The Nonprofit organization We Are All Human Foundation (WAAH), which seeks to celebrate and promote diversity and inclusion, commissioned a brand-new recording of the national anthem as part of its Hispanic Star campaign, highlighting the important role Hispanic Americans are playing in the fight against COVID-19.
Seventy-five years ago, President Franklin D. Roosevelt commissioned an official Spanish version of the National Anthem, El Pendón Estrellado, a version particularly relevant today representing Hispanic Americans.
“The Spanish version of the U.S. national anthem is a treasure as it represents U.S. Hispanics, who are both 100-percent Hispanic and 100-percent American,” said Claudia Romo Edelman, founder and CEO of WAAH, upon the release of a newly recorded version of the anthem. “It is especially relevant now because U.S. Hispanics are disproportionately affected by COVID-19 and also disproportionately exposed since we are not only truck drivers, medical workers, and food producers, but also a significant portion of the service workers who have been laid off from hotels, restaurants and small businesses.”
The new rendition is by Jeidimar Rijos, the 2019 winner of “La Voz” (the Spanish-language version of “The Voice”), and debuted online along with a video featuring images of the Hispanic workers on the front lines of America’s fight against COVID-19.
Sarah Jackson, in partnership withEarly Edge California, explores California’s professional development for adults working with dual language learners (DLLs).
Mattie Mendez, executive director for Community Action Partnership of Madera County, runs Head Start Centers for children from migrant families in Madera and Fresno counties. Almost all of the children who come to these Head Start centers are learning two languages—their native Spanish (though some speak native dialects like Mixteco) and English.
Mendez had growing concerns that her programs were not doing enough to support children’s language development or to help families do so at home. Research shows that bilingualism has enormous benefits and that a strong foundation in children’s home language in the early years can help them develop English proficiency. But Mendez was concerned that despite being native Spanish speakers, many of the children at her centers were at risk of losing their home language as they grew because teachers were not set up to support them.
This year, thanks to new investments from the State of California, Mendez’s teachers joined others from across California in new training designed by California State University Channel Islands (CSUCI) to support young DLLs. The training helps teachers integrate children’s home language into classroom practice even when the teachers themselves don’t speak that language.
The online courses are provided at no cost to participants thanks to state funding. The course is one of six projects funded through a one-time $5 million allocation in the 2018 California state budget for early educators of children, birth to age 5, to participate in professional development focused on DLLs. Participants also receive undergraduate college credit and a $600 stipend. Teachers and caregivers from around the state are taking part.
Carola Oliva-Olson, a professor and expert in bilingual children’s language development at CSUCI, developed the coursework and partnered with Mendez to get Central Valley teachers involved.
“The state recognized that this is 60 percent of the young children in California,” she said. “Every teacher needs to be prepared to know how to make learning accessible and to make sure that every child has full and effective participation in the classroom.”
The coursework emphasizes Personalized Oral Language Learning, an instructional strategy developed by Dr. Linda Espinosa, author of “Getting It Right for Young Children from Diverse Backgrounds.” The method encourages the use of anchor texts, repetitive reading, and interactive conversations designed to extend language and children’s understanding.
Teachers are taught strategies to ensure that children’s home language is integrated into the classroom. For example, teachers can engage with families, embrace cultures, and traditions of all the children in a classroom, and use children’s home language in songs, pictures, and books. They can also add specific activities in lesson plans that support early literacy and mathematics as well as other school-readiness goals using children’s home language in addition to English.
Veronica Cerda, who has been teaching preschool in Oxnard for six years, took CSUCI’s pilot training because she wasn’t comfortable supporting families in different languages, she said. The training helped her understand that she didn’t need to know everything herself.
Cerda and her colleagues worked with one Hindi-speaking mom to make a book about her culture that the children could read. The mom is also helping to translate classroom documents into Hindi and to help the teachers learn words—dūdha (milk) for example—that they can use with her child in the classroom. Cerda and her colleagues now have materials in three languages—English, Spanish, and Hindi—on bulletin boards and in handouts they create for students and parents.
The demand for these courses is growing, said Oliva-Olson, who is getting calls from all over the state.
Educare California Silicon Valley was looking for a new approach to engage families by valuing their home language, said Thena Gee, a mentor and coach there. This is part of an agency-wide effort to do a better job of serving the Center’s large and growing population of children, birth to age 5, who are learning two languages.
Gee and Drew Giles, Educare California at Silicon Valley’s Program Director, said that research shows that nurturing children’s language development at home and in the classroom is a vital part of high-quality programs in early care and education. It’s also critical to children’s success throughout their school career.
To ensure this is happening, they now take steps like translating forms and making sure administrative practices are welcoming, as well as rethinking policies that guide instruction and families’ experiences. They are also reforming classroom and administrative policies to emphasize the importance of dual language learning. For example, they are developing a comprehensive “planned language approach” for the center, a document that will formalize policies like the school readiness goals for DLLs , the language model, assessment procedures, and classroom strategies.
This past fall, Educare California at Silicon Valley hosted trainings for teachers and caregivers throughout the community on Saturday mornings. Participants received credit for two courses through CSUCI as well as stipends. Nearby San Mateo County is also developing a parallel series of interactive workshops for families.
“We see our focus on supporting dual language learners as a matter of equity,” said Giles.
Oliva-Olson, who was recently appointed to California’s new Early Childhood Policy Council, emphasized that the work is not just building new knowledge about how to train teachers to work with DLLs, but helping teachers build new tools in their agencies. “Our goal is to build new infrastructure across the state that will enhance dual language supports.”
Sarah Jackson is a California-based journalist covering education, child welfare, and urban economic development. As partner at HiredPen Inc. (http://www.hiredpeninc.com), she works closely with leading academics, foundations, and think tanks to get research into the hands of policymakers. A former newspaper reporter, Jackson holds a bachelor’s degree in journalism from Northwestern University and a joint master’s degree in urban policy and planning and child development from Tufts University.
This article was originally published by New America (www.newamerica.org).
McGraw-Hill and NWEA have entered into a strategic partnership to collaborate on how best to make assessment data actionable by integrating it with core and intervention curriculum to deliver research-based solutions. Through the partnership, both companies will research ways in which their current solutions work together and explore new opportunities to support teachers with data-informed instruction.
“Making connections between curriculum and assessment is a critical part of the impactful work of great educators,” said Chris Minnich, CEO of NWEA. “We’re excited to provide those resources that make these connections easier empowering teachers to do more, and we’re starting with early reading.”
McGraw-Hill will now be the exclusive reseller of the MAP® Reading Fluency™ assessment, NWEA’s pre-K-3 universal screening and progress monitoring assessment of early reading that identifies at-risk students, supports instructional planning, and monitors the progress of students with reading difficulties. This group-administered, automatically-scored assessment of oral reading fluency, comprehension, and foundational skills is powered by LanguaMetrics™ and includes EduSpeak® speech recognition software under license from SRI International®.
McGraw-Hill will offer MAP® Reading Fluency™ in conjunction with its own products, specifically SRA Reading Mastery, which is used in thousands of schools across the country and has provided reading instruction to a wide range of students, including significantly at-risk populations, for over 35 years. SRA Reading Mastery is appropriate for use as a supplemental intervention program or a comprehensive core reading program.
The combination of the MAP® Reading Fluency™ assessment with the SRA Reading Mastery curriculum allows schools to assess and provide appropriate and effective instruction. “Both NWEA and McGraw-Hill understand the vital importance of ensuring that students develop early literacy skills, and the opportunity that early literacy education presents in helping close achievement gaps in the future,” said Heath Morrison, president of McGraw-Hill’s School Group. “We both understand that a strong foundation in reading is the basis for all learning, and that third-grade reading proficiency is the most important predictor of high school graduation and career success. Focusing on foundations in reading allows us to have the greatest impact on student outcomes, which makes the combination of SRA Reading Mastery and MAP® Reading Fluency™ an exciting first step.” www.mheducation.com/prek-12/explore/map-reading-assessment.html
Online language courses are growing in popularity because they are easy to incorporate into busy schedules, and this is especially true of business English programs.
So, if you’re a business trainer, it’s likely that at least part of your working week is already dedicated to leading lessons over video call (with platforms such as Skype or Google Hangouts). This means you’ve probably discovered that the virtual classroom poses a whole new set of teacher challenges.
But there are several techniques that online trainers can implement to help create a digital environment that is not only conducive to learning and results but also ensures teacher well-being and satisfaction.
The following tips will help you maximize the potential of the virtual classroom for both student and teacher.
Set the Professional Stage
Just because you’re not physically present in a classroom doesn’t mean your students don’t expect a professional atmosphere. Make sure that the space that you host the call in is neutral and well organized, with minimal opportunity for interruption or noise.
Most people are surprised to learn that lighting also has a major impact on the quality of a video call lesson. Your student should be able to see you properly, without any shadows to obstruct their view. By securing appropriate lighting, you’re creating a feeling of trust between you and your student.
Part of the professional setting is also your appearance, so you need to dress the part too—my mantra is, “if you wouldn’t wear it to the office, don’t wear it for your video lesson.” Not only will the language school employing you have this expectation, but it can also impact your attitude for the day. When you’re dressed to impress, you often feel more motivated to do just that.
Test Your Tools
Poorly functioning tools are the biggest hurdle to delivering an effective video call lesson. We’ve all been there—you and your student are both online at the right time but it takes 15 minutes to properly connect, or the connection is so poor you battle with delay or white noise.
The best solution is preventative, not reactive. At the beginning of each workday or in the hour before your lesson, spare the time to test your Wi-Fi connection speed— there are lots of apps available for checking internet speed. Next, check that nothing is preventing access to your microphone, headphones, or video camera. Visit your laptop preferences area as well as your search engine provider settings.
Preparing the student in the same way is also advisable. In advance, send these basic questions and instructions to ensure that they’re ready:
Are you using the latest version of your web browser? (This will guarantee that the video call platform you’re using is properly supported.)
Please check your browser’s access settings to confirm that you have granted it access to use the microphone and video.
Please make sure you are connected to secure Wi-Fi and in a quiet space.
Remember the Importance of Body Language
As a professional trainer, you’re already aware of the importance of body language in effective communication. It’s something we critique students on, and we must practice what we preach.
Your body talks. It communicates your level of professionalism and expertise and, most importantly, your level of interest in the student. All of these develop trust in your ability to help the student reach their goals— and without this, how can you expect your student to feel motivated or committed?
Body Language Tips
Sit up straight to show that you are actively listening and present in your virtual space. Check your facial expressions from time to time. When you’re not physically in the room with someone, you can easily slip into a “resting face,” suggesting lack of engagement.
Keep fidgeting to a minimum—while you know you are still listening, very often it reads as disinterest.
Set Clear Expectations
Sometimes an online classroom can feel more relaxed than a formal face-to-face lesson for which your student has to travel or reserve a meeting room. It’s excellent that they can fit the lesson in among their other tasks for the day, but in order to get results they still need to be mentally present and on time for every lesson.
Inevitably there will be days when your student arrives late or has to leave ten minutes early, but this should be the exception to the rule. So, at the beginning of the course, don’t be afraid to explain your expectations.
I find reiterating the real-life impact of having better language skills is one of the most effective ways of doing this. For example, language skills can lead to better relationships with international colleagues, a promotion, a pay raise, or a secondment abroad.
Tips for Keeping Your Students Focused and Committed
Ask them to turn off email and instant message notifications for the duration of the lesson to avoid distraction.
Outline your cancellation policy—to avoid last-minute email exchanges and to ensure that you don’t lose money from missed lessons, discuss possible eventualities with your student right at the beginning of your course. For example, clarify that you’re happy to wait up to 15 minutes but after that, the lesson is considered cancelled. If the student insists that they’d still like to have a short 20- or 30-minute lesson, make clear that they have to pay for the full hour.
Look After Yourself
Unlike a more traditional teaching environment, such as standing at the front of a classroom or moving between different one-to-one sessions, a full day of video call lessons leaves you very stationary—and this can be physically uncomfortable. Luckily, small changes to your routine can make a big difference.
Self-Care Tips
Create an ergonomic arrangement between your chair, desk, and computer—check out an ideal setup at http://ergonomictrends.com/creating-perfect-ergonomic-workspace-ultimate-guide/. This can help avoid back and shoulder ache as well as repetitive strain injury in hands, wrists, and arms.
In between lessons, take a minute to walk around and stretch—not only will this help with a stiff body but improve circulation, ultimately making you feel more awake.
Try every other lesson standing up—if you don’t have a flashy adjustable ergonomic desk but do have a raised surface where you can realistically deliver the lesson, this is another way of combating common aches from sitting down for too long.
Don’t forget your eyes—between lessons, make sure you look away from your screen or give them a complete rest by shutting them. This prevents them from getting too dry and tired.
Know that it’s okay to take on fluids during a lesson—with face-to-face teaching you typically have time to grab a coffee or a bottle of water between classes, but this isn’t always the case with back-to-back video call sessions. But neither your employer nor your students would expect you to make it through an entire morning without rehydrating or getting that necessary caffeine fix. So go ahead, enjoy your coffee at the same time as drilling your student on phrasal verbs.
Troubleshooting the Most Common In-Call Problems
Connectivity issues
As already discussed, the best approach for avoiding connectivity issues is preventative, but sometimes it’s just outside of your control.
In a worst-case scenario, suggest having the lesson via phone call. You’ll need to be able to quickly adapt the lesson content and objectives to suit this format, but for many students this is still a valuable exercise and beats losing the lesson entirely.
Zoning out
This is a problem that even the most dedicated and present teacher can run into. You’re more at risk of losing focus when you’re not physically present with the student and also face distraction from push notifications and email alerts.
If you lose track of what your student is talking about, it’s unlikely that they will have actually noticed. So try these subtle tricks to get you back on track:
Ask them to rephrase what they just said—you will seem to be challenging them.
Ask them to repeat what they just said because you want to make sure you’ve understood correctly—it’s just like any other time that you push them for clarification.
Zoe Flaherty is founding director of the Language Grid (thelanguagegrid.com), a leading business English training company with headquarters in Milan, Italy. Zoe has extensive experience in the business environment and finance-related business training. She is internationally certified in the psychology of bilingualism and teaching English as a foreign language.
In honor of National Library Worker Day on April 21st, 2020, theEveryLibrary Institute is proud to be working with hundreds of library supporters and leading library vendors to provide “cost of living grants” of up to $250 to qualified library workers, librarians, and staff from public, school, and academic libraries who have an urgent financial need. The EveryLibrary Institute is a national 501c3 non-profit with a mission to support the future of libraries and the role of librarians in society.
This campaign is called theHelp a Library Worker Out Fund (or HALO Fund) and is a crowdfunding campaign to raise money to help support library workers, librarians, and staff who are facing unexpected financial difficulties because of the Coronavirus and resulting economic slowdown.
Through an ongoing national fundraising effort, the EveryLibrary Institute will make one-time, ‘no strings attached’ grants of up to $250 to qualified individuals in the US and territories on a funds-available basis. The HALO Fund is supported by wonderful individual donors, a generous opening contribution from the Awesome Libraries project, and a donor matching campaign from the Urban Librarians Unite team.
If you have lost your job or had your wages significantly reduced, or if a member of your household has lost their job or experienced a significant wage reduction, please apply. Eligibility is limited to library workers, librarians, and library staff from public library, school library, academic library settings, and archives. All applications are confidential.
Personal Eligibility for HALO Grants:
I am a library worker, librarian or staff member who has lost my job or significant wages because of a coronavirus shutdown or I am experiencing financial hardship because of the need to care for members of my household or others, OR, I am a library worker with a member of my household who has lost their job or had a significant decrease in wages because of a Coronavirus-related shutdown or layoff.
I (or the member of my household) am seeking enhanced unemployment benefits and other appropriate financial and other supports under the CARES Act, FFCRA, and other state or local programs (see below);
I am asking for this HALO Grant to help fund personal expenses such as food, rent or mortgage payments, cellphone and internet expenses, medicine, or household needs and I will not use it for illegal activities;
I am a resident of the US or territories and able to receive a grant from the EveryLibrary Institute by check, PayPal, Venmo, or QuickPay only.
Grants will be made on a rolling basis as funds are available. Applicants may not receive a grant immediately, or at any time, if funds are not available. Applicants will be asked to provide personal information in order for the EveryLibrary Institute to fulfill this grant and to report it properly to the IRS. HALO Grants are one-time grants per individual or household. There is no obligation to repay this grant to the EveryLibrary Institute. Please review the eligibility requirements before you make your application.
If you meet these eligibility requirements and are comfortable with these conditions, please use the form at the right side of this page to submit your application. If you need assistance in filling out this application or if you need this application in another format, such as a PDF or a large-print version, please send that request to john.chrastka@everylibraryinstitute.org. The application is available here.
California’s Superintendent of Public Instruction Tony Thurmond announced today the creation of a new task force to close the digital divide for California students who lack access to resources such as internet connectivity and devices. The Closing the Digital Divide Task Force will be co-chaired by California State Senator Connie Leyva.
“This task force signals a new era, that California is now working with focus and urgency to close the digital divide in the most concrete way we have ever seen,” said Thurmond. “COVID-19 is a public health crisis in California and all around the world, but it’s also revealed other crises like the technology gap that has persisted for too long, leading to opportunity and achievement gaps for California’s students.”
“As the Chair of the Senate Education Committee, I strongly believe that ensuring equity for California students is critically important,” said Senator Connie M. Leyva (D-Chino). “One vital step to ensuring equity is by closing the digital divide, which has become that much more evident and urgent as distance learning is now the new reality for millions of school children during the current COVID-19 crisis. I look forward to co-chairing this important task force as we all continue to work together to meet the needs of students in California.”
The Closing the Digital Divide Task Force will help facilitate donations, create more publicity, and cast a bigger spotlight on those who can help. It also plans to hold a public hearing where internet service providers may be called upon to testify on their efforts to improve internet access during the pandemic.
The California Department of Education (CDE) has in recent weeks assessed the technology needs for all California students and is working with partners to secure devices and Wi-Fi hotspots to close the technology gap. This effort comes following a strong recommendation last month from State Superintendent Thurmond for all schools to focus on distance learning models due to the COVID-19 health crisis.
The CDE also announced last week that it partnered with the Californians Dedicated to Education Foundation (CDE Foundation), the private non-profit partner of the CDE since 2011, to create the California Bridging the Digital Divide Fund. The fund is a joint effort of the Governor’s Office, State Board of Education, CDE, and CDE Foundation, and is a centralized resource for state leadership to provide essential device, connectivity, and related digital learning supports for pre-K-12 students, teachers, and their families.
The fund is focused particularly on building more equitable teaching and learning environments, which are currently in even greater jeopardy due to the uneven impacts of COVID-19 on students, families, and educators. This includes special attention to special education, English learner, low-income, and rural populations, for which additional virtual educator professional learning webinars are now in development.
The California Bridging the Digital Divide Fund accepts individual contributions at bit.ly/CADigitalDivide. Corporate and institutional donors may contact Mary Nicely at mnicely@cde.ca.gov
Schools across the country are busy setting up their EduKit school supply kit programs now. EduKit simplifies school supply shopping by delivering pre-approved school supply packages directly to the school for students and teachers to enjoy. While the best time to register a school is April, EduKit is prepared to work with schools at any time to meet their needs.
“It’s difficult to put into words how impactful our school supply kits can be for your school,” EduKit Owner Al Alvares said. “First and foremost, we created EduKit with the goal of ensuring that every student at your school is equipped with the supplies they need to succeed. Beyond that, though, we also save parents from the burden of back-to-school shopping and give teachers a classroom full of ready, excited students from day one.”
EduKit has built on these goals since its foundation in 1993, and has since partnered with thousands of schools to affordably and conveniently deliver name-brand school supplies. The program is simple for schools to set up and gives busy parents a convenient solution for back-to-school shopping.
Schools begin the process by providing EduKit with teacher-approved supply lists. In turn, EduKit responds with a FREE quote that includes all of the school supplies needed. Each school will be partnered with a dedicated account manager to help customize their program to meet the school’s needs.
After finalizing the lists, EduKit provides everything the school needs to inform parents of the option to buy a customized school supply kit complete with everything their child needs for the upcoming year. Parents can easily purchase the kit in minutes online, and their child’s customized kit is delivered for free directly to the school.
“We know from personal experience that life’s best moments can be the little ones, and far too often, the back-to-school rush gets in the way of those,” Alvares said. “That’s why we want to help parents and schools make that time of year easier than it’s ever been.”
EduKit prides itself on providing the best experience for each and every school, and it confidently offers a 100% money-back guarantee with zero restocking or return shipping fees. Having strong relationships with more than 200 suppliers, the company includes industry-leading brands in its kits, including Bic®, Crayola®, Sharpie®, and more.
Partnering with EduKit can benefit every party involved. Students receive all of their favorite school supplies from the best brands available; parents save time and money on their back-to-school shopping; teachers are confident that they will be met with a room full of eager, prepared kids; and school coordinators enjoy a smooth, easy-to-navigate process.
“We like to use the term 100% awesome guaranteed,” Alvares said. “That means unbeatable convenience, quality, and satisfaction with every order. We love offering a helping hand to educators and parents when they need it, and we can’t wait for your school to be next.”
Télécoms Sans Frontières (TSF), a NGO focused on emergency-response technologies, has developed a system that allows children to continue learning from home after the closure of two of their supported learning centers in Gaziantep, Turkey. The centers focused on Mathematics, Arabic (literacy), and English, and offered resources such as tablets for the children. The mLearning project is not limited to the provision of resources. The learning process is also specifically adapted and takes into account not only the possible psychological difficulties encountered by the children, but also the disparities of level existing between the children, irrespective their age.
TSF has now switched to distance learning, in which their local team is in contact with the parents of the children through the use of WhatsApp groups and an online platform specially developed by our technicians for this purpose. This allows students to continue learning in Arabic, Mathematics and Computer Science. Students learn how to send emails, do online research, compare the information they found and assess the reliability of sources. The local TSF teacher staff send resources, exercises and video tutorials to the children every day, which ensures constant contact with them and allows them to regularly give them feedback on their work.
In this disadvantaged context, some families do not have access to the Internet or do not have smartphones or computers at home. In order to not disadvantage those who do not have these resources and make up for it, TSF provides free Internet data packages and tablets so that everyone can continue their distance learning. The adaptation to distance learning is a success: 80% of the pupils are active and the parents are satisfied with the process.
Since 2013, our educational program for Syrian refugee children in Gaziantep allows them to learn several subjects interactively, in a safe and caring environment. The COVID-19 situation adds to the difficulties of Syrian refugee families in Gaziantep; for children, the risk is to undergo an additional suspension of their school career. This distance education program keeps the children connected, and helps them get through these trying weeks with regular activity proposals to reduce the impact of this new crisis on their education.
Gayle Hammer, an ELL teacher in Chicago Public Schools, along with Jennifer Estrada, , Elizabeth Laverde, and Caitlin Sheehan have created resources to improve collaboration and student learning in co-taught classrooms during remote learning.
Hammer has been collaborating with other teachers of ESL and Diverse Learner to develop norms and structures for Co-teaching while working remotely. This includes modified co-teaching structures for E-Learning, Responsibilities and Considerations for Co-teaching remotely, a planning guide for making agreements and calendar while co-teaching, and finally a weekly planning model for ELL while teaching remotely with learning and language objectives, vocab discourse, and co-teaching model.
The resources are available for free download here and can be viewed below.
Impero Education Pro combines learner wellbeing and device management to enhance digital learning, support IT administration and monitor student safety issues effectively. With a range of hosting options, access to both a desktop application and a web-based interface, and built-in cross-platform technology, Impero Education Pro is designed to be flexible. It seamlessly combines the three essential elements required to support digital learning across Chromebooks and other devices in US schools and districts.
By consolidating classroom management, online student safety and network management features, Impero Education Pro can help schools and school districts empower their many diverse stakeholders and ensure digital learning thrives.
In order to help teachers keep students on task throughout the school day, when they are at learning at home, Impero Software is making its Impero Education Pro web-based software free for the remainder of the school year to districts that do not already have remote monitoring software in place.
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