That makes engaging and keeping more girls in STEM pursuits a critically important piece of the solution to that … Incorporating family and community knowledge enhances the student’s learning experience. Take this time to get familiar, #NearpodTip ⏱️ Watch the tutorial to lear, Building Nearpod lessons for the new year? Set benchmarks and track progress. Closing the attainment gap is therefore by implication equally complex. ese students are lagging in achievement because they are lagging in access to educational opportunities. ET, As districts, schools, and families navigate a new normal following the abrupt end of in-person schooling this spring, students’ learning opportunities vary enormously across the nation. This can be attributed to the opportunity gap, when one group of students has fewer opportunities to optimally learn and develop. As educators, our responsibilities span far beyond the depths of academics. ET, Our new world has only increased our students’ dependence on technology. Where the Fault Lines Are During COVID-19Downloadable: What Schools Can Do to Build Trust: Advice From Parents. School districts are already an important source of connecting families with the support they need, and they’ll need to continue that work even more aggressively for the coming school year. This means we can give students a voice and choice in how they learn. Teachers feel good about the lessons they teach and students are engaged in learning. Closing COVID-19 Equity Gaps in Schools. Deep Dive: Do Parents Trust Schools? Schools are banking on a lot of support from parents as they navigate the new school year, but parents say they have mixed views on how well they believe schools will safeguard their children’s health. Movement toward closing the gap in global education is signified by the fact that not a single country in the world today is completely without a schooling system. It’s going to be called Closing the Gap, Digital Equity Strategies for the K-12 Classroom. If we are to create effective schools that truly serve all children, then closing the achievement gap is an essential priority. – How invested are they? With the help of technology, we will begin to produce 21. century-classrooms that are inclusive to everyone by bringing in social and emotional learning in schools. Yet even as landmark government decisions such as Brown v. Board of Educationhelped bring racial minority educational disc… The Prime Minister’s Closing the Gap Report 2011 acknowledges the importance of promoting strong Indigenous cultures, heritages and languages under the ‘governance and leadership’ building block. Allow your students to engage in social conversations. Where the Fault Lines Are During COVID-19, Downloadable: What Schools Can Do to Build Trust: Advice From Parents, Deep Dive: Bridging Distance for Learners With Special Needs, Downloadable: Key Back-to-School Questions for ELLs and Students With Disabilities, Deep Dive: Shielding Students From the Economic Storm, Downloadable Guide: A Guide for Serving Homeless Students, Shielding Students From the Economic Storm, Bridging Distance for Learners With Special Needs, Do Parents Trust Schools? – Taking a virtual field trip (VR Field Trip) Advocates for leveling the playing field for young students say increased understanding of these issues is an integral step in achieving better opportunities for all children. An Education Week survey of parents showed that Latino and Black families are far more likely to start the year in schools that are engaged in full-time remote learning. Sources:Titilayo Tinubu Ali, director of research and policy, Southern Education Foundation; Lydia Breiseth, director, Colorín Colorado; Luvelle Brown, superintendent, Ithaca, N.Y., schools; Betty Chang, director, Education Resource Strategies; Patricia Chavez, director of policy, Parent Institute for Quality Education; Jenna Chiasson, assistant superintendent, Louisiana Department of Education; Lora Daily, director of learning supports, Iowa City, Iowa, schools; Angela Davis, parent, Miamisburg, Ohio; Miriam Ehtesham-Cating, director of programs for English-learners, Burlington, Vt., schools; Emily Elliott, instructional liaison, Albemarle County, Va., schools; Laila Ferris, interim chief of languages and dual language, El Paso, Texas., schools; Yvette Goorevitch, chief of specialized learning and student services, Norwalk, Conn., schools; Kenya Haynes, program specialist, National Center for Homeless Education; Greta Hinderliter, homeless liaison, Natrona County School District, Casper, Wyo. 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