessment on mainstream readiness for professionals working with children who are deaf or hard of hearing.

VIEWPOINT FROM ASCD

IT’S TIME FOR A WHOLE-CHILD MOVEMENT Sean Slade is the Senior Director of Global Outreach at ASCD, focusing on promoting and expanding the ASCD Whole Child approach across the United States and globally. He has spent nearly three decades in education and has written and spoken extensively on topics related to whole child, health and well-being.

Since 2007, ASCD, in its capacity as a leading K-12 education association in Washington, D.C., has been dedicated to advocating and promoting a Whole Child approach to education. This focus strives to redefine a successful learner not as one “whose achievement is measured solely by academic tests,” but rather as one “who is knowledgeable, emotionally and physically healthy, civically inspired, engaged in the arts, prepared for work and economic self sufficiency, and ready for the world beyond formal schooling.” (pg. 4).

This year, we launched the next evolution of our whole child work, the ASCD Whole Child Network (www.ascd.org/wholechildnetwork).

The Whole Child Network is a global network of schools focused on the same goals, engaged in the same processes and that utilize the same tools and resources. Schools that sign up get automatic access to a range of tools, guides, resources and an expanded Whole Child framework of benchmarks, building off our tenets (2007) and indicators (2010).

We purposefully made the Whole Child Net-

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work free – meaning that any individual, school or district can register for free – to increase use of and access to the approach. We believe that the time is right to move schools and systems toward a more child-centric, holistic and well-rounded Whole Child approach to education and we believe the Whole Child Network can play a significant role in getting there.

Why? Just look at what has occurred this year alone.

• The Aspen Institute National Commission on Social, Emotional, and Academic Development, launched their groundbreaking final report From a Nation at Risk to a Nation at Hope. This report highlighted key areas for improvement on A Nation At Hope, “After two decades of education debates that inspired deep passion and deeper divisions, we have a chance for a fresh start. A growing movement dedicated to the social, emotional, and academic well-being of children is reshaping learning and changing lives across America.

On the strength of its remarkable consensus, a nation at risk is finally a nation at hope.”

The Commission set out six recommendations, the first of which sets the scene for the report.

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

Recommendation 1: Set a clear vision that broadens the definition of student success to prioritize the whole child.

• Every Student Succeeds Act (ESSA). The follow up to the No Child Left Behind Act (2001) set out to increase attention to aspects of learning beyond just academics and promote e ibility and innovation within districts and schools, as well as promote collaboration with local communities. In addition, the act required states to provide at least one non-academic accountability measure. As cited in our ASCD ESSA Essential for Educators, “[T]his requirement provides a unique opportunity to e pand the definition of student success and move toward a whole child accountability system.” As a result, 28 states have written “whole child” back into their ESSA States Plans and 13 states have written the ASCD & CDC Whole School, Whole Community, Whole Child Model (WSCC) directly into their plans.

• States taking a whole child approach to education directly. Over the course of 2019, we witnessed more states dedicating funding and strategic planning efforts toward a Whole Child approach. This includes California, Georgia, Hawaii, Illinois, Michigan, Ohio, Oregon.

Most recently, Tennessee announced their commitment to the whole child.

In 2007, when we released The Learning Compact edefined all to ction to launch our Whole Child approach we asked, “If decisions about education policy and practice started with ‘What works for the child?’ how would resources—time, space, and human—be arrayed to ensure each child’s success? If the student were truly at the center of the system, what could we achieve?”

In 2019, with the launch of the Whole Child Network, ASCD has provided the framework and the processes and tools to help schools in implementing and growing a Whole Child approach to education, ensuring that each child, in each school, and in each community, is healthy, safe, engaged, supported, and challenged.

Associations leading the way in the #AgeOfEquity

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DISTRICTS AND THE ROAD TO EDUCATIONAL EQUITY

By Chong-Hao Fu

THE SCREEN READ: “A2 + B2 = X2” Twenty seventh-grade students, seated in rows in this Tulsa classroom, were silently working from an old textbook as their teacher—illuminated by an overhead projector—looked on. For about 30 minutes, I heard only the soft scratching of pencils across loose leaf paper as students used the Pythagorean Theorem, squaring numbers and adding them, to find the hypotenuse of a right triangle. It was a rote math lesson that many of us have seen before, but from what we know about how students learn math, it was not likely to deepen everyone’s understanding.

Next door, another teacher was covering the same learning objective, but the class was wildly different. These students were grappling with the meaning of a key grade-level standard by constructing different right triangles. They weren’t there only to find answers or to use an algorithm; this teacher wanted her students to use models, talk with each other to problem-solve, and construct proofs to think deeply about why the math works.

Students need both. And they rose to the challenge. The room buzzed with electricity and joy, and you could see the wheels turn-

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ing as students took turns sharing ideas and healthily debating each other’s thinking.

Which math classroom would you want your child to be in? And how did two classrooms that were right next door to each other in the same school end up with such different lessons?

It’s an underexplored finding that variations in teaching within schools are far greater than the variations across schools. Within the same environment, there are classrooms that are engaging, challenging, and supporting the learning and joy of every student. And there are classrooms that aren't. Parents intuitively understand this when they fight to move their child into the classroom of that special teacher and when they see the quality of their child’s experiences vary wildly from year to year. And yet, this within-school variance is infrequently discussed. We must acknowledge, though, that this variability in access is not random, and that it consistently leads to inequitable outcomes for students of color.

Teachers go into the classroom with passion and strong core values, but the truth is teacher preparation does not give most the deep

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

content knowledge they need to thrive.

Thus, they feel immense pressure to reach all of their students while needing to continue their own learning. Compound this with unaddressed bias and low expectations, high teacher turnover, and wide disparity in access to resources like a strong curriculum and stable leadership, and you start to understand why students of color and low-income students so consistently experience gaps in opportunity.

Recent data from TNTP shows that students spend about 6 months of wasted instructional time per year on assignments that are not appropriate for their grade level. Four out of 10 classrooms with a majority of students of color never receive a single grade-level assignment.

If we want all of our students to reach the high goals they set for themselves, we have to empower their teachers to succeed.

Now, three years after my visit to Tulsa, we don’t have to imagine how learning for students would look if teachers had strong support because it is already happening.

Leaders at Tula Public Schools have acted with boldness to align time and money, a strong curriculum, and robust professional learning to the content teachers need to teach, and early indicators suggest that it’s working.

“Meeting our ambitious goals for students will require outstanding learning for our educators that is grounded in content and curricula, happening day-to-day and week-to-week in schools, and led by and for teachers,”

shared Danielle Neves, the Executive Director of Teaching and Learning for TPS. Teachers in 19 Tulsa schools now experience 90 minutes of shared, teacher-led planning and practice with peers every week about the content they’re teaching next. Leading Educators is working with TPS to design learning sessions for teachers that break down priority topics within the context of their curriculum so teachers can have certainty that this precious learning time is well spent. Alongside this content focus, educators across all levels of the district are having hard and necessary conversations about what it means to work toward equity with intentionality. This means, before lessons make it to students, teachers have worked with others to anticipate challenges and necessary differentiations, make adjustments, and ensure their instructional strategies are culturally relevant. Instructional culture is thriving, and teachers are feeling better equipped to serve a student population that is becoming increasingly diverse in every aspect. I believe this change can and should take root everywhere.

Our country already spends $18 billion a year on professional learning for teachers, but few of these programs show evidence that they are impacting learning for students. Learning standards have become more challenging, and meeting them places demands on teaching and learning that traditional professional development struggles to address. In our work, we have looked to distributed leadership to empower teachers to drive change in their buildings alongside system leaders and principals so no one feels they have to go it alone or have all of the answers. When we move professional learning out of big auditoriums and build up teachers with relevant professional learning and leadership, we ignite transformational learning for students.

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We live in the best-resourced country in the world, and I believe we are capable of providing a world-class education to every student every day.

As you—a teacher, district leader, or support provider—think about the shifts you could influence within your context to support equity, consider the following: How are you working to reduce within-school inequity and ensure that every child has access to excellent teaching?

How might you support teachers with sustained, meaningful development that empowers them to create challenging and engaging learning with confidence?

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We know teachers have unmatched influence on a student’s life, so getting support for teachers right matters a lot to me. At the end of the day, the knowledge and experiences our young people carry with them as they cross the stage to receive their diploma will depend on who was at the front of their classrooms. Let’s do everything we can to lift them up.

ABOUT THE AUTHOR Chong-Hao Fu is the CEO of Leading Educators, a nonprofit that ensures teachers have the professional learning, conditions, and leadership to teach every student to great heights. He began his career as a math teacher in Greenville, Mississippi and later founded KIPP Sharpstown in Houston, Texas. He holds a B.A. from Yale University and a M.Ed. from National Louis University.

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LANDMARK COLLEGE

An Integrated Approach to Teaching Students Who Learn Differently While many colleges offer special programs for students with learning disabilities (LD) and other learning challenges, Landmark College is one of the only accredited colleges in the United States designed exclusively for students who learn differently, including students with learning disabilities (such as dyslexia), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD).

For almost 40 years, our combination of research-based learning strategies and academic support has proved successful in preparing students for the rigors of college-level work. As the field of learning disabilities and differences expanded, our approach to working with students has grown more varied, but always with a constant unyielding mission to provide best practices for all.

ACADEMIC ADVISING

In addition to classes, students in their first year at Landmark College participate in weekly academic advising sessions while engaged with the advising curriculum. As students progress in their coursework, they become increasingly independent and meet with their advisor less frequently. Students pursuing their bachelor’s degree work with degree specific advisors. The academic advisor is central to the system which supports individual student performance.

THE LANDMARK COLLEGE DIFFERENCE

Landmark College offers the same range of student services found at any college—from counseling and health services to student life and athletics. The difference at Landmark College is that these professionals, like our faculty and academic advisors, bring specific expertise in, and a passion for, working with students who learn differently.

Working together, we help students discover their path as confident, empowered, and independent learners. We integrate our innovative learning strategies into everything we do.

CENTERS FOR ACADEMIC SUPPORT

Landmark College’s Centers for Academic Support offer unparalleled support to students who learn differently, at no additional charge. The Drake Center for Academic Support is the first place students turn for help with reading, writing, and study skills. Academic support centers within individual departments offer drop-in support and one-on-one scheduled appointments with Landmark College faculty.

COUNSELING & HEALTH

Counseling Services are available to provide support to students dealing with stress and other personal, social, or academic difficulties. Health Services offers support for physical issues.

EXECUTIVE FUNCTION COACHING

Through the office of Coaching Services, Landmark College’s Professional Certified Coaches work with students who have a variety of learning profiles and struggle with executive functioning.

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ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

INTEGRATED SERVICES FOR STUDENTS WITH AUTISM

SUMMER PROGRAMS

UNDERGRADUATE DEGREES & CURRICULUM

Whether located on our Putney, Vermont campus or at one of our programs in California and Colorado, the instructors consist of current Landmark College faculty as well as teachers from the surrounding areas who are experienced in working with students who learn differently.

Students with autism who are academically prepared for college may still face significant challenges navigating the social curriculum and adjusting to the more fluid routine of the college student. Landmark College recognizes the need to provide additional programming to assist students with autism to meet their college goals. Our integrated services model for ASD support services provides a structured living and learning environment that combines an effective pedagogical approach with tailored social and other programmatic supports.

Originally founded as a two-year college, Landmark College began offering four-year degrees in 2014. We now offer an array of baccalaureate and associate degrees, with optional minors and concentrations.

Landmark College offers summer programs to assist a wide range of students with learning differences, including middle school students, high school students, graduating high school seniors, and students enrolled at colleges around the country. All of the programs are designed to enable students to identify their learning strengths and differences. Students learn specific strategies to be successful in formal academic settings and grow personally and academically in an intentional and supportive academic community.

Landmark College offers a diverse selection of courses in anthropology, English, business, communications, humanities, philosophy, psychology, history, literature, math, science, foreign languages, theater, video, music, art, physical education, and other disciplines.

For all entering students, the curriculum sequence begins with skillsdevelopment courses, designed to address the key areas of writing, reading, communication and study skills. Self-management, as well as the development of self-understanding and self-advocacy, are also important parts of this firstsemester curriculum.

Initial courses are offered at non-credit and credit levhttps. This allows students to be placed in classes where they are able to succeed, from the start. Due to our rigorous academic standards, more than 50% of incoming students begin in non-credit courses, with most moving into credit courses after one or two semesters.

VISIT OUR CAMPUS

Landmark College offers several Open Houses on Saturdays each semester. You can also schedule a visit with our Admissions office any week day during regular business hours by calling 802-387-6718 or emailing admisssions@landmark.edu.

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VIEWPOINT FROM CoSN

(CONSORTIUM FOR SCHOOL NETWORKING) DIGGING INTO THE DEBATE ABOUT SCREEN TIME

Dr. Beth R. Holland, Digital Equity & Rural Project Director at CoSN, has more than 20 years of experience in education. She has taught in K-12 classrooms, served as Director of Academic Technology in an independent school, designed professional learning programs for schools around the world, and created tools and strategies to support education leaders.

At CoSN, we believe that ALL students should have equitable access to devices, high-speed Internet, and the opportunity to use those tools to support their development as learners. However, in our advocacy for increased access and opportunity, we often confront a perplexing challenge: the proliferation of debate around screen time. From a 2018 New York Times series describing how Silicon Valley elites enroll their own children in analog-only schools, to the ongoing calls for teachers to ban laptops, to the host of articles advocating for digital detox, screens – and by proxy, technology – have seemingly become everyone’s favorite tool to hate.

Except, based on my research into Digital Equity, I have found that we need to dig deeper into the debate. While many concerns about screen time are certainly warranted, there needs to be a more nuanced discussion about both students’ use of technology and the assumptions underlying many of the articles debating its merit.

The Assumptions of the Anti-Screen Debate A few weeks ago, a review in the Washington Post lamented the launch of Amazon’s new

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Kindle Kids Edition. Advertised as an e-reader for children, this tablet purportedly provides access to 1,000s of books without the distraction of games or videos. To frame his argument, the author lauds the tactile relationship between kids and books – from chewing on corners to proudly displaying “volumes of Harry Potter.” While I do not disagree with his points, the entire premise for his debate against Kindle – or e-reading in general – relies on three assumptions: 1. All children have ownership of physical books 2. All children can access analog books, meaning that they are neurotypical and do not require features like text-to-speech or enlarged text 3. All children have parents or mentors who have the literacy skills to provide reading support and guidance As Matt Hiefield and I discussed in a recent article, debates about screen time are often framed from a position of privilege. They assume that other resources and opportunities exist. As another example, in New York Times editorial, Dr. Perri Strauss – national medical director of Reach Out and Read – explained

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the findings of a neuroscience study that compared the MRIs and screen time exposure of “47 healthy children ages 3 to 5, all from English-speaking households, mostly middleto upper-middle class.” In short, the study found that children with higher exposure to screen time had less developed brains.

Though the headline should cause concern, the article does quote the study’s primary author, Dr. John S. Hutton, explaining that technology is not inherently bad. Further, the lack of brain development could be attributed as much to lack of experiences like reading, playing outside, and storytelling as exposure to screens.

And yet, a Digital Equity issue emerges once again. The article assumes that ALL children have access to the types of learning opportunities that promote brain development. If a child lives in a household that may not be able to provide these interactive experiences, then high-quality digital content could be part of a solution. Fifty years of Sesame Street and over two-decades of the Ready to Learn Initiative from the U.S. Department of Education serve as evidence of how screens and media can create opportunities for children in under-served communities.

Finally, consider the host of articles and individuals calling for bans of laptops and smartphones. They often assume that the technology is the catalyst for off-task behavior, that all students learn best in an analog-only environment, and that access can happen elsewhere.

First, students have always been distracted by technology whether it be a pencil or a smartphone. Second, for education to be accessible to ALL students, then those same students must be provided with the tools and skills to develop as learners. Third, as illustrated by a recent study from Gallup, students who engaged in creative learning supported by transformative uses of technology were more likely to develop cognitive skills such as critical thinking and creative problem-solving. At the

same time, students from under-resourced communities — i.e. those who most likely lack access to devices and high-speed Internet at home — were less likely to experience these learning opportunities. Therefore, banning screens could lead to greater inequity from a number of perspectives.

NOT AN EITHER/OR DEBATE Though often framed as an either/or debate, screen time should instead be framed as an opportunity to consider the benefits of both the digital and the analog worlds. To do this requires consideration of what Lisa Guernsey refers to as the 3Cs: Content, Context, and Child. Within this framework, we need to ask: what is the quality of the content and is it accessible? What is the social context in which the technology is being used? And most important, what do we know about the child?

Every individual requires a unique set of tools in order to best learn and develop. As adults and educators, our responsibility is to help our children and students determine what works best for them. Instead of simply debating screen time, we need to take a more nuanced approach and consider how these same tools might create previously inconceivable opportunities for learning.

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EMBRACING AN ERA OF UNPRECEDENTED CHANGE

By Jolene Levin

“The only thing we know about the future is that it is going to be different. “ – Peter Drucker

LAST NIGHT I FOUND MY 11-YEAR-OLD DAUGHTER IN A TOTAL MELTDOWN. Tannah had been struggling with a math problem, unable to get the answer right. She was convinced that missing this one test question would lower her test score, her final grade and conse uently her college of choice, career and ultimately her entire future. She was paralyzed by the fear of being wrong.

Her state of overwhelm and inability to process a challenge or even consider another approach was no different than what I witness every day in the world of educational spaces. But what I realized was that it wasn’t just the thought of failing and the opportunities one math problem would cost her. It was the fear of a future she couldn’t conceive, much less imagine, that shut her down. The fact is, the fear of failure is often the greatest contributor to the resistance to change.

With the future of work unprecedented in its unpredictability planning the future of education through this momentous transformation starts first with the acceptance and comfort around embracing the chal28

lenge of change. And most of all, accepting that the path to get there is fraught with unknowns, failures and successes.

WHY CHANGE ANYWAY?

Collectively missioned to create a learning system that focuses on the attainment of transversal skills, learners and educators are now revolutionaries on a path to embrace the changes necessary to move our system to one that values the ability to think critically, communicate effectively, collaborate powerfully, innovate, plan and adapt at expert levels.

It is these skills that are so necessary to help kids like Tannah gain the motivation, expertise and grit to thrive in this unpredictable and rapidly changing world, and it is these skills that require a shift in the way we learn, how we learn and where we learn.

Every school has its own unique journey, but the need to embrace change within the system to ensure that children have access to the most relevant education is the same for every school. This immense responsibility to equip learners for the future is accelerating our needs to shift, and pushing us to make

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the changes required, whether we embrace it or not.

is gathering a collective group of individuals who will drive the process. This group must be represented by every stakeholder: Educators, Administrators, Learners and Parents. It is essential to have both the ‘yay-sayers’ and the ‘nay-sayers’ represented. Don’t be afraid to have people challenge the system and express resistance; it is often the resistors who are critical in the final stages to bring the majority of people on board with the changes.

SO HOW DO WE PLAN FOR AN UNPRECEDENTED FUTURE?

As an expert in designing and agile learning spaces, I’ve witnessed and consulted with hundreds of educational institutions, large and small, of all levels and disciplines, as they navigate and plan for an unprecedented future.

Our most successful partnerships have been those that implement a purposeful and goal-driven change management process. When executed effectively, this process leads to the transformative next step toward incorporating new pedagogies, as well as the spaces that facilitate them.

I’ve found that the critical difference between schools that successfully implement change and those that are unsuccessful is the time spent creating a change management process that is truly integrated into the greater systemic changes and aligned with the personal and collective vision of the individuals within the system.

Change at its best and its worst can be disruptive, challenging and uncomfortable. Mistakes will be made. Resistance is usually high. What’s more, maintaining cohesion and motivation during change can be hard. However, change is key in order to adapt constantly in a rapidly moving world.

Heading into this process with a plan and a growth mindset is the best approach to gaining momentum. It is important to remember that change is a process. By nature, this means it is ongoing and infinite and should be adapted continuously as things that were unforeseen come up.

It does not have to be scary. There are some simple steps that we all can follow to help successfully ignite the process and bring about real change.

HERE ARE THE KEY PHASES WE RECOMMEND FOR A SUCCESSFUL CHANGE MANAGEMENT PROCESS: EMBRACE CHANGE

he first and most important step. ot one, but all stakeholders must understand that the status quo will change and old habits and behaviors will evolve; and that it is essential to sustain a new vision.

Breaking old habits is an essential step in introducing new methods of doing things.

Implementing a change management process as the first step deepens the commitment to the process and ultimately facilitates a greater acceptance of the change itself. he very first important step ACE-ED.ORG

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that will impact every student’s future. For so many educators, standing still may actually seem less daunting than making a wrong decision.

However, I say embrace it! Don’t be afraid to make decisions that lead to major changes.

Be comfortable being uncomfortable, and understand that the deep reason behind this conversation is to ensure that every child has access to a future that allows them to ourish.

SHARE A VISION

All stakeholders must come together to create a shared vision linked to both personal and collective goals. Ensure that you assemble a diverse group of stakeholders to collaborate in this work. The vision, once determined, must serve as the ongoing beacon for the reasons why we are implementing the changes.

SEEK TO UNDERSTAND

Research, interview, survey, and discover the how, the why, the purpose, and the impact of change.

Know what brings it about, has it work and has it fail.

The more knowledge you gain, the greater the impact the change will bring about, and the better you will understand that we are not alone in this shift.

CREATE A PLAN OF ACTION

You’ll need a short- and long-term plan for short- and long-term goals. Identify action strategies, ensuring that all stakeholders have a voice, shared responsibility and a clear role and involvement in both design and adoption of new ideas.

REVIEW, REFINE, REPEAT.

hange is a continuous ourney. here is no finish line. tay agile, poised and open to refining the actions as you move through the process. Maintain what we call a “Virtuous Cycle” of constant, honest feedback and self-evaluation. This creates a culture committed to ongoing change.

WE CAN DO THIS...

Just like my daughter’s dramatic breakdown, our fear of making mistakes can often render us immobile. Especially when we’re asked to make choices 30

Will we make mistakes and get things wrong? Yes, absolutely. But that is ok. It is often in our greatest mista es that we find the very best solutions.

The future will always be changing. We’ll never stop learning, nor should we. So, what is my plan myself, my children, and orva ivel mbrace the unpredictable.

ABOUT THE AUTHOR

olene evin, co founder of orva ivel, is fiercely passionate about transforming the world of educational spaces. orva ivel was founded in with a singular mission: To relentlessly explore new ways to design learner-centered spaces where not one, but every child is engaged, and every educator is empowered. During the past decade, Jolene has partnered with hundreds of education leaders, guiding them through the process of change as they navigate from traditional classroom design to f u ture-ready learning spaces. She brings with her hundreds of successful case studies and thousands of successful learning space installations. Jolene’s biggest inspiration is her children and transforming the world in which they learn.

Join the conversation. And connect with Jolene on Linkedin or at jolene@norvanivel.com.

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

Hands-on and on the move. Tannah intuitively knows how she learns best.

That's why we'll never stop exploring new ways to design learner-centered products where not one, but every child is engaged and empowered.

For ten years, we've held fast to our commitment that learning spaces have to work as hard as our educators. Adaptive, active spaces. We're out to transform education, because nothing moves us more than creating spaces that move them.

NorvaNivsl' •¡

z ,,. will tell you she's a tactile learner -- who needs to move within her seat and around her space. Freedom of movement both calms and focuses her.

GOT CRITICAL THINKERS?

By Joyce Whitby and Tom Whitby For centuries, board games have been a large part of the American culture. Some of these games are iconic, evoking strong memories and feelings; games like “Chutes and Ladders,” “CandyLand,” “Monopoly,” and “Clue.” Of all these games, perhaps one of the toughest to master is “Clue”. Clue is difficult because it requires players to use critical thinking skills like analysis, reasoning, evaluation, problem solving, and drawing conclusions.

Until recently, overtly teaching these skills has not been the focus of traditional education for the vast majority of schools in the United States, which lean heavily on rote memorization and an ability to perform well on standardized tests. Today, however, American educators insist on the development of critical thinking skills, or “21st Century Skills”. Educators should be commended for the new focus on higher order thinking skills as outcomes, but math and science are not the only subjects through which we can increase these skills.

STEM (i.e., Science, Technology, Engineering and Math) courses are a great place to help students improve critical thinking skills. This acronym has recently expanded to include A for Arts (i.e., STEAM) and, even more recently, the exciting addition of R for Reading (i.e., STREAM). We suggest that overtly teaching the process of semantic reasoning to students may help them not only in ELA/Reading area, but in all of the STREAM subject areas because of its unique approach to problem solving in the visual domain.

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Language is the primary tool of all learning, and vocabulary is the basic building block of language. For centuries, we have embraced using rote memorization of definitions as the primary method for teaching vocabulary and concepts. We now have the opportunity to “flip” Bloom’s Taxonomy on its head. Rather than asking students to rely on rote memorization of definitions, a new approach called semantic reasoning helps students deeply learn meanings of nuanced words using visuals, and this can be applied across all academic subjects. This may be a big missing link in learning, connecting the dots between language proficiency and building critical thinking skills. Early efficacy results (Kennedy et al, 2019) on semantic reasoning are extremely encouraging that students of all abilities are far better able to apply learning of word meanings to new contexts when they learn with semantic reasoning plus explicit instruction.

Anecdotal feedback from teachers and students using this approach indicate that semantic reasoning instruction leads to better outcomes for improving vocabulary and background knowledge, therefore listening and

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reading comprehension. Students also report enjoying this approach compared to traditional instruction. As if this were not enough, discussions with prominent researchers suggest that semantic reasoning instruction may actually help students critically think in other domains, including STEM. Semantic Reasoning is an active process whereby students learn new words and deepen their understanding of familiar words by inferring and deducing the common thread among many picture examples of that word being used in a variety of contexts. Semantic Reasoning is the “secret sauce” embedded in InferCabulary, a cloud based K12 instructional ‘game’ being used in schools and districts in the U.S. Approaches like this empower students to feast on learning not just in one subject for one day, but rather in all content for a lifetime, Many teachers’ primary purpose for using InferCabulary is to help boost vocabulary and reading comprehension. Students encounter not only tier two vocabulary (i.e., nuanced words that communicate more subtle ideas such as prudent or belligerent), but also academic words that are the glue words holding curricular textbooks together (e.g., cycle, release). However, it is the cognitive skill set that is required to learn words using semantic reasoning that may also be improving students’ ability to make inferences and draw conclusions in other domains. For example, in order to infer the meaning of the word unfastened (or deepen understanding to new contexts), students must analyze each picture individually, reviewing and comparing with sequential images in order to find the common thread. Then, students reveal captions that contain clue words and phrases that ensure they are focused on the correct aspects. This process leads to a deep understanding of words in a variety of contexts.

By “stretching” students’ ability to find commonalities within images, and engaging in

higher order thinking, they not only learn word meanings and applicability of the words to a variety of contexts, but they engage in the same types of critical thinking skills required to solve math and science problems.

Students with the mental tools acquired through the practice of semantic reasoning have access to extensive, rich vocabulary and ability to understand the nuances of language in context. Learners who do not have automaticity of this level of interpretation would be at a disadvantage. By helping students discover their inner problem solver, who can deduce the unknown by analysis of the facts at hand, are better prepared to enter into STEM with critical semantic reasoning skills and are likely to take their hypothesis, analysis and conclusions to a higher level.

InferCabulary is a web-based, visual vocabulary and reasoning program using the Semantic Reasoning method.

Joyce Whitby (@jwhitby1) and Tom Whitby (@tomwhitby) are education technology advocates and coaches. Learn more about them at innovations4education.com.

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VIEWPOINT FROM THE EDUCATION MARKET ASSOCIATION THE SCHOOL LIBRARY: From Intimidating Quiet Space to Collaborative Hub

Jim McGarry’s wealth of knowledge and expertise in manufacturing and distribution in both the commercial and education space has served the Education Market Association (EDmarket) well since 2011. As President/CEO of EDmarket, he facilitated the board’s communication of a redefined mission to connect people who want to succeed in the education market by providing events, resources and leadership to those who serve education. For more information about EDmarket, visit www.edmarket.org.

No educational space offers an opportunity to integrate modern teaching and learning styles more than the school library. Once the home of stacks of books, silent study carrels and shushing librarians, these spaces are now becoming vibrant gathering spaces for discovery and collaboration. Sure, we still see many books on display, and hopefully this does not totally change, but they are now surrounded by lounge furniture, 3D printers and huddle spaces equipped with interactive technology and white boards.

Instead of the totality of the space being reserved for solitary study, designers are now designating quiet spaces for individual learning while placing a much larger focus on inviting, collaborative spaces for joint projects and mentored learning.

Many libraries were also Media Labs with rows of computers. With so many schools now in a one to one laptop or BYOD environment,

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these spaces are migrating to become Makerspaces and prototype labs to give students a place to explore ideas and work in the physical environment to demonstrate knowledge.

As collaborative, project-based learning evolves, huddle spaces allow students to work together and explore ideas without interrupting others while they challenge notions and display ideas. Sometimes these spaces can be reserved for the duration of a project so that students can employ design thinking and see their project evolve over time without the disruption of setting up and taking down their ideas with each session.

As comfortable lounge style furniture is replacing unergonomic chairs and desks, students are encouraged to use the space to read and explore ideas. Many libraries are now available to students outside of the standard school day allowing time to take advantage of the knowledge housed within a comfortable inviting environment.

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

These new settings require rethinking technology and electrical power requirements for students to allow wireless connection and full batteries.

Much consideration is being given to adding display monitors allowing students to connect and share projects and ideas as well as doing online research.

Also prevalent is the use of flexible tables and seating to allow the environment to be easily reconfigured to accommodate the task at hand from small group activities, to private test taking to one on one mentoring.

These new libraries are now learning centers that help to define the culture of the school. Instead of being intimidating, quiet spaces where students were afraid to ask questions, got in trouble or were bored by the prospect of encyclopedia-like reading, they are transitioning into colorful, comfortable, inviting collaborative hubs of activity and learning.

Associations leading the way in the #AgeOfEquity

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HOW DESIGN THINKING EQUITABLY ELEVATES COMMUNITY VOICES FOR CHANGE

By Lindsay Portnoy

What happens when you invite elementaryand middle school students along with their teachers, parents, and administrators toco-create solutions the most pressing concerns in their learning space? Perspectives shift, minds expand, and voices carry further than they ever have before.

This fall I visited a thriving learning community in the heart of Brooklyn to enact a design thinking based protocol. At the crossroads of a quickly gentrifying community in Park Slope, Brooklyn, P.S. 282 is undergoing signiďŹ cant transitions. The K to 8 school has recently begun phasing out their middle school to make room for the growing population of children entering elementary school living in their local community.

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This transition has elevated latent concerns about the transitioning middle school students and teachers. It also surfaced new opportunities to harness and amplify voices across a diverse population. Using the lens of design thinking educational stakeholders identiďŹ ed the vastly different vantage points presented within the community as opportunities to innovate within a single school building.

EMBRACING CHANGE AND CO-CREATING A SHARED FUTURE Building principal Mrs. Amy Rodriguez is a longtime colleague who has spent decades teaching and leading within the New York City Schools. As a newly appointed principal

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

at 282, she embraced the changes as an opening to better understand and define the needs of the entire community.

There is no denying that when individuals are vested in shared goals they are likely to be more intrinsically motivated to work towards creating a solution. But not all approaches towards solving problems invite the voices of every stakeholder into the conversation. Similarly, if individuals have autonomy in the expression of competence through relatedness and connections to the community, you may very well have a recipe for success!

The only question remaining is: how can we define a shared goal for the collaborative work ahead at P.S. 282?

Rodriguez invited me to visit the bustling learning space and share my “Reflect, Define, Solve”© Protocol with the community. The goal? To elevate diverse voices of students, caregivers, and educators in the building to bring together distinct views and seed new growth.

The protocol is grounded in the science of learning and motivation and is enacted through the lens of design thinking. More specifically it builds off cognitive research of defining problems as well as motivational research that aims to understand optimal conditions to cultivate learning.

The process of design thinking asks folks to consider multiple perspectives. When used in schools, design thinking ensures that every stakeholder has a voice and that those voices are elevated to co-create the learning we most wish to see.

SHARED LANGUAGE TO MOVE FROM PROBLEM TO SOLUTION Using the “Reflect, Define, Solve” © Protocol

begins with a guiding question that prompts problem identification and ultimately launches into design thinking solutions. At 282 this question is: where is there an opportunity to innovate within our shared learning space?

With a single piece of paper and a marker, crayon, or pen, we began unpacking opportunities to innovate within the community beginning with four essential questions: 1. What are three things you love most about 282?

2. What is one thing you love least about 282?

3. If you had a magic wand, what is one problem at 282 you would solve tomorrow?

4. In your opinion, what are three possible reasons for why your problem from Q3 exists?

A think-pair-share invites a quick debrief about the attributes of the space. These attributes couch the problem and list of potential causes for that problem. The difference between a traditional think-pair-share and the reflection here is when participants then contribute another potential cause to their partner’s identified problem.

Most fascinating in this particular work are the different ways community members of varying ages, roles, and experiences identified attributes and defined the problems of their shared space. For instance, parents and educators discuss their love of community and concerns about discipline, whereas students talked about their feelings of connection to their teachers and their concerns around technology use.

On the surface these concerns look distinct but upon further discussion we find that in

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defining unique problems often times we’re working on solving the same issues. After a short session of debriefing and contributing potential causes, participants flip over their paper to respond to the second set of questions before launching into the design.

Part two of the “Reflect, Define, Solve” © Protocol moves problems from symptom to root cause and casts a wide net to discover whose voices must be heard to enact change. The next four questions ask: 5. What’s the single cause from your Q4 that if addressed might remove the problem from Q3 altogether?

6. What individuals need to be involved to help solve this problem?

7. Why aren’t those people already involved in solving the problem? Were they invited?

Do they know it is a problem?

8. What are three big ideas that if created might remove your root cause from Q5?

The second set of questions invites new perspectives and big ideas to bubble to the surface. Those same caregivers and educators who hoped to see shifts in discipline began to discuss ways to support the social-emotional wellbeing of students. Similarly the students identified their power in making changes that would benefit their own school experiences.

A SEAT AT THE TABLE During a three-hour collaboration session, students, parents, and educators came together in the school’s library to co-create designed solutions beginning with this protocol and extending into the greater community. Both groups, grown-ups and students, began to see how many voices were required

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to be at the table in order to affect change.

Together they devised plans to meet with additional stakeholders, prepare an anonymous survey to assess student wellbeing, and pull together different groups of students and teachers to facilitate new friendships and new skills for learning.

Grounded in cognitive science and enacted through design thinking, the “Reflect, Define, Solve” Protocol © is the first step in the iterative process of understanding multiple perspectives around shared problems and working together to co-create solutions. Together we enacted the flexibility, patience, and deep understanding necessary to create change in the school community.

Wholly fascinating in this work is the way each stakeholder begins to see problems through the eyes of an ‘other’. Parents were surprised to see their concerns about the decorations on the wall of the classroom were not shared by their children. In fact, students didn’t find the images distracting but instead helpful in recalling last month’s lesson or celebrating their work publicly.

Students were shocked to hear that parents too wanted to see more opportunities for outdoor time. Learners were rightfully delighted to find the support they so needed in advocating for different resources. The students were also thrilled to find allies in advocating for new materials to use during recess.

The solutions developed at this mini hackathon are still underway. What happens to the outdoor space, the community connections, and the curriculum around wellbeing is still very much a work in progress. Yet an important lesson in this shared space is that community efforts are iterative, ongoing, and must involve every voice in the community. If equitable solutions will be addressed, the

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needs of every community member must be heard in creating shared designs.

ABOUT THE AUTHOR Dr. Lindsay Portnoy is a cognitive scientist and Associate Teaching Professor at Northeastern University. A former public school teacher and co-founder of the immersive science learning company Killer Snails, Portnoy writes and researches at the intersection of cognition, assessment for learning, and emerging technology. Her book Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the Classroom was published November 2019 by ASCD.

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PREPARING HIGH-QUALITY SPECIAL EDUCATION TEACHERS FOR INCLUSIVE CLASSROOMS

By Joanne M. Van Boxtel and Heather Taylor Wizikowski Special education has moved from the early days of access to the current focus on accountability in all areas of student academic and behavioral growth. We have seen increased responsibility on special education teachers, making it critical to have highly-trained, skilled teachers in each classroom.

However, persistent shortages across the nation and continued issues with teacher retention have plagued the profession. We see teachers entering the classroom through alternate pathways such as internships or emergency permits where they start teaching with little to no preparation and leave the profession at higher rates (Darling-Hammond & Podolsky, 2019). There are targeted and systematic ways in which teacher preparation programs can assist their surrounding communities find and eep uality special education teachers in the classroom.

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CHANGING EXPECTATIONS FOR SPECIAL EDUCATION TEACHERS Shifts in accountability expectations for students with disabilities have evolved. All students with disabilities now participate in standards-based assessments and states are monitored for their implementation of the Individuals with Disabilities Act (IDEA), reporting on various student indicators (National Council on Disability, 2018). This accountability shift underscores the inclusive education mantra, “all means all” and signals that all students with disabilities should achieve at high levels. One way we cultivate the mindset of high expectations for all students is through strengths-based assessment practices. ather than a deficit based approach to assessment focused solely on discovering student weaknesses, our candi-

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dates view students holistically to discover their preferences, interests, and strengths, as well as their needs. Candidates use multiple measures to create strengths-based assessment reports and incorporate parent and student voice in the assessment experience.

are immersed in technology that is intended to promote access, participation, and progress in K-12 students with disabilities--which dovetails perfectly with the UDL principles candidates are also practicing (Israel et al., 2014).

Rigorous instruction for students with disabilities is a moral imperative. Gone are the days where we tracked students based on their “educability” or “trainability”. We have research-based frameworks to guide inclusive education: Multi-tiered Systems of Support (MTSS) and Universal Design for Learning (UDL). MTSS unpacks systems-level supports for students’ academic, behavioral, and social-emotional needs through a continuum based on intensity of need (SWIFT Education Center, 2017). UDL applies neuroscience research findings to common learning barriers through a three-pillared, “multiple means” approach in the areas of engagement, representation, and action and expression (CAST, 2018). These frameworks are threaded throughout our methods courses and key assessments, along with the Council for Exceptional Children’s (CEC) High Leverage Practices (HLPs) (McLeskey, Billingsley, Brownell & Lewis, 2019). Our candidates are increasingly accountable for applying the HLPs as they progress through the program.

Candidates in our preparation program learn that students with significant support needs can be taught symbolic and emergent communication with the expectation that there are no prere uisite abilities that must be present in order to promote AAC. Exposure to symbolic communication systems such as Picture Exchange Communication System (PECS) is prevalent in several courses in both low-tech iterations (Velcro, laminated pictures of ob ects, and file folders as well as high-tech examples (Symbol-It app). Other practices that are integrated into our program encourage AAC implementations as K-12 students learn to associate objects and activities, such as picture calendars and schedules. Lastly, our candidates are taught how speech generating devices are useful in the classroom so that students with disabilities may initiate and re uest and grow in their expressive complexity as well as develop literacy skills (Peckham-Hardin, Hanreddy, & Ogletree, 2018).

A cornerstone of our program is technology innovation and preservice teachers participate in virtual environments often (Israel, Marino, Delisio, & Serianni, 2014). They gain nowledge using content ac uisition podcasts (CAPS) and CEC HLP video case studies, apply their knowledge and receive feedback using video coaching platforms, and analy e and re ect on their learning using Flipgrid, Padlet, and VoiceThread (Dieker, ennedy, mith, as ue , oc , homas, 2014). Accessibility features are practiced in Chrome extensions, as well as Microsoft and Apple apps, programs, and devices. Candidates learn to collaborate and create progress monitoring plans using real-time environments such as Google tools. Candidates

INCLUSION AND COTEACHING Another foundational philosophy that guides our preparation work is the belief that inclusion and coteaching are essential to K-12 student success. Inclusion intersects well with MTSS and UDL principles, AT, and AAC and allows for e uity based models of education that do not rely on subgroupings of students into separate settings (SWIFT Education Center, 2017). We advocate for our teacher candidates to encourage inclusive education for students with disabilities which is critical to both academic and social growth (SWIFT Education Center, 2017). We prepare our teachers to integrate into general education settings as coteachers, acting as the specially-designed instructional expert to support

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students with disabilities. The general education teacher is then the content area expert and this partnership develops a natural co-teaching relationship when supported by school administration.

MEETING THE CHALLENGES Many students with disabilities, primarily those with intensive support needs, have teachers who have not completed, or in some cases, started preparation for teaching.

This is more prevalent in high-poverty schools that serve students of color (Darling-Hammond & Podolsky, 2019).

We have implemented strategic recruitment efforts to alleviate this issue including: targeted online marketing; on-campus events; and “grow your own” outreach to districts.

Google and Instagram ads have created online traffic and have been successful in recruiting students from our diverse communities. We have successfully put on Celebration of Teaching events where local high school and college students are nominated by a mentor to come learn about the profession. Our “grow your own” program partners with districts to encourage paraprofessionals to seek their credential through teacher residencies and funding made available by state and DOE grants.

Only 37% of new teachers nationwide report having mentoring support in their district (Fowler, Coleman, & Bogdan, 2019). We 44

know that teachers who have some sort of mentoring report higher job satisfaction rates, commitment, and retention (Ingersoll & Strong, 2011). Our goal is to prepare teachers effectively and then support them during their first critical years of teaching. We offer twice yearly mentoring sessions, either virtually or in person.

Each session is open to peer engagement and sharing of successes and challenges.

Faculty facilitate as well as respond to questions and concerns.

This model is imperative as many of our graduates are the only special education teacher at their school site—the connection to colleagues is important to address feelings of isolation (The National Center to Inform Policy and Practice in Special Education Professional Development, n.d.).

Practice makes perfect cannot be overstated within teaching and teacher preparation.

Pre-service teachers need authentic and quality practice-based experiences to bridge theory to practice (Benedict, Holdheide, Brownell & Marshall Foley, 2016). We work thoughtfully to carefully scaffold practice-based experiences throughout all phases of our program. In foundation courses, candidates conduct classroom observations and analyze practices observed such as UDL and differentiated instruction. In phase two, candidates build upon these skills and apply HLPs with focus students through case study assignments. Candidates present authentic student data and implications for learning through a formal action research symposium where they engage in peer critiques of professional skills and instructors provide both evaluative and constructive feedback. In their final phase, feedback and self-reflection is promoted heavily during

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their clinical practice experience and it is enhanced through video-based observation and annotated feedback.

Video-based observation with annotated feedback has been a game changer in our program, enabling us to embed more supervised, quality field experiences well before candidates complete the program. Video analysis has been identified as a promising practice in terms of evidence-based practices for teacher education and our candidates have found video-based remote supervision it to be as effective as face to face supervision for clinical practice due to convenience as well as the ability to self-reflection on actual in-the-moment teaching practices (Van Boxtel, 2017). We use platforms such as Edthena and GoReact for virtual coaching and support as candidates practice their pedagogical and classroom management skills for key assignments in methods courses. We have also combined instructor and peer feedback within these micro-teaching experiences to model collaboration and to deepen self-reflection.

The challenging roles and responsibilities of special education teachers have changed in the 21st century. We assert that they are changing for the better and that our candidates are up for the challenge! We have outlined proven inclusive practices that are signature themes of our credential program and we have described some of the work we are doing to attract and retain a diverse and effective teaching force that better matches the diversity of today’s schools. However, what remains constant in the field of special education is this: passion and commitment to students with disabilities and their families. It is our hope that as we strive to attract diverse candidates with that passion and commitment, more special education teachers will thrive in the profession and be the change agents needed for students with disabilities and their families to thrive as well.

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ABOUT THE AUTHORS Joanne M. Van Boxtel is an Associate Professor and Coordinator of the Education Specialist programs at California Polytechnic State University, Pomona. Dr. Van Boxtel’s research interests include teacher education and special education, teaching and learning for students with disabilities, Universal Design for Learning (UDL), and international inclusive education.

She holds a Ph.D. in Disability Studies from Chapman University.

Heather Taylor Wizikowski is an Associate Professor in the College of Education and Integrative Studies at California State Polytechnic University, Pomona. Dr. Wizikowski is Director of the SEEDS personnel development 325K grant and her current research interests include effective, culturally-sustaining teacher preparation and effective new teacher mentoring. Dr. Wizikowski holds a Ph.D. in Special Education from Claremont Graduate University.

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See how i-Ready helps you show progress and celebrate every student’s gains.

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VIEWPOINT FROM THE NATIONAL FORUM TO ACCELERATE MIDDLE-GRADES REFORM CREATING EXCELLENT, SOCIALLY EQUITABLE SCHOOLS FOR YOUNG ADOLESCENTS Ericka Uskali is Executive Director of the National Forum to Accelerate Middle-Grades Reform. There, she oversees a national network of middle-grades schools, as well as such programs as the Schools to Watch and International Schools to Watch recognition and school reform process and annual national conference, federal grant work, middle-grades research, middle-grades advocacy efforts, and the EWI school training process and online tool. She holds Master’s and Specialist degrees in Educational Leadership.

The National Forum to Accelerate Middle-Grades Reform is an alliance of educators, researchers, national associations, and officers of professional organizations and foundations committed to promoting academic performance and healthy development of young adolescents. In order to prepare students to be lifelong learners ready for college, career, and citizenship, the National Forum seeks to make every middle-grade school academically excellent, responsive to the developmental needs and interests of young adolescents, and socially equitable.

To accomplish its goal of improved academic and developmental outcomes for all students in the middle grades, the Forum identifies and disseminates best practices, articulates and promotes effective policies, recognizes and develops enlightened leadership, and informs and engages the public.

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The National Forum, through its Schools to Watch® (STW) program, has developed criteria for identifying high-performing middle-grades schools, created tools to help schools use the criteria, expanded the program to 17 states and internationally, and selected and honored hundreds of successful schools as STW schools.

At the heart of the vision of the National Forum to Accelerate Middle-Grades Reform are equity and accessibility for all students, no matter their background, skin color, family income, abilities, etc. However, we recognize that this is a continuous battle that we must valiantly fight.

All students deserve the very best education and opportunities that we can provide. With that in mind, the National Forum believes that it is imperative to engage in the following:

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1. Focus increased attention and resources on middle-grades schools, especially those schools with large populations of low-performing students and traditionally under-served student groups.

2. Ensure that all students have access to a rigorous curriculum that enables them to remain on track for college/career readiness.

3. Support students socially, emotionally, and academically to meet the demands of rigorous coursework.

4. Require the use of evidence-based practices that show promise for improving both teaching and student learning.

5. Support professional development programs that push educators to not only utilize new and engaging strategies, but also provides opportunities for them to dialogue with one another, spurring them to continuous improvement as professionals.

The middle-grades are a pivotal point in students’ lives and we know that there is no greater time of growth in life that compares to the period known as young adolescence, except birth to four. This means that we must be willing to ďŹ nd ways to put the needs of our middle-grades students at the top of our priorities as a nation.

The National Forum believes that by concentrating policies, resources, and efforts at the middle grades, we will be able to promote greater gains and reduce achievement gaps and ensure that our students are well prepared for high school and beyond. This investment in the middle-grades will, in turn, reduce dropout rates, increase access to and success in postsecondary education, and ultimately result in a more productive workforce, more responsible citizens, and greater international competitiveness. The National Forum stands behind the need for high-performing middle-grades schools that meet the needs of ALL learners to become the norm, not the exception.

6. Create and support policies that encourage highly qualiďŹ ed teachers to work with those schools and students that are most in need.

7. Require the use of a wide variety of assessments throughout the school year to monitor student progress and allow for appropriate interventions as needed.

8. Ensure that districts and schools adopt open and fair student assignment practices rather than rigid tracking.

9. Create and support policies and programs that prevent bullying, violence, and other forms of negative behavior.

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Associations leading the way in the #AgeOfEquity

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National Institute for Learning Development

12%

Did you know approximately 12% of all students struggle with some form of learning difficulty? Schools often lack the financial resources and human capital to identify and support these students. Once identified, many educators lack the training and knowledge to effectively transform the students’ learning experience.

MINDFULNESS: AN EMERGING TOOL FOR EQUITY IN THE CLASSROOM ...

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hen considering the question of equity in our schools, we tend to think about providing resources that will allow students from a wide variety of backgrounds to achieve their full potential in school and life. These resources might be financial (more funding for high-poverty communities), instructional (differentiating the delivery of content in the classroom), attitudinal (ameliorating teacher bias toward students of a different race, ethnicity, gender, religion, sexual orientation, or disability status.), institutional (providing smaller classes in a school), or consist of other measures that move toward the goal of giving all students equal opportunities for success.

An important tool for this kind of equity is mindfulness, or the practice of attending to each present moment in time with an attitude of acceptance, openness, and curiosity.

There’s another dimension to equity, however, that we’ve only recently given special attention to: social and emotional equity, which involves giving all students opportunities to acquire and practice the skills necessary to manage their feelings, focus their attention, strengthen

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their relationships, and improve their ability to monitor their own learning and behavior.

An important tool for this kind of equity is mindfulness, or the practice of attending to each present moment in time with an attitude of acceptance, openness, and curiosity. There are several ways in which students can practice mindfulness including focusing on their breathing, walking, eating, stretching, or through other daily behaviors. Most commonly, students sit at their desks with eyes closed and focus on their breathing (noticing the rising and falling of their belly or chest, or the inrush and outgo of air through their nostrils).

If distracted from their concentration by stray thoughts, feelings, or sensations, students are instructed simply to notice the interruptions with a nonjudgmental and curious attitude and then return their focus to their breathing. Research suggests that students who practice mindfulness over time improve their executive functioning, cultivate feelings of wellbeing, relate better to their classmates, and develop social and emotional competence in the self-regulation of their feelings and behaviors.

Mindfulness represents an important tool for equity because students enter classrooms with vastly different levels of social and emotional competence. Some kids come from

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backgrounds where the experience of adverse childhood experiences (ACEs) have severely compromised their ability to optimally function in a classroom setting. Others are immigrants who live in constant fear of deportation. Still others are speakers of languages other than English, who feel the stress of not always knowing

unique feeling-tone or ‘’climate’’ which students have to successfully negotiate to if they are to be academically successful. One might make the comparison to a person using a wheelchair having to negotiate the physical layout of a classroom, only in this case, the obstacles represent the students’ own difficulties with social and emotional challenges. We need to provide all students with the resources that will enable them to access this social and emotional environment without going into a meltdown, suffering chronic stress-related symptoms, or feeling unable to complete the required academic work of the class.

We need to provide all students with the resources that will enable them to access this social and emotional environment...

By showing students how to use their breathing to calm down, how to observe their angry or fearful thoughts without reacting to them, and how to generate kind thoughts to their peers (these are some of the goals of mindfulness practice), we’re helping them remove obstacles to their full participation in class activities and creating the conditions necessary for social and emotional equity.

what’s being said in the classroom. And there are kids diagnosed with ADHD, autism spectrum disorders, dyslexia, and intellectual disabilities who are stressed-out from their difficulties in attending to the lesson, relating to their peers, and/or meeting assignment deadlines.

Mindfulness represents a way for these students to significantly reduce their stress levels, and approach learning with a more centered attitude.

It’s almost as if the classroom itself consists of a social and emotional sphere with its own

Thomas Armstrong, Ph.D. has been an educator for the past forty-six years and is the author of 17 books, including his latest: Mindfulness in the Classroom: Strategies for Promoting Concentration, Compassion, and Calm (ASCD). His books have been translated into 28 languages, and he’s given over 1000 presentations to educators around the world on topics such as mindfulness, multiple intelligences, neurodiversity, the adolescent brain, and ADHD. His books, articles, blog posts, and other resources are available on his website (www. institute4learning.com). Follow him on Twitter: @Dr_ Armstrong.

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VIEWPOINT FROM AASL

(AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS) SCHOOL LIBRARIES FOR ALL STUDENTS

Kathy Lester, AASL’s Region 3 Director, is a school librarian at East Middle School in Plymouth, Michigan. A past-president and current advocacy chairperson for the Michigan Association for Media in Education (MAME), Lester also serves as Communications Director for the Michigan Association for Computers Users in Learning (MACUL) SIGLIB.

Multiple studies in more than 22 states show that access to school libraries with a full-time, certified school librarian improves student achievement, regardless of the socio-economic or educational levels of the community.

(Library Research Service 2018). In fact, a 2012 study in Pennsylvania showed that at-risk students benefit more than not at-risk students from the presence of a full-time certified school librarian. This study found that students who are economically disadvantaged, black, Hispanic, or have IEPs (i.e., students with disabilities) had proportionally higher reading and writing achievement scores on state testing when they had access to a school library staffed by a certified school librarian. Specific results include: • Generally, the benefits (higher reading and writing scores) associated with larger school library staffing and collections and increased access to technology, databases, and the library are proportionally greater for students who are poor, black, Hispanic, or disabled.

• A higher percentage of students who are poor, minority, or have IEPs who have full-time librarians scored “advanced” on state reading tests.

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• Students who are poor, minority, or have IEPs, and who have full-time school librarians, are at least twice as likely to have “Advanced” writing scores as their counterparts without full-time school librarians. (Kachel and Lance 2013) With these findings, we would expect to find more schools trying to provide their students with equitable access to school librarians.

Right? In fact, the opposite is the case. The data from the National Center for Education Statistics (NCES) shows that between the 1999–2000 and 2015–2016 school years, the number of school librarians dropped by 20 percent nationwide. In addition, this data shows that some states had a much higher percentage of losses to school librarian positions than others. For instance, Idaho lost 65 percent of its school librarians during that time frame, Michigan lost 53 percent, and Oregon 49 percent (Lance 2013).

Today’s school librarians provide services that are needed by all students. School librarians are champions for equitable access to diverse resources in all formats including technology.

Typically, the school librarians is the only person in a school with formal training in collection development, skillfully curating collections to meet the needs of a school’s curriculum and providing students’ self-directed learning opportunities. School librarians

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believe strongly in the benefits of a diverse collection. A diverse collection enables students to see themselves and people different from them in literature, building empathy and respect for others. This need for learners to experience “windows, mirrors, and sliding glass doors” was first identified by Dr. Rudine Sims Bishop (Potter 2019). School librarians are also strong defenders of intellectual freedom and the right for all students to have access to information and ideas and to speak and write freely.

Association for Media in Education, Michigan’s professional association for school librarians, has found it is often necessary to summarize the contributions of the school librarians into a short list that connects to current educational concerns in their state. Leaders often speak with stakeholders using the following three talking points while providing a document that summarizes some of the research related to the impact of school librarians

School librarians are skilled at inquiry learning and strive to teach students to be critical thinkers. They often have makerspaces in their libraries or integrate maker learning into their lessons (Maughan 2019). They encourage and teach students to be creators of ideas and products to demonstrate their learning and thinking. School librarians strive to teach students skills for college and career and to become lifelong learners. School librarians collaborate with content-area teachers to promote literacy and reading; teach media/information literacy and digital citizenship skills to students; and integrate technology in meaningful and effective ways (Johnson 2019).

School librarians often provide professional development to teachers on resources and technology that can be used in their instruction with their students.

• Increase student achievement • Increase college and career readiness by teaching research and digital citizenship skills • Lead technology integration (Michigan Association for Media in Education 2017)

School librarians are teachers and leaders who are at the heart of an effective school library.

They provide a wide array of services to both staff and students in their schools.

In recent teacher strikes in both Los Angeles (Nadworny 2019) and Chicago (Yorio 2019), teachers were not necessarily striking for more teacher pay, but, were advocating for better services for their students. In both strikes, teachers were asking for all students in their districts to have access to certified school librarians.

SCHOOL LIBRARIANS:

Schools with a well-stocked and consistently funded library that is staffed by certified school librarians should be a reality for every child in the United States, not a luxury reserved for a privileged few. As a society, we prioritize what we value, and when we prioritize school libraries, we are saying that we value literacy and we value our students.

Policy makers and education advocates must recommend that all schools provide equitable access to effective school libraries staffed by certified school librarians for all students as they advocate for improving education.

When speaking to stakeholders about the role of the school librarian, leaders of the Michigan

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OSHA AND COVERAGE OF SCHOOL LABORATORIES WHY IS OSHA INVOLVED WITH K-12 SCHOOL LABS? The Occupational Safety and Health Administration or OSHA standards apply to most K-12 schools in the United States. Why? Science labs, Tech Ed labs, Art studios, STEM labs and other activity driven teaching/learning instructional spaces can be dangerous places not only for employees, but also students! There are potential biological hazards (bacteria, bloodborne pathogens, etc.), chemical hazards (ammables, corrosives, toxins, etc.) and physical hazards (projectiles, electrical, power tools, etc.). In fact, like electrical rooms, boiler rooms and other work site hazardous locations, there can be life threatening issues in school labs and/or studios.

OSHA requires employers (e.g. BOE) to develop and secure a safer and secure working environment for their employees (e.g. teachers)!

SpeciďŹ c examples include the 1983 Hazard Communication Standard (29CFR1910.1200) enacted in 1987, expanded to all general industry and updated in 2012). This was developed to protect employees from chemical hazards. In 1990, given labs are more dangerous, OSHA enacted the Occupational Exposure to Hazardous Chemicals in Labora-

By Kenneth R. Roy

tories or Lab Standard (29CFR1910.1450).

The Lab Standard is applicable to school science labs but, the employer does have the option of expanding it to other labs; e.g. Tech Ed labs, STEM labs, etc. Elementary grade classrooms on the other hand are covered under the OSHA Hazard Communication Standard. The exception is if the elementary instructional space is considered a formal laboratory. Then is should be covered under the OSHA Lab Standard.

WHO IS COVERED UNDER OSHA STANDARDS? First of all, remember that only employees are covered under OSHA and not students.

However, students need to follow the safety protocols or it would make it an unsafe working environment for teachers and other employees! The private sector (e.g. parochial or other private schools are covered under Fed OSHA or approved State OSHA plans.

For public schools, there are 28 OSHA-approved State Plans. Twenty-two State Plans (21 states and Puerto Rico) cover both private, state and local government workplaces. The other six State Plans (Connecticut, Illinois, Maine, New Jersey, New York, and the Virgin Islands) cover state and local government workers only.

There yet are other states where employees in the public sector are covered under a state government program like dept of labor, etc.

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Some of these are now cover indirectly by reference under Fed OSHA standards e.g.

Mass. (must meet OSHA minimum requirements).

WHAT ARE SOME EXAMPLES OF OSHA STANDARDS APPLICABLE TO SCHOOL LABORATORIES? A number of OSHA standards cover school employees who work in labs. The following is a sample list: • Occupational exposure to hazardous chemicals in laboratories or Lab Standard (29 CFR 1910.1450) • Hazard Communication Standard (29 CFR 1910.1200) • Bloodborne pathogens Standard (29 CFR 1910.1030) • Housekeeping standard (29 CFR 1910.22) • Electrical Standard (29 CFR 1910.303) • Personal Protective Equipment Standard (29 CFR 1910.132) • Machine Guarding (29 CFR 1910.212)

Additionally, employers are to examine workplace conditions to make sure they conform to applicable OSHA standards. For example, relative to the OSHA Lab Standard, the employer shall provide employees with information and training to ensure that they are apprised of the hazards of chemicals present in their work area. They also are to develop a written Chemical Hygiene Plan, assign a Chemical Hygiene Officer, apply progressive discipline, and more.

What is the employee’s (e.g. lab teacher) responsibility relative to required OSHA safety standards for school labs?

Each school employee is charged to comply with the applicable OSHA standards, rules, regulations, and orders issued by his/her agency; i.e. Board of Education and administration.

Included in this directive is that employees must use safety equipment, engineering controls, personal protective equipment, and other devices and procedures provided or directed by the employer and necessary for their protection. If not enforced there can be share liability for both the employer and employee should an accident occur.

For a complete listing, check out the OSHA website – www.OSHA.gov.

WHAT IS THE EMPLOYER’S (E.G. BOARD OF EDUCATION’S) RESPONSIBILITY? Under the OSHA law, employers have a responsibility to provide a safer workplace. This includes providing a workplace free from serious recognized hazards and the responsibility to comply with standards, rules and regulations issued under the OSH Act. ACE-ED.ORG

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For example, if an eyewash is not functioning, the teacher as an employee has shared liability if another employee or student needs to use it in an emergency and it doesn’t work.

The teacher who knew the eyewash didn’t work and still used hazard chemicals, shares the liability under duty or standard of care. If the engineering control like an eyewash does not function, the teacher needs to stop all activities involving the use of chemical hazards and potential need for the eyewash until it is repaired.

This is a component of the OSHA First Aid standard (29 CFR 1910.151) which states under 1910.151(c): Where the eyes or body of any person may be exposed to injurious corrosive materials, suitable facilities for quick drenching or flushing of the eyes and body shall be provided within the work area for immediate emergency use.

WHAT CAN LAB TEACHERS DO IF AN EMPLOYER IS IGNORING OR NOT FOLLOWING REQUIRED OSHA SAFETY STANDARDS FOR SCHOOL LABS? Under federal law, an employee is entitled to a safer workplace. The employer must provide a workplace free of known health and safety hazards. If you have concerns, employees have the right to speak up about them without fear of retaliation. “

You also have the right to: • Be trained in a language you understand Work on machines that are safe • Be provided required safety gear, such as gloves or a harness and lifeline for falls • Be protected from toxic chemicals • Request an OSHA inspection, and speak to the inspector

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• Report an injury or illness, and get copies of your medical records • See copies of the workplace injury and illness log • Review records of work-related injuries and illnesses • Get copies of test results done to find hazards in the workplace

THE BOTTOM LINE Start with your employer by requesting the required training in writing. Also share OSHA documents noting that the training is required with supervisors and administrators.

If this is not effective, contact your union and have their leadership intercede for you. If that fails, directly contact OSHA again, without fear of retribution.

For the safety of all employees and students, take action before an accident takes place that could be avoided!

About the Author Ken R. Roy, Ph.D. is the chief science safety compliance adviser for the National Science Teaching Association (NSTA), Director of Environmental Health & Chemical Safety for Glastonbury Public Schools in CT and Safety Compliance Officer for the National Science Education Leadership Association (NSELA).

He is also co-author of “Safer Maker Spaces, Fab Labs and STEM Labs: A Collaborative Guide!.” He can be reached at safesci@sbcglobal.net.

Follow Dr. Roy on Twitter: @drroysafersci.

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DESIGNING ONLINE COURSES TO MEET THE NEEDS OF ALL LEARNERS

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here’s an activity that I like to do in one of our Professional Development workshops called, “Picture your Learners.”

I have teachers create a prototype of a student — developing the student’s traits, learning challenges and preferences — using different colors and features to represent the attributes.

When they are done, we hang them up in the room so that we have reminders of the types of students that make up a class. The reason this activity is so powerful is because the teachers engaging in it are online instructors. Their students are online learners, and for the most part, they are behind a computer screen. But the computer screen doesn’t mask the uniqueness of the students. Instead, it should support it.

For example, many believe that online learning poses more challenges for students with disabilities — but does it? I have spent about a decade working with online courses, and have seen astounding improvement in the accessibility of online courses. I’m not saying this has been easy for course developers and providers. It’s a

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labor of love. One performed with the intention of providing equitable learning opportunities for all students. After all, isn’t that why most of us offer online learning opportunities?

Providing access to Accessible Educational Materials isn’t just something that we can choose to do because it’s the right thing — it’s the law. In 1998, Section 508 was added to the Rehabilitation Act of 1973. This addition requires that digital content be made accessible to learners with disabilities. This act has served as a benefit to students — regardless of whether the learning environment is “brick and mortar,” blended or purely online — because digital content is used to learn material in all of those situations. But the use of digital content in online or virtual learning requires particular attention.

Taking accessibility into account has led to learning experiences that benefit not only students with disabilities, but all learners.

For example, captioning within videos allows students with auditory impairments to read

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the dialogue. But this addition also helps other learners such as those who are English Language Learners (ELL) or students who prefer to read content. Captions can further benefit students who review the content after the video to take notes. Also, since text-based descriptions are added to images and graphs, the presence of alternate text allows screen readers to interpret the visual elements of the course. These are only two examples of design considerations that serve to aid students.

country/federal/state/local accessibility regulations are met.” It is highly recommended that a course developer meet with an accessibility specialist to ensure that all required regulations are met.

A course developer needs to design a course with the needs of all types of learners in mind. Creating accessible content while the course is in session is not ideal for numerous reasons:

While these and other accessibility changes are beneficial to learners, they can also present challenges to course designers. Software can be used to add captioning to videos, but depending on the audio quality and the annunciation of the speaker, the transcription may be inaccurate.

While the designer is able to manually edit transcripts, changing the onscreen text is not always so easy. Adding text to images can be extremely time consuming, and the results are not always ideal. Detailed graphs are often cumbersome to explain using text. This may lead the designer to consider omitting content that benefits some learners because it cannot meet accessibility requirements.

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A good online course is built to be accessible from the start.

It’s designed that way. A statement in the National Standards for Quality Online Courses explains, “The course design reflects a commitment to accessibility so that all learners can access all content and activities, and to usability so that all learners can easily navigate and interact with all course components. Online course materials, activities, and assessments are designed to ensure that all learners have access to the same information and are able to engage in the same interactions and within the same time frame.

The course, developed with universal design principles in mind, addresses Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act (ADA) by following (Web Content Accessibility Guidelines) WCAG 2.0 AA standards.” Of course, “... this does not guarantee or imply that particular

• •

Valuable learning time is lost.

Learners needing the accessible material fall behind their classmates.

Accessible Educational Materials (AEM) created “ ust in time” can suffer if executed without best practice processes that support creating an equitable alternative experience.

A good online course is continuously reviewed for quality and effectiveness.

One tool that can be used in the evaluation process is the National Standards for Quality Online Courses. Previously under the oversight of the International Association for Online Learning (iNACOL), these standards have recently been revised through a large-scale community effort, led by a partnership between Quality Matters and the Virtual Learning Leadership Alliance (VLLA). The National Standards for Quality Online Courses, Third Edition (2019), is part of a triad of standards that includes The National Standards for Quality Online Programs, Second Edition (2019), and The National Standards for Quality Online Teaching, Third Edition (2019). One major change in the revision is that Accessibility, located within the technology standard in the Second Edition, has been given its own standard, E, and was expanded to include “Accessibility and Usability.” Users will find explanations and examples within this standard set, which are further expanded upon in the QM K-12 Rubric.

Another tool that can be used in the quality assurance process is the QM K-12 Rubric, Fifth Edition. It addresses accessibility in Standard 8.

Within this Standard, educators are asked to reflect on the ease of navigation and use of course tools, as well as the readability of the course itself. In addition, this Standard ensures that the content within the

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course is accessible to all students, despite their individual learning needs. This includes images and multimedia. Finally, the Standard confirms that vendor accessibility has been provided to the learners. By providing best practices supported by research, this Standard not only assists course designers in meeting accessibility guidelines, but also — more importantly — ensures that all students have access to an equitable learning experience. Providers, schools and districts can benefit from having their courses officially reviewed by Quality Matters, where QM-Certified K-12 Course Reviewers provide validation for best practice execution along with suggestions for improvement in a final report.

Where to go for help?

Accessible Educational Materials. Their website provides “resources and technical assistance for educators, parents, students, publishers, conversion houses, accessible media producers, and others interested in learning more about AEM and implementing AEM and the National Instructional Materials Accessibility Standard (NIMAS).”

So, who is staring back at you from the other side of the computer screen? It’s important to remember that online learners represent a diverse group of students. They hail from culturally diverse backgrounds, have unique needs and bring different strengths to the course.

We must design online learning experiences that meet individual needs and support student success.

Educators and course designers face many accessibility challenges. The intent is to create enriching courses that meet the needs of all learners, but the answers are not always simple. If during a continuous improvement process, a course is found to be in need of accessibility support, updates, and/or revision, there are many resources that can help. Already mentioned, both the National Standards for Quality Online Courses and The Quality Matters K-12 Rubric, supported by research and best practice, provide guidance and tips.

Therefore, there is no one-size-fits-all model for online learning. Instead, we must design online learning experiences that meet individual needs and support student success. That includes creating classes that are accessible to all students. Remembering who our learners are, regardless of IEP status, etc. is extremely important to ensure equitable learning opportunities and student success.

Quality Matters offers a facilitated resource site to both members and non-members where many accessibility challenges, including those mentioned earlier are addressed.

Complementing the site’s collection of resources, are forums where educators can ask questions and discuss realistic solutions that they use in course design. The Accessibility and Usability Resource Site (AURS) highlights accessibility features that should be used when creating a course in order to legally meet the needs of all students. Furthermore, the site examines why these changes are necessary and beneficial to learners. TedTalks and articles explore how omission of these features negatively impacts learners.

Christine Voelker is the K–12 Program Director for Quality Matters. She has been involved with K–12 education for nearly 20 years, with an emphasis on distance learning, library media, instructional technology and professional development. Previously, Christine ran a statewide partnership grant in Maryland.

During this time, she also served as an Educational Technology Teacher Specialist for her home district, where she developed and coordinated the first student online learning program.

Also of value is the National Center on

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FINDING “CAN DOS” FOR EVERY LEVEL When Albert H. Brigance began his career as a school psychologist in the 1970s, he noticed that assessment tools undervalued his students’ unique development trajectories and instead emphasized what they didn’t know and couldn’t do. Al wanted to change the conversation.

From Al’s vision BRIGANCE evolved into an industry-leading publisher of screeners, assessment tools, and instructional materials, spanning from the earliest developmental skills through transition skills.

Trusted by Special Educators for more than four decades, see how BRIGANCE can help you and your students at Brigance.com/ SPECIALEDUCATION.

VIEWPOINT FROM CCSSO

(COUNCIL OF CHIEF STATE SCHOOL OFFICERS) EQUITY IN EDUCATION IS AN ATTAINABLE GOAL

Annie Holmes is the chief equity officer at the Council of Chief State School Officers. She leads the Council's internal efforts to achieve its goal of becoming a more diverse, equitable and inclusive organization and support chiefs to deliver on equity commitments.

Educational equity means ensuring that every student has access to the educational resources and rigor they need at the right moment in their education -- no matter their background or zip code.

Equity in education is more than a lofty goal.

It’s an attainable one, but one that takes leadership, commitment and the ability to pull diverse groups together. State education agencies are well situated to do this work, and in my role, I have seen them take the lead in doing so. s the chief e uity officer at the ouncil of hief tate chool fficers , which is an organi ation of public officials who head K-12 education departments in states, I recognize we in the education community have much work ahead. Many people have experienced inequity in education for generations.

America’s state school chiefs in 2017 united around 10 Leading for Equity commitments with the goal of making sure every student has access to an education that will prepare them for postsecondary opportunities. t

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, this focus led to the creation of my

position in 2018 so the organization can better support state education leaders in their work.

We continue to do the work internally to embed diversity, equity and inclusion in our policies and processes that yield an impact in our work with states.

At the state level, it’s meant internal changes and targeted programming, such as state educational agencies providing implicit bias training to employees in the Vermont Agency of Education and the Wisconsin Department of Public Instruction. Another example is in the regon epartment of ducation, where the department works directly to support American Indian/Alaska Native students across the state through Tribal Attendance Promising Practices family advocates. Similarly, in Kansas, the Kansas State Department of Education provides technical support to districts when they develop improvement strategies for under-performing schools.

In other ways, state education agencies are also supporting districts and schools. This is through efforts such as allocating resources in ways that achieve fiscal e uity and creating accountability systems with equity front and center.

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

In Alabama, for example, the education department’s Office of School Improvement provides support to schools with identified needs to develop a service plan – and checks back with them regularly. In Michigan, over $3 million in programming is devoted to encouraging students in all corners of the state to go into Science, Technology, Engineering, and Math (STEM) fields.

We know that educational equity takes thoughtful planning and a willingness to continuously evaluate decisions we make in schools. It’s a matter of using an equity lens to determine how every decision affects underrepresented and marginalized communities across race, gender, ethnicity, language, disability, sexual orientation and family income.

While we still have a way to go to make our schools truly equitable, state chiefs are uniquely positioned to drive this work and we’re proud that the nation’s state education agencies are taking the lead.

Associations leading the way in the #AgeOfEquity

YOUR STEP-BY-STEP GUIDE TO PROTECTING STUDENT DATA PRIVACY

Protecting the privacy of student data is a fundamental responsibility of today’s school systems.

As education leaders, you need to be empowered to make the right decisions about protecting student data privacy, for today and for the future. In Linnette Attai’s new book, Student Data Privacy: Building a School Compliance Program, you’ll learn what it takes to build a program that protects the personal information of your students while supporting your broader school mission.

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“This is a foundational, must-read book that helps educators understand how to get started with concrete actions that build trust with parents and policymakers.”

KEITH KRUEGER, CEO, Consortium for School Networking

About the Author For more than 25 years, Linnette Attai has been building organizational cultures of compliance and guiding clients through the complex obligations governing data privacy matters, user safety and marketing. She is the founder of PlayWell, LLC, a full-service compliance consulting firm that takes the complexity out of developing compliant and responsible practices within the framework of your organization’s capabilities, capacities and goals.

Learn more at PlayWell-LLC.com and follow us on Twitter @PlayWell_LLC. © PlayWell, LLC™

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THREE YEARS IN A ROW

HOW TO APPROACH THE COLLEGE SEARCH PROCESS WHEN YOU HAVE A DISABILITY: TYPICAL OR ATYPICAL?

By Kevin M.R. Mayne

The recently released third season of the popular et i program typical follows protagonist Sam Gardner, a student with autism, to his freshmen year at college. Throughout the episodes in the season, the storyline centers around how he navigates the academic and social expectations of his new campus environment. The challenges Sam faces aren’t unique to students with learning differences and the episodes have been praised by members of the autism community for their emphasis that this is merely one student’s experience, not a blanket statement about all neurodivergent students. However, when it comes to applying to colleges when you have a learning disability, there are some typical and atypical questions upon which you may wish to focus.

There are more than 4,000 public, private, and for profit colleges and universities in the United States. Searching for the “right college” can be time-consuming, stressful, and often chaotic. If you’re a student who happens to learn differently this task can seem downright

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overwhelming. Yet, it doesn’t have to be.

Instead, it can be a very rewarding experience.

The college search process is a journey of self-discovery. Because of this, the possibilities that are available to you are numerous and exciting – that is, if you ask yourself the right questions and take the correct steps.

How do you make the right college match? We all know that every student has individual priorities and needs, hopes, and dreams. The college search process is a journey of self-discovery, and for students with a disability there is an additional layer to that process beyond such basic criteria as geography, program of study, and size of school. Should you consider a college that is dedicated exclusively to students with learning disabilities and/or focuses on specific types of learning challenges such as dyslexia, ADHD, or ASD? Or would you be better served by a traditional college that offers LD accommodations at the comprehensive, structured, or add-on services level?

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

Eight considerations for evaluating which college options are best suited to your particular learning style:

UNDERSTANDING Do you know your LD and how it affects your ability to learn? It might surprise you to know that many students with LD have never read their LD testing or understand what their diagnosis is and what that means to the way in which they learn. Know yourself!

SELF-AWARENESS Can you describe the services you received in high school and what worked and what didn’t work? Not only is it important to know how you learn best, but are you aware of the tasks throughout the day that you do for yourself, that your parents do for you, or that your teachers and counselor do on your behalf? For example, do you wake up on your own in the morning? Do you plan out your day and know how to prioritize tasks? Do you take prescribed medications on your own? Be aware of…you!

ADVOCATE Are you able to articulate your learning disability? Once you go to college, you’ll have to advocate for yourself. Will you be able to talk with your professors about what accommodations you need? It may surprise you to know that only 17% of students who were eligible for support services in high school actually advocate for themselves and take advantage of accommodations once they go on to college.

Put yourself out there – learn to advocate for yourself!

DISCLOSURE Will you disclose your learning differences in your applications for admission to college?

Students and their families often fear that divulging a learning disability will hurt their

chances of admission. Experts agree that disclosing is a good idea. It can help provide background information on why you may have struggled, or why grades may be high, but a particular test score low. Be a proud neurodiverse learner!

SUPPORT SERVICES Do the colleges that you are exploring offer the support services you need? When evaluating a college, book an appointment with their disability office. Find out what types of services they offer. Do their services match your particular needs? If you need executive function coaching or social pragmatics to be successful, make sure the colleges you are exploring offer these supports!

SUCCESS What are the college’s track record specifically for students with LD: retention, graduation, and placement rates? The college may have a great soccer team or an outstanding business program, but make sure neurodiverse students succeed, persist and graduate!

ATTITUDE/ENVIRONMENT How accepting/what is the view of the campus community toward students with LD? Is it a warm and welcoming community, one that is inclusive of all types of neurodiversity? Ask questions, but most importantly visit. Walk around campus, talk with students and faculty, and see if you can ‘see’ yourself there!

360 DEGREES Is LD support limited to just the classroom or will you be able to access services throughout all aspects of college life – on the playing field, in the residence hall, and more? If you have an LD, it doesn’t disappear the moment you walk out of lecture or class. Find out how services carry over to the rest of campus life!

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Applying to colleges when you have a learning disability may seem like it’s just a typical part of a teenager’s educational journey. And while it mostly is, as we’ve just seen there are several atypical approaches to this search process.

Taking the time to understand your unique learning style, academic needs, and optimal learning environment while strengthening your advocating skills are first steps in the college search process. Determining if the colleges you are exploring offer support that matches your needs is vital. As with any college search, once you’ve narrowed down your search to the colleges to which you’d like to apply, you then need to visit…visit…visit.

Knowing yourself and asking the right questions during your tours will help you make an informed decision. Prior fact finding is important but seeing is believing. Remember a good college match means understanding what you

expect, need, and want from your college years and then aligning these factors with what the college offers and, most importantly, delivers.

While it’s important to know what the college has to offer, it’s also vital for you to explore and know your own interests, talents and skills – your gifts. As a neurodiverse student, learning differently means you approach things from another angle, a different perspective, a different way of problem solving. This is a good thing. You need to find the school that can benefit from your attendance. What do you have to offer you?

Start the college planning process early, do your homework, research and explore, and ask the right questions – both typical and atypical.

Above all, dare to dream. It’s your time!

Kevin M.R. Mayne is an educational professional with nearly four decades of senior level higher education experience. A disruptive innovator, student advocate and champion of neurodiversity, he serves as the Vice President for Enrollment Management at Landmark College. In this capacity he is responsible for oversight of the College's enrollment management function, as well as all Short-Term (summer on and off campus) programming.

The winner of numerous national awards for his work in writing, design, and advertising, Kevin is a frequent guest lecturer in the areas of institutional branding, staff development/team building, learning disabilities and developmental education. He is the Past President of the Board of Directors for Learning Disabilities Worldwide, a non-profit organization dedicated to improving the educational, professional, and personal outcomes for individuals with learning disabilities.

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OnTrack Greenville, South Carolina: A PUBLIC-PRIVATE PARTNERSHIP BASED ON STUDENT SUCCESS upporting our students individual needs in a manner that helps all students achieve college and career readiness is a top priority in the chool istrict of reenville ounty in reenville, outh arolina. countywide district with more than , students, the district is the largest in the state, and th largest in the nation. ne pathway for providing e ceptional e periences to all students is through the n rac reenville initiative. n , a group of district level leaders, mem bers of the nited ay iddle rades hal lenge eam, and local community leaders assembled to create a framewor for address ing barriers to learning in our district s most impoverished middle schools. Over the course of a year, a group of non profit leaders, foundation representatives, educators, and community leaders wor ed to forge the larg est public private partnership to date with reenville ounty chools to form n rac reenville. he wor resulted in a grant with the nited ay through the ocial nnovation Fund, which provided over million to sup port interventions to eliminate barriers to student success in the highest poverty middle schools in reenville ounty chools.

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By David McDonald The guiding principles focused on meeting the needs of every student in the school through identification of specific student centered interventions. n rac reenville focused on critical elements of student success . tudents in need of support are identified early . tudents are provided support that targets the root causes of disengagement, using sound instructional strategies programs 3. Student progress is monitored frequently . eachers and schools use data to change the path when needed ach of these elements guide practices that

ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

work to support student learning across the district. Each school in the initial phase of OnTrack Greenville, through the work of the United Way and other partners, receives supports and interventions aimed at increasing student attendance, decreasing discipline infractions, and sustaining strong course grades.

TEAM-BASED PROBLEM SOLVING Schools develop an Early Warning Response team, which includes an administrator, school counselor, mental health professionals, school psychologist, special education teachers, general education teachers, social workers, and others directly involved with the student.

The goal of the team is to utilize data focused in three areas; attendance, behavior, and course grades to recognize those students who are in danger of not being on track to graduate with their peers. These data are contained in GCSource, a district-created program that pulls student data from numerous systems into one easy-to-access dashboard available to administrators, counselors, and teachers.

The OnTrack team meets weekly to discuss students who have “triggered” the GCSource system by missing too many days, showing signs of academic struggle,or receiving discipline referrals. All data contained in the system is available in real time and accessible to the OnTrack team. Each team members serves a role in working to identify interventions to support the student.

INTERVENTIONS To support the work of the OnTrack teams in each of these high poverty middle schools, a series of research-based interventions was sought utilizing existing structures and programs, as well as new systems, to provide experiences to students. Once the OnTrack team determines the areas of concern, a vari-

ety of interventions are available to them.

Communities in Schools,a national nonprofit supporting at-risk students in K-12 schools, provides case management support to provide ongoing monitoring and care to students who require more detailed support.

For students who need assistance with medical care, each of these schools has a health clinic staffed by a nurse practitioner and access to health professionals through a telemedicine service provided through a partnership with our local healthcare system, Prisma Health.

Reading deficiencies are supported through intensive reading classes at each school.

Schools have the support of a social worker and a parent coordinator to provide support to families for needs outside of academics. The United Way has provided each school with assistance funds to meet emergency expenses such as housing assistance and utility payments.

Schools are finding that, in addition to the academic supports and interventions, OnTrack allows them to support students' social emotional needs. In partnership with our community mental health agency, Greater Greenville Mental Health, each school now has full time mental health counselors. Our district has also provided reduced caseloads for school counselors (250 to 1) and a new district-wide social-emotional support protocol. Providing whole-child supports is helping achieve the goal of increasing school attendance and student access to services.

PROGRESS MONITORING Schools utilize the GCSource system and our supplemental tracking tool, Intervention Connection, to record interventions, progress, and continued work. Data collected by the OnTrack teams in the weekly session is recorded in the system to monitor the progress of interventions. Schools are able to track the success of interventions, which allows multiple areas of

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the school (psychologist, school counselor, teachers, administrators, support programs, etc.) to remain involved with the student in an individualized manner. Close monitoring of interventions allows for smoother collaboration among school personnel. The Intervention Connection system ensures that when students move to a different school or transition from elementary to middle and middle to high school, the progress being made and the supports for the student remain active and in place.

ONTRACK EXPANSION The success of the OnTrack process has led our district to scale this work to all of our schools. Each school now has an OnTrack team meeting weekly, utilizing the program’s problem solving model and available support and resources to provide students with necessary interventions to stay engaged and work successfully toward our goal of college-and

career-readiness. Before school, during school, and after school, students have more access to social workers, school counselors, mental health professionals, healthcare, summer programs, and much more. The OnTrack team is using real-time data to minimize student learning barriers through deep dive root cause analysis, matching the needs with resources, and addressing barriers to learning for our students.

The success of this large public-private partnership has aided the district in creating new relationships with foundations and community groups, and led to the creation of common protocols, systems and resources for meeting the diverse needs of a large student population. The district continues to see narrowing of the achievement gap among our student groups, more engagement from community partners, and more opportunities to support students and help them grow into successful and contributing members of our community.

About the Author Dr. David D. McDonald began his education career in 2001.

He has served as a high school social studies teacher, Assistant Principal, and Principal for 10 years prior to being named Assistant Superintendent for Middle Schools. In 2013, Dr. McDonald was named S.C. Middle Level Principal of the Year.

His professional associations include serving as President of the South Carolina Association for Middle Level Education, Schools to Watch State Co-Director, and as a board member for the National Forum to Accelerate Middle Grades Reform.

Dr. McDonald earned a bachelor’s degree from Winthrop University, a master’s degree from Concordia University, and Educational Specialist and Doctor of Philosophy degrees from the University of South Carolina.

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ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

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CUSTOMER SUCCESS STORY: SANTA FE PUBLIC SCHOOLS | SANTA FE, NM

HOW SANTA FE IS TURNING DATA INTO INNOVATIVE STRATEGY AND FRESH COLLABORATION Santa Fe Public Schools, like most school districts, has a vast amount of instructional, financial, and operational data they leverage to inform decisions. However, when it came time to start refreshing the devices that support the district’s 1:1 initiative, they realized they were missing one critical piece of the puzzle—usage data.

“We were at the end of our five-year capital election cycle and heading into a new five-year cycle,” explained Dr. Tom Ryan, Santa Fe’s Chief Information and Strategy Officer. “We needed a way to assess the program’s effectiveness, but didn’t have access to the quantitative data we needed to do so.”

DR. RYAN HAD THE FOLLOWING QUESTIONS: • HOW AND HOW OFTEN ARE WE USING OUR INVESTMENT—ARE WE EVEN USING IT AT ALL? • WHAT ARE THE KEY PERFORMANCE INDICATORS? • WHAT IS THE RETURN ON INVESTMENT? After some research, his team found a solution—data analytics.

Deploying CatchOn, an expansive data analytics tool, Dr. Ryan and his team quickly attained the visibility and usage data they needed to give detailed answers to those questions.

But that was just the beginning…

Sparking Transformative Conversations After seeing his data come to life and converted into actionable insights via CatchOn’s dashboards, Dr. Ryan and his team have successfully wielded this information to drive collaboration between the district’s technology and instruction departments.

“CatchOn has allowed us to have a conversation with the instructional side of the house about what they’re using and why,” Dr. Ryan said. Because the tool tracks the usage of each app, Santa Fe’s technology team can work with instructors to identify and eliminate failing resources and consolidate investments.

serve the students.” The more the district turns budgeting into data-driven strategy, the more certain schools can be they’re maximizing the impact of each investment.

Better still, since the collaborations CatchOn empowers are ongoing, the district can respond quickly to evolving needs. “Partnering with the instructional team, we can decide together what metrics we want to use to determine performance and success,” Dr. Ryan went on. “As a result, we get unprecedentedly early access to results districtwide.”

Santa Fe Public Schools is taking advantage of all the new opportunities EdTech has brought to their community. By marrying quantifiable data to qualified analysis, the district is creating cross-departmental collaborations and opening a new world of possibilities to students.

These new dialogues, however, aren’t limited to those between the CIO and the instructional team.

Rather, Dr. Ryan and his team now have the data they need to create concise status reports for Santa Fe’s superintendent and to collaborate with the professional development team about teacher success. The result is a district that, more than ever before, is working hand in hand to produce positive outcomes for the Santa Fe community, one of which is receiving a boost in funding where it’s needed most.

“With CatchOn, we’re now able to allocate funds even more strategically,” Dr. Ryan explained. “When budget season comes, we’re going to have the data required to identify real needs and put money where it’ll better

Sign up for a free demo at www.catchon.com/demo CONTACT US TODAY! For more information about CatchOn, contact us at www.catchon.com/contact/.

ABOUT CATCHON CatchOn is an expansive data analytics tool that compiles real-time data on every school device, enabling districts to make data-informed decisions about the apps and online tools their educators and students are using, both at school and at home. In 2018, CatchOn joined forces with ENA, a leading provider of comprehensive technology solutions to education institutions and libraries. Collectively, CatchOn and ENA leverage their respective resources and expertise to deliver critical services and solutions that help school districts produce positive outcomes in the communities they serve.

ONE DISTRICT’S APPROACH TO PROVIDING AN EQUITABLE MULTI-LEVEL SUPPORT MODEL FOR SOCIAL-EMOTIONAL LEARNING

By Duane Woelfel and Caitlin Zozakiewicz istorically, as educators, the bul of our students came to our classrooms with varying academic needs. hen it came to solving those academic puzzles there seemed to be a plethora of tools and resources available for us to utili e. owever, as society has changed, we are now seeing students coming to school with the added burdens of emotional needs and traumatic e periences that are re ective of student challenges and circumstances outside of school. ur school district s ourney to try and find a way to address those social emotional student challenges began five years ago. s a mid si ed suburban school district, we were seeing a large increase in student mental health needs across the district as reported by staff. n addition, we were e periencing more and more challenging behaviors at a younger and younger age, and our staff told us they felt

ill-equipped to effectively manage those behaviors. s we began to have some preliminary planning dialogue with our administrative team, we new student mental health and academic success were connected. f we wanted students to achieve at their very best, we had to find a way to support their emotional needs as well. Furthermore, we new research has found that one in four students across the country will have a mental health issue sometime prior to their th birthday. e had to find a way to ma e this wor a priority.

TO BEGIN, WE ASKED OURSELVES SOME CRITICAL QUESTIONS: hat are we currently doing in our buildings to address student mental health needs? hat else should we be doing to address mental health needs? ow do we distinguish between developmentally appropriate behaviors and behaviors that are symptomatic of mental health concerns? ow can we give staff tools to help and support students with mental health challenges

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ACCESSIBILITY, COMPLIANCE & EQUITY IN EDUCATION

SUPPORTING THE WORK WITH FOUNDATIONAL STRUCTURES First, we have a istrict ental ealth teering ommittee that is chaired by the irector of pecial ervices. he committee is comprised of the district’s school psychologists, a middle school counselor, a high school counselor, a social wor er, a representative from ounty ocial ervices, a representative from ounty Family ervices a local non profit agency that supports families in need), and the CEO of a local mental health agency that provides individual therapy to our students within the school setting. his committee meets monthly and is charged with coordinating all of the mental health systems within the district, to ensure that no matter which of the five schools our students attend, they have equal access to the same type of supportive services. n addition, we meet with our collaborative partners every other month. his team is made up specifically of all of the therapists who provide individual therapy to our students within each of our five schools, the or ecutive irectors of those agencies, and the building principals, school psychologists, and school counselors for those buildings. he purpose of these meetings is to ma e sure our systems are operating efficiently in terms of student referrals and monitoring the caseload for individual therapists.

Our district has made a very conscious decision to put a high uality, nowledgeable school psychologist in each of its five buildings. ach school psychologist wor s in partnership with the building principal to coordinate the building’s three-tiered social-emotional wor , which is described in more detail below. n addition, the school psychologists meets wee ly with the irector of pecial ervices during a designated time every uesday afternoon with a wee ly dedicated theme.

he first uesday of each month is for social emotional learning and mental health. he second uesday of each wee is reserved for esponse to ntervention t and academic conversations. he third uesday of each month is dedicated to Positive Behavioral nterventions and upports , and the fourth uesday of the month is to discuss and further coordinate special education services. his system wor s very well for us to manage and prioriti e our wor , so that it is coordinated in an efficient manner. e also did a series of trainings and professional development centered on giving staff members bac ground nowledge, tools, and strategies to better support students with social, emotional, and behavioral needs within the classroom. he uperintendent, irector of pecial ervices, and the irector of urriculum co-taught an optional graduate class to nearly faculty members that utili ed the boo , he eacher s uide to tudent ental ealth by illiam i el, . he goal of the class was to provide an overview of the significance of mental health issues with students, e amine various mental health conditions in youth, and learn strategies for wor ing with students who have mental health conditions. he district also committed to providing all staff members with outh ental ealth First id . his approach identifies common mental health challenges experienced by youth, distinguishes between typical development vs. signs of mental health needs and teaches a 5-step action plan for helping and supporting young people in crisis and non-crisis situations.

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KEEP READING THIS ARTICLE ON THE AC&E WEBSITE >

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INDUSTRY VOICE Gregory Firn COO, Robokind

What does your compny do?

R

obokind was established in 2011 with a commitment to provide the highest quality solution for students with autism. Based on “engagement is learning”, we created the most advanced, facially expressive, humanoid robot that engages learners on the spectrum to deliver a “comprehensive social curriculum”

Dr. Gregory Firn serves as the Chief Operating Officer for RoboKind.

With over 33 years of experience in education, Greg has done everything from teaching to running entire school districts. Greg’s deep experience and passion for helping underserved children has been instrumental in helping RoboKind develop the products and strategies that will successfully serve the K-12 education market.

Put your company into the realm of Equity in education. We know you care and always have. Too many companies simply say the word and do nothing else.

In context, equity is providing the necessary, essential, and required resources – not equal resources but resources albeit staffing, programming, or time.

Though it sounds trite almost pithy, but equity is whatever it takes to ensure that each learner has authentic access and opportunity to learn and learn successfully.

Without a commitment to equity, access and opportunity will continue to be nonauthentic and beyond the reach of many.

School districts are very concerned about Equity for all students. We know you are too. How has this changed the way you work with school districts?

When I hear “equity for all students” I immediately want to shout, “it’s not all, it’s each” student.

The word “each” is personal and in many cases puts a face on students. This is what we do at RoboKind. We speak to the impact that each student experiences knowing that each student will have a slightly different experience. To us, this is how we begin the conversation of authentically personalizing the learning experience. There’s a lot of noise about personalizing learning. Yet, if we are going to talk about equity we must talk about personalizing learning to ensure we are meeting the needs of each student.

Ed tech makes a big difference out there in terms of Accessibility. Put Robokind into that area.

Accessibility is central to our work. It’s more about how we create accessibility not whether or not our products are accessible. We create accessibility through empowering each learner with foundational skills, knowledge and experiences. For students with autism, our robots4autism program creates accessibility through establishing a foundation in self-regulation, social and emotional understanding, and conversational dynamics. Accessibility to learning, life, family, community, and often employment are made possible through mastering the aforementioned skill sets.

I am in a unique situation as I have the advantage of serving over 30 years in public education. This can also be a liability.

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INDEX OF ADVERTISERS This issue of AC&E wouldn’t be possible without the support of the companies and organizations below. Click on their names to view each ad and learn about the work they’re doing to expand equity in schools and districts throughout the country.

AASL ............................................................................ 5 AESA ............................................................................ 39 ASCD ........................................................................... 16-17 Benetech/Bookshare ................................................. 40 CatchOn ...................................................................... 19, 76-77 Curriculum Associates ............................................... 9, 47, 63 Discovery Education .................................................. 23 Education Talk Radio ................................................. 83 edWeb ......................................................................... 67 First Student ................................................................ 2, 59 Gaggle ......................................................................... 46 InferCabulary .............................................................. 32-33 Landmark College ..................................................... 24-25 Leading Educators ..................................................... 71 NILD ............................................................................. 50-51 NorvaNivel .................................................................. 28-31 PlayWell ....................................................................... 66 Scholastic .................................................................... 13 TekNekk ....................................................................... 65 Texthelp ....................................................................... 4, 75 TurnItIn ........................................................................ 80 Waterford Upstart ...................................................... 41

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DON’T JUST TALK ABOUT EQUITY AND ACCESSIBILITY... LISTEN. EDUCATION TALK RADIO • Weekday mornings with Larry Jacobs • More than 3,000 shows on education • Average of 1,700 listens per day

A FEW RECENT DISCUSSIONS: Scholarships for STEM Students With Dyslexia Concerning That Top Priority: Student Safety The EdTech Genome Project for Equity in Product Buying

Education-TalkRadio.org