With state education 年龄ncies (SEAs) working hard to determine how to keep their students learning this fall, 金伯利汉布瑞克, Ph.D.他是hg体育官网大学的高级研究主任和美国大学的主任.S. 教育部第五区域综合中心, 和克里斯汀Nafziger, a hg体育官网 Associate Director and Director of ED’s Region 14 Comprehensive Center, have been agilely responding to the regions’ pressing and changing needs for support. The Regional Comprehensive Centers (CC) program provides high-quality targeted and intensive capacity-building services to address urgent and complex problems facing school students, 老师, 和管理员.
“We’re making key resources available to improve 在线 learning during this pandemic, and we continue to support the implementation and scaling up of evidence-based programs and interventions to help SEAs,博士说. 汉布瑞克. But both regional center directors are quick to add that SEAs are struggling with other concerns in addition to how to man年龄 and facilitate in-school, 在线, or hybrid learning during the pandemic while keeping staff and students safe.
“The SEAs in Region 14 are worried about a lack of funding to pay 老师, 修改教学材料, 为缺乏电脑的学生购买和分发电脑, and building the infrastructure needed so that low-income and rural students can access the internet,”女士说. Nafziger在阿肯色州、路易斯安那州和得克萨斯州支持SEAs. Dr. 汉布瑞克 hears similar concerns among the SEAs she supports in Kentucky, 田纳西州, 维吉尼亚州, 和西弗吉尼亚州，但补充说, “状态s are also concerned about how other issues impacting students—such as unsafe home environments, 缺乏父母的监督, 犯罪, 鸦片使用, and high unemployment—have added to the stress of students during the time out of school.”
帮助SEAs应对这些挑战, the Region 5 and Region 14 CCs are providing resources and broader connections to leading experts and research results. 在地区14, we have supported a mental health task force in Texas and are sharing lessons learned from that group to further support the rising mental health challenges facing education communities across the region.
另一个越来越令人担忧的问题是. 汉布瑞克, is the possible impact of COVID-19 on grandparents who are raising students: “West 维吉尼亚州 has a significant number of students in this situation because their parents are deceased, 被监禁, 或者可能被认为不合格. 如果这些老年护理人员生病或死于COVID会发生什么? 孩子们可能在没有家庭照顾的情况下返回学校.”
Other pandemic-related efforts for Region 5’s Center include working with outside experts to address Kentucky’s interest in mitigating the long-term impact of the economic shutdown. 在维吉尼亚州, the Center is supporting the state’s expansion of its Open 教育al Resource (OER) system and identifying high-quality literacy resources. 稳健的OER系统，Dr. 汉布瑞克, will enable the Commonwealth’s 老师 to access the highest quality resources no matter their location, which is even more important with many 老师 beginning the academic year 在线. The Center’s work for 田纳西州 includes planning and designing professional development activities to build educators’ understanding of culturally responsive teaching and learning.
Ms. Nafziger says one of Region 14’s states—Texas—is focused on a number of issues, including improving the design and implementation of dual langu年龄 programs and creating dynamic asynchronous remote-learning opportunities. “Texas also wants to enhance its programs designed to ensure access to, 和有效性的, educators through programs such as Grow Your Own and Principal Residencies,”她说. “We’re also working with the 德州教育机构 to build an infrastructure to support the annual training of 50,000 老师 in the science of reading and assist them in coaching other 老师 in this science.”
Louisiana is seeking to reimagine the student experience with a new student and staff well-being initiative, 女士说. Nafziger, adding that the Center is working with the Louisiana 教育部 to support local education 年龄ncies in administering mental health screening tools, 建立校本精神健康应变小组, 并为学生和教职员工的参与提供更强有力的支持.
阿肯色州已经与各区合作制定重新开放的计划, and the state is looking to expand broadband and internet access for all students. It is also conducting a major transformation of its 教育部 to include all levels of education—from pre-K to higher education—and all populations, 包括聋哑或失明的学生. “Our team will be facilitating a new strategic planning process for its new organization beginning in August to help Arkansas education leaders identify goals and design new performance man年龄ment routines together,”女士指出. Nafziger.
Dr. 汉布瑞克 points out that while some states have contingency plans in place having faced natural disasters, 如飓风, their plans are limited in responding to the scope of the problems now imposed by COVID. However, she sees this as an opportunity for SEAs to develop long-term contingency plans.
Both regional center directors agree that the pandemic is making the SEAs stronger and proactive in developing creative, 有抱负的计划在实体上和虚拟上重新开放学校.
“有很多创新的方式来领导学校, 老师, 和学生一起度过这次大流行,博士说. 汉布瑞克. “这是一个新现象，我们必须一起度过难关.”
There are so many innovative ways to lead schools, 老师, 和学生一起度过这次大流行. 我们必须一起度过难关，这是一个新现象.