Intersectional Needs and Considerations Archives - Page 12 of 18

Addendum 6: Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together

Aug 17, 2021

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This document provides further guidance related to the education of students receiving specialeducation and related services within the school reopening framework.

Addendum 6: Adapt, Advance, Achieve: Connecticut’s Plan to Learn and Grow Together

Aug 6, 2021

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This document provides further guidance related to the education of students receiving specialeducation and related services within the school reopening framework.

Designing for Inclusion: Key Takeaways and Resources

Aug 4, 2021

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This document is a summary of the core content found within the ISTE U professional development online course, Designing for Inclusion. It includes key points and relevant resources that guide educators in using the Universal Design for Learning (UDL) framework to proactively plan and design learning experiences that are welcoming, accessible, and engaging for the…

Restart & Recovery Access and Equity for English Learner Students and Families during COVID-19: Recommendations for State Leaders

Jul 27, 2021

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In consultation with members of CCSSO’s English Learners Collaborative, the authors of this paper curated all EL-related information within these documents across five areas: (1) family engagement, (2) instruction, (3) assessment, (4) professional learning, and (5) leadership. This paper also includes guidance on supporting ELs’ social-emotional learning (SEL) and serving ELs with disabilities. Note that,…

Strategies to Identify and Support English Learners With Learning Disabilities

Jul 27, 2021

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Compilation of strategies for supporting English learners with disabilities.

Tools and Resources for Addressing English Learners with Disabilities

Jul 16, 2021

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This is the sixth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies(SEAs and LEAs) meet their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S. Department of Education Office for Civil Rights’ (OCR) and the U.S. Department of Justice’s…

Washington Models For The Evaluation Of Bias Content In Instructional Materials

Jun 10, 2021

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As schools work to increase success for all students, it is important to recognize the impact of bias inclassrooms, instructional materials and teaching strategies. Bias in general may be identified bydetermining whose interest is being portrayed and whose interest is being excluded. Evaluating for biasrequires us to learn about others and to respect and appreciate…

Reviewing the New Research on Dyslexia

Jun 10, 2021

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Recently, the National Center for Education Statistics (2021) closely examined the oral reading fluency and foundational skills of fourth-grade public school students who perform below Basic on the NAEP reading assessment (NAEP Basic). The results were alarming, particularly for black and Hispanic students. For context, oral reading fluency is important to measure because it is…

Whose Emotions Matter? Student Disability and Race Representation in USB SEL by the Numbers

May 19, 2021

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To support the generalizability of USB SEL interventions at the intersection of student disabilityand race, we conducted a systematic review to update the current state of evidence availablefor elementary school USB SEL interventions and their intersectional identities within. We areworking to finalize and publish our paper, but in the interest of fueling data-driven decisionmaking in…

Surviving the In-Person Learning Transition: Game Plans and Instant Replays

May 7, 2021

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Play the coach by providing your child with a game plan before they undertake a tough task. At the same time, instant replays grant your child a do-over when mistakes happen and tempers flare.

Theme: Intersectional Needs and Considerations