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August/September 2020Sign Up?to Receive?Family, School and Community Engagement NewsletterKids First: Getting America’s Children Safely Back to SchoolPresident Donald J. Trump, Vice President Mike Pence, Secretary of Education Betsy DeVos, and other senior Administration officials continue to reiterate the importance of safely reopening America’s schools.On September 2, Secretary DeVos penned “A Letter to America’s Parents” assuring them, “At the end of the day, we want everyone to have the choices to make the best decision for them. Some may choose to learn at home. Some may choose to return to their school. Some may choose to do a combination of both. Each of you needs to be able to choose what’s best for your own families because you know your children and their circumstance better than anyone. Your child. Your school. Your way…President Donald Trump and I are fighting every day for more options for every student and every family this fall.”Earlier, the White House hosted an event, Kids First: Getting America’s Children Safely Back to School, with President Trump, Vice President Pence, Secretary DeVos, parents, teachers, healthcare professionals, and students discussing how our nation’s schools can safely reopen. In a “From the Desk of the Secretary” update, Secretary DeVos shares the story of Marsh, a four-year old diagnosed with Down syndrome. Marsh’s mom said his life is simply not the same without in-person learning.Following the event, the White House released the President’s policy for reopening schools safely. The document describes facts, medical science, and data underlying the policy, provides general recommendations for all schools, and offers guidance to protect high-risk teachers and students.In Indianapolis, the Vice President, the Secretary, and White House Coronavirus Task Force Coordinator Dr. Deborah Birx participated in a roundtable discussion with Governor Eric Holcomb and stakeholders at Marian University. There, the Vice President said, “As President Trump reflected from the podium at the White House yesterday, we have confirmed of late the fact that students fall behind dramatically in education. One study estimates that, due to school closures last spring, the average student is going to begin this year roughly 35 percent behind in reading, compared to a typical year, and 50 percent behind in math. In fact, the National Education Association recently stated that online learning is no substitute for in-person learning. And when you factor that our kids could fall behind academically, it’s also important to remember that there are real risks to our children’s well-being.”Secretary DeVos spoke with Gov. Mike Huckabee on “The Ingraham Angle” to reinforce the Administration’s commitment to getting students back to full-time learning this fall and empowering parents with options to make that happen. In another interview, the Secretary asserted, “Parents and children can’t be held captive to others’ fears or agendas.?We have got to get to a point in this country where we are supporting our families and focused on doing what is right for students. …?We know it can be done safely, and for those teachers who may be vulnerable themselves, there are other things that can be done so that they can continue to contribute in a major way.”Spotlight on School ChoiceSecretary DeVos recently made two announcements to support education choice for parents and students. The first is a $15 million?grant competition?to promote tribally directed education choice for Native American students.?Accessing Choices in Education (ACE) grants will allow tribes – or other education entities partnering with tribes – to set up a variety of education options and services from which parents or students can choose.Second, the Department announced it will award at least $85 million over the next five years for disadvantaged students from families with lower incomes in Washington, D.C., to attend private schools of their choice, under the D.C. Opportunity Scholarship Program.CDC Releases New Materials to Support Reopening Schools in the FallThe CDC has released new science-based resources and tools for school administrators, teachers, parents, guardians, and caregivers when schools open this fall.?With states, cities, and communities around the country experiencing different levels of COVID-19 transmission, jurisdictions should make sure appropriate public health strategies are in place to slow the spread of the virus as the first step in creating a safer school environment.?This latest guidance from the CDC continues to build upon their K-12 School Toolkit for reopening schools safely.“It is critically important for our public health to open schools this fall,” explained CDC Director Dr. Robert Redfield.?“The resources released today will help parents, teachers, and administrators make practical, safety-focused decisions as this school year begins.”? ? CDC also held a telebriefing, with Director Redfield, joined by the Department’s Deputy Secretary Zais, to explain how these new resources and tools support safely reopening schools by promoting behaviors that prevent spread, altering the school and school day structure, and keeping the school environment healthy through cleaning, proper ventilation, and other practices.?Finally, they provide students, school administrators, parents, guardians, and caregivers with the information they need to guide decision-making and adapt to local conditions.Updated COVID-19 ResourcesThe White House, the Department, and other federal agencies continue to release guidance to support schools, educators, and families regarding COVID-19.? Many of the latest documents are listed below.? Please visit the Department’s COVID-19 information and resources web page for the most current information, and any questions for the Department may be directed to COVID-19@., Coronavirus, and CoronavirusCDC’s Preparing K-12 School Administrators for a Safe Return to School, Operational Considerations for Schools, and Considerations for Operating Schools during COVID-19Department of Agriculture Extension of Free Meals for Kids through December 31, 2020Department of Health and Human Services Distribution of 125 Million Cloth Face Masks to SchoolsSchools can share relevant CDC fact sheets to help students, families, and staff understand COVID-19 along with steps they can take to protect themselves: What you need to know about coronavirus disease 2019 (COVID-19) and Stop the spread of germs – help prevent the spread of respiratory viruses like COVID-19Forsyth Central High School Reopens With a Visit from Secretary DeVosPresident Trump and Secretary DeVos believe every student should have the opportunity to go back to school this fall, with a safe and effective plan of reopening. In late August, Secretary DeVos visited Forsyth Central High School, Georgia, to witness how they are safely resuming school.Forsyth Central High School took input from teachers, families, and health experts when formulating their reopening plan. Students have access to in-person and virtual learning so they can choose the option that works best for them. “They have certainly modeled a very viable and solid example of what can be done to ensure you’re meeting the needs of students across the district,” said Secretary DeVos after her visit.The Secretary spoke with students in several classrooms, including a biotech lab. She also took part in a roundtable discussion with parents and educators about the process for reopening their school.New Grant Awards to Expand STEM-Focused Education Opportunities for Students at HBCUs, MSIsOn August 10, Secretary DeVos announced $3.9 million in new grant awards to 17 Historically Black Colleges and Universities (HBCUs) and other Minority Serving Institutions (MSIs) to improve science and engineering education programs for students. The grant program is part of the Department of Education’s Minority Science and Engineering Improvement Program (MSEIP), which supports expanding the scientific and technological capacity of the United States to build global competitiveness by increasing the number of minority graduates in STEM fields. “The Administration is focused on making sure each and every student has access to the education opportunities they need to reach their full potential,” said Secretary DeVos. “All too often, minority students lack access to STEM education and are underrepresented in STEM jobs. That’s why this grant program is so important. It provides HBCUs and other MSIs the opportunity to expand and enhance their STEM offerings so their students can be prepared for the science and technology jobs of today and tomorrow.”Back to School Planning: Checklists to Guide Parents, Guardians, and Caregivers?Knowing returning to learning will look different this fall, the CDC provides checklists to support families with back to school planning. Whatever options families choose for learning, these resources are provided to help parents, guardians, and caregivers plan for fall 2020.Department’s CTE Mission: CubeSat Challenge Seeks to Inspire, Prepare Students for a Future in AerospaceBuilding on the Administration-wide commitment to expand student interest in the booming science, technology, engineering and math (STEM) fields, the Department launched CTE Mission: CubeSat, a national challenge to inspire students to build technical skills for careers in space and beyond. High school students from across the country are invited to design and build CubeSat (cube satellite) prototypes, or satellites that aid in space research, bringing space missions out of the clouds and into the classroom. Investors predict that space will be the next trillion-dollar industry, and as missions in space continue to expand, so do the career opportunities. This multi-phase challenge offers high school students across the United States the chance to build CubeSat prototypes while learning creative, collaborative, and technical skills for 21st century careers.?“This is such an exciting way to rethink education and get students engaged in hands-on learning in the growing aerospace and technology fields,” said Secretary DeVos. “I look forward to seeing the innovative prototypes students develop and hope this challenge inspires our next generation of American space explorers.”Youth and Family Perspectives,?the Transition to Postsecondary Education, and Employment for Students with DisabilitiesOn Aug. 20, the Maryland Division of Rehabilitation Services (DORS) and Way2Work Maryland?partnered with the Rehabilitation Services Administration at the U.S. Department of Education as part of the vocational rehabilitation 100th centennial celebration to highlight?Youth and Family Perspectives: The Transition to Post-Secondary Education and Employment for students with disabilities. Recent 2020 high school graduates Christopher, Joseph, Alex, and Lucy, and their family members discussed their work experiences while in high school. The event can be found on the DORS YouTube channel.Office for Civil Rights Delivers Annual Report to Congress Highlighting Major Milestones and Achievements in Protecting Students’ RightsOn July 29, the Office for Civil Rights (OCR) released its?Annual Report to the Secretary, the President, and the Congress (Annual Report) for Fiscal Year (FY) 2019.?The Annual Report illustrates the significant progress made throughout the first three fiscal years of the Trump Administration (FYs 2017-19) in processing complaints, closing cases, and requiring schools to protect students’ civil rights. In this year’s report, OCR illustrates how it has built on those successes while accomplishing several additional milestones during FY 2019, including completing the largest ever OCR investigation into systemic sexual assault problems in an urban public school system, requiring Chicago Public Schools to overhaul the process it uses to handle reports of sexual harassment; and establishing the National Web Accessibility Team, a nationwide team of dedicated OCR staff, including attorneys, investigators, and information technology experts, to make technology accessible to all, including students with disabilities. Each of OCR’s Annual Reports since FY 1990 is made publicly available on OCR’s website.Secretary DeVos Awards More Than $180 Million to States Rethinking K-12 Education to Better Meet Students’ Needs During Coronavirus DisruptionSecretary DeVos announced that more than $180 million in new grant funding will be awarded to 11 states rethinking education to better serve students during the COVID-19 pandemic. The Rethink K-12 Education Models Grants program will support states’ efforts to create new, innovative ways for students to continue learning in ways that meet their needs. Awardees include Georgia, Iowa, Louisiana, Maine, North Carolina, New York, Rhode Island, South Carolina, South Dakota, Tennessee, and Texas. The awards range from $6 million to $20 million.Each grantee focused on one of three absolute priorities: microgrants, so that that states can ensure families have access to the technology and services to advance learning remotely; statewide virtual learning and course access programs, so that students can access a full range of subjects, even those not taught in their assigned setting; or new, field-initiated models for providing remote education to ensure that every child is learning and preparing for successful careers and lives.“Ensuring every student can continue to learn during the coronavirus pandemic requires innovation from local education leaders and a laser-like focus on doing what’s right for students,” said Secretary DeVos. “This grant will help states adapt and overcome challenges to strengthen education both now and for the longer term.”Department Extends Student Loan Relief Until 2021In August, Secretary DeVos directed Federal Student Aid (FSA) to extend student loan relief to borrowers through December 31, 2020. Borrowers with federally held student loans will have their payments automatically suspended until 2021 without penalty. In addition, the interest rate on all federally held student loans will be set to 0% through the end of the calendar year. Borrowers will continue to have the option to make payments if they so choose. Doing so will allow borrowers to pay off their loans more quickly and at a lower cost.This action extends the actions taken by Secretary DeVos at the start of the national emergency and maintained under law by the CARES Act, which allow borrowers to temporarily defer their payments without accruing interest. FSA is working in partnership with its student loan servicers to notify borrowers of this extension of loan relief measures.Parent Involvement in Children’s EducationED’s Institute of Education Sciences released the?First Look report, which presents findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program of 2019. The focus of the report is on parent and family involvement in the education of U.S. students in kindergarten through grade 12 during the 2018–19 school year, as reported by the students’ parents. It includes the percentage of students who participated in selected family activities. Demographic information about students and families is presented, including students’ poverty status and parents’ education and language spoken at home, as well as school characteristics, such as school size and school type. These data represent parent and family involvement prior to the COVID-19 pandemic.Strengthening Vaccine Confidence in Pediatric and Family Practice Offices During COVID-19Pediatric vaccine ordering and administration have declined during the COVID-19 pandemic as families have been sheltering at home. Maintaining routine childhood immunization is essential in order to prevent outbreaks of preventable diseases. This webinar from the Centers for Disease Control and Prevention’s National Center for Immunization and Respiratory Diseases discusses how to strengthen vaccine confidence among parents and ensure safe well visits for children.The Leadership Team’s Guide for Reopening ProgramsThe Department of Education-funded National Center for Pyramid Model Innovations recently published a document designed to guide education program leadership teams in supporting children, families, and staff as they return to their programs. The Leadership Team’s Guide for Re-Opening Programs includes Pyramid Model practices and encourages people to think about those strategies from a trauma-informed perspective. While the leadership team may not know who among children, families, and staff has had or is experiencing trauma, a trauma-informed approach guides programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.Considerations While Communicating With a Face MaskThe CDC emphasizes the importance of wearing masks to reduce the spread of COVID-19 and recommends that people wear masks in most public settings. However, face masks can be difficult for individuals who are deaf or hard of hearing because masks prevent a person from being able to read lips. The American Speech-Language and Hearing Association offers tips to prevent masks from hindering communication. The National Deaf Center on Postsecondary Outcomes (NDC) identifies important communication concerns on college campuses regarding face masks and proposes strategies. One suggestion from the CDC is wearing a clear face mask. NDC addresses frequently asked questions around clear face masks and offers tips to ensure effective communication with those who are deaf or hard of hearing.Supporting Adolescents in a PandemicWhether learning is taking place in the home or classroom, parents, families, and schools all need to work together to provide academic and social emotional support for teenagers during the pandemic. The Harvard Graduate School of Education outlines six ways families and school can support adolescent development. In a webinar for the Society for Research on Adolescence, developmental psychologist Nancy Hill observed that schools have always supported teens by providing a space to think independently. In the middle of a pandemic, this space may be lost for some. Six developmental areas such as being part of a solution, are identified with a summary of suggestions to how parents and schools can work together to help nurture development.Save the Date: Virtual Parent CampsThe ParentCamp experience is defined as the hybrid “unconference” for parents by parents to come together and discuss what is best for kids. Bring your family, school, and community together to discuss different topics selected by parents on Wednesday, Oct. 7 and 21 at 8 p.m. ET/5 p.m. PT for the virtual ParentCamp experience. Free registration, future dates, and resources are available on the ParentCamp webpage.Fighting the Big Virus Children’s BookThe U.S. Department of Health and Human Services-funded National Child Traumatic Stress Network, developed a children’s book, Trinka and Sam Fighting the Big Virus: Trinka, Sam, and Littletown Work Together to help young children and families talk about their experiences and feelings about COVID-19 and the need to shelter in place. The story, which is available in multiple languages, opens doors to conversations about COVID-19, including ways that families and communities are working together to keep safe from the virus, family and community strengths, common challenges and reactions in children and adults, ways that families support children and each other, and communities’ gratitude for frontline workers. A caregiver guide is available in the back of the book that provides ways parents can use the story with their children. A companion story, Fighting the Big Virus: Trinka’s and Sam’s Questions, about how to answer children’s questions about the virus is also available.The Office of Communications and Outreach works with national, state and local education agencies, programs?and organizations?to empower parents and families with information and resources?to help them be full partners in their child's?programmatic, education and academic progress. For more information, please contact?Dawn Ellis?at?dawn.ellis@?or call 202-453-7404.Contributors: Dawn Ellis, Nicole Carinci, Michael Chamberlain????????????????? .Advisers: Karen Stratman, Kimberly Watkins-Foote, Michael Chamberlain?????“Family, School and Community Engagement” can be found online at??? ?Note: This document contains information about and from public and private entities and organizations for the reader’s information. Inclusion does not constitute an endorsement by the U.S. Department of Education of any entity or organization or the products or services offered or views expressed. This publication also contains hyperlinks and URLs created and maintained by outside organizations. They are provided for the reader’s convenience; however, the Department is not responsible for the accuracy of this information. ................
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