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This annual report highlights information on school performance and improvement in Hawaii's public schools. The report profiles academic events, trends, and outcomes. Featured are tables and figures related to demographic, financial, and educational performance. Also, comparisons to other states with relevant characteristics similar to Hawaii are provided to illustrate our state's relative progress or status on specific indicators. The Data Book includes an At-A-Glance section for busy readers and appendices that feature an extensive glossary, references and instructions for online access to data tables.

Mental health and well-being significantly impact students' academic performance, social interactions, and school engagement. Partnering with communities can enhance the effectiveness and reach of mental health initiatives and supports within educational settings. By collaborating with community organizations and agencies, schools can augment resources and increase their capacity to effectively implement multi-tiered and comprehensive approaches. This action guide presents ways in which school-community partnerships can help implement key elements of mental health supports and services and offers action steps for schools, local educational agencies (LEAs) and state educational agencies (SEAs) to foster effective collaboration between schools and communities. Its aim is to inform and support school, community, LEA, and SEA leaders as they consider, develop, or implement partnerships as a strategy for providing equitable, high-quality mental health supports and services, focusing specifically on partnerships critical for implementing trauma-informed approaches and social and emotional learning (SEL) as well as supports for staff well-being.

This action guide was designed for school administrators in kindergarten through 12th grade schools (K-12), including principals and leaders of school-based student support teams, to identify evidence-based strategies, approaches, and practices that can positively influence students' mental health. This action guide describes six in-school strategies that broadly promote and support mental health and well-being. The strategies in this guide are not intended to replace the individual behavioral and mental health treatment services that are critical to the children and young people who need them. For each strategy in this action guide, approaches or specific ways to use the strategy are provided, and a summary of evidence-based policies, programs, and practices that illustrate each approach is included. Tips to support successful and equitable implementation of strategies are described, with considerations for how to ensure all students are benefitting from mental health promotion and well-being efforts.

This poll was conducted between April 26-May 6, 2023 among a sample of 961 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.46 percentage points. Among the key findings are: (1) Private school and charter school teachers say they are thriving to a much higher degree than public school teachers; (2) About 1 in 4 teachers believe students are performing very well academically, emotionally, and socially; (3) Nearly 3 out of 4 teachers want more investment in mental health programs for teens to reduce the possibility of school shootings; and (4) Six out of ten teachers feel the need to make some changes to their teaching approach based on pandemic impacts. This report highlights findings pertaining to: (1) Well-Being and Happiness; (2) Views on K-12 Education; (3) Teaching Profession and Experiences; (4) Teaching Opportunities and Schooling; (5) School Choice Policies; and (6) Survey Profile and Demographics.

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. A list of references and resources is provided. [For "Hawaii Department of Education Data Book, 2021. 32nd Annual Report," see ED625498.]

Nearly 1 in 5 U.S. students attend rural schools. After a two-year pandemic, issues related to funding, teacher recruitment and retention, and serving disadvantaged students have become more severe in rural school districts. In the five-part report series, "Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop," the National School Boards Association's (NSBA) Center for Public Education (CEP) examines the growing diversity of rural students, and the urgent need to fix the digital divide and support rural student well-being. The series explores five topics about unequal learning opportunities and the achievement gap that affect these students. This report presents data about how the COVID-19 pandemic changed rural student behaviors and aggravated mental health issues in rural schools. Challenges and considerations are examined in the areas of preventing suicide in rural schools, preventing school violence in rural areas, and partnering with parents and communities to foster a safe and healthy school culture. [For "Educational Equity for Rural Students: Out of the Pandemic, but Still Out of the Loop. A Five-Part Series. Part 3: Thinking Broadly and Deeply about Rural Student Achievement and Teacher Pipelines," see ED628333.]

This poll was conducted between January 6-9, 2023 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Among those parents reporting a child switching school types, district schools and home schooling appear to show net-positive switching; (2) A safe environment at school is a top three reason for enrollment among parents, regardless of school type. Private school parents have significantly increased their preference for safety and academic quality since December; and (3) Private school parents are much more likely than district school parents to believe that their child's teachers have very good or better communications with them. However, both groups tend to believe their child's teachers have at least good communication with them. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics.

This guide is designed to provide important resources and recommendations to support teacher implementation of digital learning. Digital learning is defined as "any instructional practice that effectively uses technology to strengthen a student's learning experience and encompasses a wide spectrum of tools and practices." This guide will help teachers understand how to use educational technology (EdTech) to support four key goals: (1) Access, Digital Citizenship & Safety, and Privacy & Security; (2) Personalize Learning for Students; (3) Collaborate with Parents and Families to Support Students; and (4) Teacher Professional Learning and Well-Being. Each section provides tips, resources, and questions to help teachers make the best use of EdTech to support students and learn new skills to add to the timeless educator attributes of creativity, caring for students, and ensuring love of learning. This "Teacher Digital Learning Guide" is part of a series of guides including the "Parent and Family Digital Learning Guide" (see ED609021) and "School Leader Digital Learning Guide" (see ED628124) intended to support teachers, parents, families, and leaders in leveraging the capabilities of digital tools and resources for teaching and learning. [This work was developed with contributions from Digital Promise.]

This report draws on data the Center on Reinventing Public Education (CRPE) has collected and synthesized over the course of the pandemic. It outlines the contours of the crisis American students faced during the COVID-19 pandemic and begins to chart a path to recovery and reinvention for all students--which includes the essential work of building a new and better approach to public education that ensures an educational crisis of this magnitude cannot happen again. This is the first in a series of annual reports CRPE will produce on pandemic recovery and renewal. [For the executive summary to this report, see ED623505.]

The overarching goal of schools is to create a safe, supportive environment where students can thrive and learn. This begins with a dedication to students' social and emotional well-being, and effective policies and programs that create a culture of trust. Such a culture provides an optimal learning environment, and is also a proactive step towards avoiding conflict, violence, and legal liability. But to do school safety right is a herculean task that touches virtually every aspect of school policy and operations, and extends well beyond into the community at large, including every level of government, public safety agencies, community services programs, private agencies, places of faith, social research arms, families, and students themselves. No one resource can address every issue or question about keeping children safe. This updated guide provides a renewed look, through a legal lens, at key areas of concern that have emerged as looming issues that need attention as schools work to improve school safety. These include student mental health, crisis management, working with law enforcement, and legal liability. There are many issues that are not addressed here that will affect the decisions that school board members have to make to keep students safe. For example, this guide does not discuss building security, a key component of a school safety plan. The guide is intended as a primer for school boards and school leaders to begin their exploration into this important subject. The guide is designed to give school board members, as policy-makers for the district, an overview of: (1) schools' legal obligations and liability concerns; (2) best practices; and (3) available resources. [For the addendum, "COVID-19: Preparing for Widespread Illness in Your School Community. A Legal Guide for School Leaders. A Companion Guide to Fostering Safer Schools," see ED626161.]

This "Equity Tool" is meant to help teachers to critically think about their own beliefs, thoughts, feelings, language, and ideas regarding Latinx students with Learning Dis/abilities (LDs), and their students' social and emotional well-being and sense of self.

The COVID Social Mobility & Opportunities (COSMO) study is a new national cohort study generating high-quality evidence about how the COVID-19 pandemic has affected socio-economic inequalities in life chances, both in terms of short- and long-term effects on education, wellbeing, and career outcomes. A representative sample of young people in England who were in Year 11 in the 2020-2021 academic year were invited to take part in the survey, with the aim of following them as they progress through the final stages of education and into the labour market. As part of the Wave 1 findings of the COSMO study, researchers examined the education and career plans of the COSMO cohort when they were in Year 12 (aged 16-17). This briefing presents the analysis of new data from COSMO Wave 2, which raises concerns that some of the instabilities in young people's educational trajectories brought about by the pandemic have become embedded. Those who changed their plans due to the pandemic are also more likely to report that their main education/employment activity had changed between Years 12 and 13. Findings from COSMO suggest that there is a marked difference in access to career-related information, advice and guidance (IAG) between those studying at further education (FE) colleges and other state schools and sixth form colleges. Only around one in twenty young people are currently engaged in an apprenticeship scheme. The vast majority of young people say that they plan on studying at university. The percentage of the cohort reporting that their main activity is studying at school/college dropped by five points compared to the same time last year. Those with parents in routine/manual occupations are twice as likely to have left education after Year 12 as those from professional/managerial households.

The COVID Social Mobility & Opportunities (COSMO) study is a new national cohort study generating high-quality evidence about how the COVID-19 pandemic has affected socio-economic inequalities in life chances, both in terms of short- and long-term effects on education, wellbeing, and career outcomes. A representative sample of young people in England who were in Year 11 in the 2020-2021 academic year were invited to take part in the survey, with the aim of following them as they progress through the final stages of education and into the labour market. Even though many areas of life have largely returned to normal following the pandemic, the long-term trend of worsening mental health and wellbeing of young people is an ongoing issue. This research briefing examines this using data from wave 2 of the COSMO study, collected when participants were aged between 17 and 18. Symptoms of psychological distress--as measured by the General Health Questionnaire (GHQ-12)--are considered, as well as other aspects of wellbeing like bullying and harassment. Use of mental health support services and satisfaction with school support are also analysed. Additionally, indicators of physical health are presented, including self-reported general health, long-term illness, and incidence of long COVID. The mental health section of this briefing highlights the experiences of young people who report a gender identity other than male or female ("non-binary+"), given previous evidence of increased psychological distress for this group. This briefing also presents differences by sexual orientation (newly available in COSMO wave 2), given previous evidence suggesting mental health problems are more likely for LGBQ+ individuals. The scale of the COSMO study, combined with the increasing reported prevalence of non-binary identities and LGBQ+ sexualities, provides sufficient sample sizes to look at these groups whose experiences are often not possible to report in smaller studies.

As institutions seek to improve their structures, processes, and policies, a holistic lens--one that takes into account students' intersecting identities and differences in lived experiences--is required. "(Mis)Understanding Students," updated in 2022, is a resource from the Advising Success Network and NASPA - Student Affairs Administrators in Higher Education that offers resources and questions to consider for institutional leaders looking to reflect on their unique student population. Synthesizing learnings from interviews with practitioners in the field of higher education and the student affairs profession and an examination of existing scholarship, the guide offers a national, field-level context for this moment in time. Institutional leaders can draw upon the guide's key principles for learning about students with a more holistic and intersectional lens, as well as common misunderstandings about student identities. Considerations presented in this resource can help inform approaches to identifying institutional systems and practices that cause harm to students and campus communities. While the guide has relevance for understanding students broadly, it primarily focuses on a limited number of student identities, namely those related to: race and ethnicity, socioeconomic status, social class, first-generation status, gender identity, sexual orientation, disability, religion, immigration status, veteran status, and involvement with the carceral system.

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. A list of resources is provided. [For " Hawaii Department of Education Data Book, 2020. 31st Annual Report," see ED625497.]

This document is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education, which also includes guides for caregivers, teachers and schools, a workbook containing tools to support the activities, and a template for a directory of associations and organizations to be adapted for different systems. An initial set of helpful materials, information and links from proof-of-concept pilots in Armenia and Uzbekistan have been included, with templates to add more local resources within each system. It is designed to be a useful first place for caregivers, teachers and school staff to search for solutions to challenges they have identified while using guides. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

Teachers play an important role in making sure that all children feel safe, supported and included at school. Marginalized caregivers of children with disabilities face various challenges in navigating newly-emerging inclusive education settings. Teachers can learn about the specific needs of children from their caregivers and help caregivers to identify the best ways and materials to support their child's learning. This guide for teachers aims supports them to engage with caregivers in: (1) identifying their children's individualized learning needs; (2) identifying the challenges in meeting these needs; and (3) identifying solutions in to address these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Directory of Resources to Support Caregivers of Children with Disability," see ED624411. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

Parents or caregivers of children with disabilities play a crucial role in supporting their child's learning. This includes navigating the education system and supporting their child's participation in an inclusive school. They may face various challenges, which have been amplified even more due to the remote learning and other COVID-19 restrictions. This guide for caregivers aims to: (1) help them understand their rights and national inclusive education laws; (2) identify challenges and barriers they are facing in supporting their child's learning needs; and (3) find solutions that can help them to overcome these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "School Guide to Supporting Marginalized Families of Children with Disabilities," see ED624391. For "Directory of Resources to Support Caregivers of Children with Disability," see ED624411. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

Inclusion is most effective when schools create a culture that celebrates diversity and builds on the strengths of each student. Family engagement may look different from school to school, and it is important for schools to support families in a variety of ways, not just relying on one method. This guide aims to help schools to: (1) identify specific needs faced by marginalized families of children with disabilities; (2) identify challenges they face to meeting these needs; and (3) identify solutions in the form of resources that address these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For "Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities," see ED624392. For "Caregivers' Guide to Inclusive Education," see ED624390. For "Directory of Resources to Support Caregivers of Children with Disability," see ED624411. For "Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation," see ED624412. For "Workbook: Tools to Support Caregivers of Children with Disabilities," see ED624414.]

Education leaders have varying power to change inequitable structures and systems, but all need safety, support, skills, strategies, and practices to sustain change efforts--especially when doing this work in a stressful or oppressive context. Often overlooked, the health and wellbeing of staff (all types) is as important as the health and wellbeing of students and families. To help education leaders in equity work, this toolkit offers evidence-based information on the brain and behavior in the context of leadership and educational equity work, then offers brain-body and somatic strategies, with specific examples, to guide leaders in recognizing and responding to physical, social, and emotional needs in the education agency context.

Teachers have one of the greatest responsibilities in the world: supporting children to grow into caring, competent citizens equipped with the skills to lead productive and fulfilling lives. In the best of times, teaching can be challenging and stressful. Starting in 2020--amidst COVID-19 and with a spotlight on inequities in the United States--school leaders, teachers, school staff, and families have attempted to balance physical safety, emotional well-being, and worthwhile learning. This toolkit is designed for teachers, their students, and the classroom. It offers strategies to manage mental wellness in the context of school and personally, and it gives methods to assist students and families with learning and well-being. Each section includes tools that teachers can directly apply to their own experiences. Studies show that when teachers prioritize their own well-being, their health improves, they are better able to create positive conditions for student learning, and their students' well-being improves. That's why this toolkit centers teacher well-being from its very first chapter. We invite you to treat this document like you would any toolkit: pick one tool at a time, think about it, try it out a few times, and if the tool yields some kind of benefit, continue to use it. Then gradually consider trying another tool, and so on. Self-care is not a race. Keep adding tools to your toolbox at a comfortable pace, and do what works for you. [This guide was developed by the Collaborative Action for Family Engagement (CAFE) center at MAEC.]

To be more responsive to students' needs, many local education agencies (LEAs) are creating extended and summer learning opportunities to facilitate learning acceleration. Many LEAs elected to leverage federal funds to create opportunities that increase the time students spend engaged in safe, inclusive, and supportive learning environments, particularly for students most impacted by disruptions in learning due to the pandemic. LEAs may be tempted to revisit the entirety of the previous year's content for fear that it was not mastered by students. However, approaches that result in wholesale remediation or pull-out interventions can isolate students and impede their access to engaging in grade-level content. This could lead to the most vulnerable students falling further behind their peers who have consistent, uninterrupted opportunities to proceed with grade-level work (Darling-Hammond et al., 2020; Council of the Great City Schools, 2020). The "Learning Acceleration Guide" summarizes the developing base of literature on learning acceleration approaches and shares promising practices from New Jersey schools. It has been crafted for LEA administrators with the goal of helping teachers, support staff, families, and students emerge from these unprecedented times and start the new school year stronger than ever. LEA leaders are encouraged to consider these strategies as they plan for the 2021-2022 school year. It has been developed using principles derived from the Council of the Great City Schools resource entitled "Addressing Unfinished Learning after COVID-19 School Closures." The resource has been adapted for New Jersey schools and intended to complement resources being released by the New Jersey Department of Education (NJDOE) and various other organizations, including Student Achievement Partners (SAP), the Council of Chief State School Officers, and the United States Department of Education that also address the challenges of prioritizing instruction, accelerating learning, and meeting the social-emotional and mental health needs of students. The common messages found across these materials illustrate a consensus in the field around the importance of safeguarding educational equity and access in the wake of the COVID-19 crisis. [For the guide, "Addressing Unfinished Learning after COVID-19 School Closures," see ED615351. The guide was originally released in June 2021.]

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. A list of resources is provided. [For "Hawaii Department of Education Data Book, 2019. 30th Annual Report," see ED625495.]

President Biden is committed to seeking and providing the necessary resources to support the safe operation of institutions of higher education (IHEs) and addressing the ongoing impacts resulting from the COVID-19 pandemic on higher education students, adult education students, faculty, and staff. In Volume 3 of this Handbook, a series to support the safe reopening and operation of K-12 schools and IHEs, the Department of Education addresses several priority areas of interest to the higher education community with an eye towards both a response and a recovery that leaves the Nation's students and IHEs stronger than before the COVID-19 pandemic began. These priorities include: (1) Practices to aid IHEs in implementing the Centers for Disease Control and Prevention (CDC) "Guidance for Institutions of Higher Education (IHEs)" and resources by identifying common prevention strategies and providing examples of actions IHEs can take with Higher Education Emergency Relief Fund (HEERF) grant funding; (2) Institutional responses to ongoing challenges and potentially lasting impacts on underserved populations, including the transition to online learning and the provision of basic needs; (3) Ways in which IHEs have already been and can continue to be sources of support to their communities' ongoing response and recovery from the pandemic; and (4) A catalog of the resources and administrative flexibilities offered to IHEs as they address rapidly changing conditions and needs on the ground, including resources that support both students and IHEs under the American Rescue Plan (ARP). This document is intended to provide clarity to the public regarding existing requirements under the law or agency policies. [For "ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01," see ED614453. For "ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs. OPEPD-IO-21-02," see ED614454.]

Coronavirus Disease 2019 (COVID-19) has exacerbated existing inequities and inadequacies across a range of social structures, including our nation's education system. The pandemic has also had a more damaging impact on communities and people of color, including many who already faced health challenges. Congress has provided significant federal funding, including most recently through the historic American Rescue Plan Act of 2021 (ARP), to support the safe reopening of schools. Volume 2 of the handbook focuses on research-based strategies to address the social, emotional, mental-health, and academic impacts of the pandemic on students, educators, and staff, such as how to address any potential anxiety or depression some may face as a result of the COVID-19 pandemic and nearly a year of remote learning. Strategies in this volume can be supported by funding under the ARP. Each section provides strategies and considerations for meeting the needs of underserved students. The sections include: (1) providing school meals regardless of educational setting; (2) meeting the social, emotional, and mental-health needs of students; (3) providing all students with access to a safe and inclusive learning environment; (4) accelerating learning through in-classroom instructional approaches, tutoring, and expanded learning time; (5) supporting equitable access and effective use of technology for teaching and learning; (6) using data about students' opportunities to learn to help target resources and support; (7) addressing resource inequities; (8) stabilizing a diverse and qualified educator workforce; and (9) supporting educator and staff well-being. [For "ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01," see ED614453.]

It is estimated that, on average, students will have suffered a 30 to 40 percent learning loss due to the disruption in face-to-face learning caused by COVID-19. This assessment is alarming for any student but is even more troubling when one considers the persistent performance trends for students of color, students with disabilities, and students who are English learners. A 40 percent learning loss for the most vulnerable students coupled with meager achievement in a normal school year will turn the achievement gap into a chasm. The National School Boards Association (NSBA) recognizes that based on factors including but not limited to disability, race, ethnicity, and socioeconomic status, students are deprived of equitable educational opportunities. Operating with an equity lens empowers school board members to intentionally allocate resources, instruction, and opportunities according to need, requiring that discriminatory practices, prejudices, and beliefs be identified and eradicated. School board members have the positioning and power to employ the key levers to create more equitable outcomes: (1) Ensuring equity in school funding; (2) Ensuring access to high-quality and high-level curriculum; (3) Ensuring access to effective teachers; (4) Ensuring safe and supportive school climates; and (5) Fostering meaningful community engagement. This guide will explore how school board members can set the tone and create policy to influence operations in each of these areas so that all students receive the resources they need to graduate prepared for success after high school. [This is a publication by NSBA's DIRE (Dismantling Institutional Racism in Education) Initiative and the Center for Safe Schools. For "Reimagining School Board Leadership: Actions for Equity. Supplemental Guide. Starting the Conversation," see ED626159.]

The health and well-being of children and youth in care is the shared responsibility of many community partners. In addition to family and community involvement, two significant means of support for children and youth in care are the education system and the child welfare system. The Ministry of Education (EDUC), through public and independent schools, and the Ministry of Children and Family Development (MCFD) are committed to working in collaboration with other ministries to provide consistent and continuous support for children and youth in care in achieving their learning outcomes. These guidelines, which apply to both public and independent schools, draw from existing legislation on the rights of children and youth in care, and on existing standards for educational planning and follow-up within both ministries. Specifically, these guidelines are provided to assist school staff, child welfare workers and caregivers in responding to significant transitions for children and youth in care, including changing living arrangements, coming into foster care, or moving to a different school. The guidelines also apply to children and youth in care who have not recently experienced transition, but perhaps experience periods of increased vulnerability and difficulty as they grow and mature. [For the 2017 guidelines, see ED610456.]

The purpose of this resource is to help Individualized Education Program (IEP) teams determine recovery services needed for students with disabilities due to the impact of COVID-19 and is supplemental to the Office of Superintendent of Public Instruction (OSPI) general education guidance. As a result of the pandemic, every student in Washington experienced unprecedented interruption to in-person learning. Many students did not make appropriate progress on pre-COVID IEP goals due to school facility closures, missed or delayed services, or barriers accessing remote instruction, despite efforts of school districts, educators, families, and students. School district special education director involvement is necessary for development and implementation of the district Academic and Student Well-being Plan. This guidance provides additional information specific to recovery services for students with IEPs. This guidance was adapted from a variety of sources, including previous OSPI guidance, and other state, federal, and technical assistance resources. References to the OSPI Special Education Q&A are noted in parentheses. The contents of this document address: (1) Priorities for Recovery Services; (2) Defining Recovery Services; (3) Determining Recovery Services; (4) Documenting Recovery Services; (5) Additional Resources to Support Recovery Services; and (6) Appendix: Progress Monitoring (is the Key!).

The "Early Childhood Workforce Index" provides a state-by-state look at policies and conditions affecting the early care and education workforce. This biennial report has tracked state progress since 2016. This third, 2020 edition of the Index continues to track state policies in essential areas like workforce qualifications, work environments, and compensation. The report provides updated policy recommendations and spotlights state responses to the COVID-19 pandemic. The 2020 index is divided into three sections: (1) Introduction & Policy Recommendations; (2) The Early Childhood Educator Workforce; and (3) State Policies to Improve Early Childhood Educator Jobs. [For "Early Childhood Workforce Index 2018," see ED585491.]

Educators and school administrators have met the COVID-19 pandemic with tremendous resilience. That resilience, however, has come with challenges, including burnout (exhaustion from high demands and insufficient bandwidth) and demoralization (dissatisfaction due to moral and ethical challenges). Educators must often address their own hardships, and administrators struggle to find guidance on alleviating burden and improving morale among staff. The authors interviewed new and experienced educators and administrators in rural and urban settings to gather examples of effective efforts to address such challenges. This resource provides administrators with strategy-based actions to support the well-being of educators.

This guide was designed to help state and local education agencies conduct needs assessments to better understand the strengths, challenges, and needs unique to schools serving American Indian students. It includes surveys developed collaboratively with communities that serve American Indian students to reflect the most relevant topics. Using results from these surveys, the guide provides examples of how to target and monitor improvement efforts that reduce gaps in outcomes between American Indian students and other students.

This slide deck is a toolkit to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve. These questions include: (1) What are the key concepts or indicators that make up the district's current/past approach to assessing school quality? Are there other concepts or indicators related to school performance that become newly or more important for districts to assess in a COVID-19 world? (2) How has the district measured school performance within these indicators? (3) Why does the district focus on these measures? What questions is the district trying to answer? (4) What kinds of decisions does this data inform? What are the stakes of these decisions for students, schools, communities, and districts? (5) What problems or complications may prevent the district from using these measures now? Are there other limitations of those measures of which the district is concerned or aware? (6) What are other ways the district could get at the questions that these measures are intended to help us answer? What information is the district currently collecting from schools? Is there additional information that schools are collecting that might help? Are there other information sources that would be useful that districts and schools do not currently have but potentially could? and (7) What steps must the district take to implement these other ways of assessing quality or use them well? Are there any statutory or regulatory constraints? How will the district engage stakeholders and build buy-in for the changes? [For the accompanying guide, "Addressing Data Gaps during a Pandemic: How Authorizers Can Continue to Hold Charter Schools to High Standards," see ED610382.]

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. A list of resources is provided. [For "Hawaii Department of Education Data Book, 2018. 29th Annual Report," see ED605817.]

Good practice notes offer practical advice and examples of good practice to guide operations in regard to specific, higher education issues. The good practice notes are intended to support and promote the quality assurance approaches of providers. This Good Practice Note is intended to support higher education providers to better understand, prevent, identify and respond to sexual assault and sexual harassment. The information in this Good Practice Note is intended to provide specific and practical guidance. It aims to assist providers in considering how they may prevent, identify and respond to sexual assault and sexual harassment. Each provider should respond appropriately in the context of their institution. It is important to note that the guidelines for good practice are not regulatory requirements for higher education providers but, rather, seek to illustrate best practice examples. When it comes to the safety and wellbeing of staff and students, all providers are undoubtedly committed to implementing a best practice approach. The Tertiary Education Quality and Standards Agency's (TEQSA's) assessment activities will only focus on compliance with the "Higher Education Standards Framework (Threshold Standards) 2015" (HES Framework) and other regulatory requirements, as applicable. This Good Practice Note should be read in conjunction with (TEQSA's) "Guidance Note: Wellbeing and Safety" and "Guidance Note: Grievance and Complaint Handling." The good practice in this note was drawn from providers, academic literature and expert advice. This Good Practice Note contains Good Ideas and Good Practice Examples. The Good Ideas are simple and discrete ideas and marked with a [light bulb], whilst the Good Practice Examples include substantial evidence or illustrations of good practice at a certain provider. [For "Guidance Note: Wellbeing and Safety," see ED606445. For "Guidance Note: Grievance and Complaint Handling," see ED606446. For "Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1," see ED606470.]

COVID-19 presents novel and unprecedented challenges to our society. The pandemic is placing our economic system, our system of government and every sector and area of human life under great stress, and forcing us to raise to the challenge in new ways. Education is no exception. Educating students, ensuring they make progress, and safeguarding their health, welfare and nutrition has been made vastly more difficult by the presence of the virus. In Vermont, COVID-19 forced the rapid dismissal of schools in March 2020, followed by a period of maintenance of learning, while the education system worked to stand up a Continuity of Learning structure. The education community has worked incredibly hard and risen to the challenge in truly inspiring ways. The lessons learned from these experiences indicate the need to resume in-person instruction of students as soon as safely possible, while continuing to strengthen the Continuity of Learning systems and the ability to be nimble and move quickly to respond to future outbreaks of the virus. The following guidance is drafted with this in mind. It is one of several sets of guidance that will released in the coming weeks, intended to help School Districts and Supervisory Unions (SU/SDs) and independent schools prepare to reopen school in the Fall of 2020. This document is focused on safeguarding student and staff health while operating in-person instruction. [This guide was produced with the Vermont Department of Health.]

Across the country, school buildings remain closed due to the COVID-19 Pandemic. These school closures are a stark reminder of the important role that schools can play in the lives of children and young adults. For many students, schools are a place of stability, where they can learn, grow, and nurture relationships. They are even a source of daily meals for many students. However, students of color, students from low-income backgrounds, English learners, students with disabilities, and other vulnerable groups such as homeless students and students in foster care, were less likely to have rigorous, engaging, and positive educational experiences before the pandemic. There is a real risk that school closures will deepen these existing inequities in the education system. Many states are leaving decisions about how to continue instruction during school closures up to districts. Digital Promise and The Education Trust partnered to compile ten questions to guide equity advocates and district leaders as they engage in conversations about ensuring that the most vulnerable students have equitable access to distance learning, both now and for however long school buildings are shuttered. Depending on public health guidance, distance learning may be needed for the summer and parts of the next school year. This guide shares ideas that advocates and district leaders can consider when planning for how to continue teaching and supporting students, based on what other states and districts have begun to do. A key role for advocates and district leaders is to monitor how the challenges posed by school closures are being addressed and to urge transparency about the impact of these efforts on all students in their communities.

The Early Learning Framework is a document written primarily for educators and others involved in and supporting early learning, with a focus on children from birth to age eight (approximately grade 3). The Framework recognizes that families have the most important role in the development of their children's well-being and learning. Nurturing a sense of well-being and belonging is based on children's relationship with their families, communities, and their cultures, environments and the world. Families are the first teachers of their children. Through families, children may hear stories, poems, rhythms, chants, and songs that connect to their cultures and traditions. Throughout the Early Learning Framework, educators are encouraged to collaborate, communicate and wonder about children's learning with families. Families may choose to begin a dialogue with their child's educator to learn more about the Early Learning Framework, and how it supports their child's early learning. This document discusses the importance of families; the Early Learning Framework; the vision of the Framework; the two key sets of principles of learning in the Framework; the four living inquiries in the Framework; and the role of families. [For the revised "British Columbia Early Learning Framework" (2019), see ED605504.]

AASA, The School Superintendents Association, is committed to supporting superintendents and other school district leaders throughout the country during this challenging and unprecedented time. The following report presents a synthesis of the Guidelines for Reopening Schools recommended by superintendents throughout the United States as part of an ongoing AASA task force.

In today's contentious and divided political environment, what should colleges and universities do to meet the roles and responsibilities of higher education to foster the campus community we want? This guide presents three options for deliberation about difficult problems regarding free speech and inclusion--for which there are no perfect solutions. Each option offers advantages as well as drawbacks, and each reflects different ways of understanding what is at stake, forcing us to think about what matters most to us. These options include: (1) Prioritize student safety and well-being; (2) Affirm the educational value of intellectual curiosity and engaging with ideas across difference; and (3) Uphold the ideals of free speech. The research involved in developing this guide included interviews and conversations with campus stakeholders who have multiple perspectives; the initial drafts were reviewed by individuals with direct experience in student affairs and higher education.

For more than 20 years, Advocates for Children of New Jersey has published the Newark Kids Count Data Book, a one-stop source for child well-being data on the state's largest city. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, food insecurity, child health, child protection, child care, education and teens. This year's data book features a special section on the importance of the upcoming 2020 Census for Newark. [For "Newark Kids Count 2019: A City Profile of Child Well-Being," see ED616480.]

A new report written by Pullias Center researchers tackles the institutionalization of policing in higher education campus safety and management. By providing administrators with important perspectives, key takeaways, reflective questions, and specific recommendations, "Campus Policing: A Guide for Higher Education Leaders" acts as a guide for higher education leaders looking to proactively respond to issues of policing and racism on university campuses.

Urban school districts will face a number of new and unprecedented challenges in the 2020-2021 school year. In addition to safely reopening schools, planning for the likelihood of future rolling school closures, redesigning instructional delivery models, and effectively addressing unfinished learning and learning losses among students, schools will need to address the significant social and emotional toll that the crisis has taken on children and adults alike. Districts will need to create learning environments that make students and their teachers feel safe and socially and emotionally supported as they return to school. To meet these needs, significant restructuring and reallocation of resources will be necessary, as social-emotional learning and mental health have traditionally been blindspots for many school systems. In general, addressing the mental health needs of students is not universally understood or embraced as the central work of schools or districts. Efforts in this area have been relegated to siloed mental health, social-emotional learning (SEL), and student services departments, working without sufficient resources, coordination, or access. But as anyone who works with students can attest, attending to the mental health and social-emotional wellbeing of students is not an external consideration--it is a necessary condition for learning. In the context of COVID-19, it is going to become an even more pressing consideration in how schools educate and support students, as districts will need to prioritize the emotional wellbeing of students as they re-engage them in academic content. This guide presents a set of overarching principles and strategies to address the social-emotional and mental health needs of both students and adults. It then highlights some of the key efforts being undertaken and resources being offered in a set of districts that we have identified as leaders in the field: Broward County Public Schools (FL), the Cleveland Metropolitan School District (OH), the Los Angeles Unified School District (CA), and Tulsa Public Schools (OK). The end of the guide provides a list of academic and district experts in the field of social-emotional learning and behavior and mental health.

This staff working document is intended to accompany and support the Commission proposal for a Council Recommendation Pathways to School Success, which will repeal and replace the 2011 Council Recommendation on policies to reduce early school leaving. The staff working document sets out in more detail and depth the concepts put forward in the Commission proposal by providing research evidence, findings from consultation activities, good practice examples and other information as a basis for both the text of the proposed Recommendation and its accompanying actions. This document is also intended as a practical guide/handbook to help policy makers and stakeholders to fully understand issues surrounding school success and to support positive change across systems and across Europe.

This report is a compendium of indicators about the Nation's young people. This report, the 23rd produced by the Federal Interagency Forum on Child and Family Statistics (Forum), presents 41 key indicators on important aspects of children's lives. These indicators are drawn from the most reliable Federal statistics, are easily understood by broad audiences, are objectively based on substantial research, are balanced so that no single area of children's lives dominates the report, are measured often to show trends over time, and are representative of large segments of the population rather than one particular group. The report continues to present key indicators in seven domains: (1) family and social environment; (2) economic circumstances; (3) health care; (4) physical environment and safety; (5) behavior; (6) education; and (7) health. To ensure that the information stays relevant, the Forum periodically revises indicators, data sources, and features to maintain the relevance of the report. Accordingly, updates have been made to improve the quality and breadth of this year's report, including changes to the "Child Care" indicator. [For "America's Children in Brief: Key National Indicators of Well-Being, 2018," see ED590203.]

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally good as well as where there are problems. The six recommendations offered in this report focus on three areas: (1) proactive strategies that can be deployed at classroom level to reduce the chance of misbehaviour occurring; (2) reactive strategies for supporting pupils to improve their behaviour when they have misbehaved or have a chronic issue with their behaviour in school; and (3) implementation. Implementing approaches to behaviour strategically and consistently is likely to be more important than the choice of approach itself, and the impact of any good strategy can be enhanced by getting this right. [For the related evidence review, see ED612210.]

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. Also, comparisons to other states with characteristics similar to Hawaii are provided to illustrate relative progress or status on specific indicators. [For "Hawaii Department of Education Data Book, 2017. 28th Annual Report. (Formerly "The Superintendent's Annual Report")," see ED591549.]

The experiences of children's play have a profound impact on all areas of their growth and development. Memories of play can be vivid and detailed. These memories often have a treasured place in our hearts and minds. Educators and parents have a special opportunity to ask themselves, "What kind of memories of play do I hope for the children in my program/school/family to have?" "Play Today" is meant to serve as a guide for offering high quality, play-based learning experiences in the early years, primary grades, and even into the middle years of childhood. It is a foundational document that supports educators, parents, and families in British Columbia (B.C.) and provides examples of how a diverse range of play experiences can be supported and integrated into programs for young children. It illustrates how a continuum of play-based learning experiences may be used in early learning environments. The authors have developed and adapted examples of play experiences that illustrate this continuum. This handbook recommends a play-based approach in the early years, with examples of how play experiences may be used to guide and shape children's learning. It provides information and support for the integration of learning through play into various program settings and it is a guide written to support educators and others involved in guiding, supporting, or monitoring children's play. This handbook is a supporting document to the British Columbia Early Learning Framework. [For the 2019 "British Columbia Early Learning Framework," see ED605504.]

Assessing students at kindergarten entry allows teachers to effectively plan instruction that meets individual student needs, and those of the class as a whole. Maryland uses Ready for Kindergarten (R4K): Maryland's Comprehensive Early Childhood Assessment System, a single coordinated system for measuring the knowledge, skills, and behaviors and identifying the needs of young children. R4K has two components: (1) Early Learning Assessment (ELA); and (2) Kindergarten Readiness Assessment (KRA). Maryland is one of more than 40 states using assessment tools to measure children's readiness for success in kindergarten. The compiled statewide and jurisdictional data released annually by the Maryland State Department of Education (MSDE) indicate overall kindergarten readiness, as well as average scale scores in each domain and overall readiness for student populations by gender, race/ethnicity, and prior care setting, and for students receiving special services, including children with disabilities, English learners, and students from low-income families. Of the more than 64,000 children that entered Maryland's kindergarten classrooms in school year 2018-2019: 44% are from low-income households, 15% are English learners, and 9% have an identified disability. The KRA 2018-2019 data show: (1) 11 of Maryland's 24 jurisdictions exceeded the statewide average: Anne Arundel, Baltimore, Carroll, Frederick, Garrett, Howard, Kent, Montgomery, Queen Anne's, Somerset, and Worcester Counties; (2) 13 jurisdictions exhibit readiness levels below the statewide average (fewer than 47% demonstrate readiness); (3) More than 28,000 kindergarten children live in one of these jurisdictions, 44% of all kindergarteners; and (4) In six of these jurisdictions, the majority of kindergarteners (>50%) may be eligible for Free and Reduced Price Meals (FaRMs), suggesting a greater than average level of child poverty. [For "Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System. The 2018-2019 Kindergarten Readiness Assessment Technical Report," see ED594322. For "Readiness Matters: Equity Matters. 2017-2018 Kindergarten Readiness Assessment Report," see ED589988.]

When the Model Work Standards were first crafted more than two decades ago, they were built on the premise that quality child care jobs are the cornerstone of high-quality services for children and families. The intent of these standards is to make it possible for those who choose teaching young children as a career to reasonably and responsibly support themselves and their families without having to hold second jobs, be dependent on another wage earner, or rely on other income supports. It is also the intent that early educators feel pride in their career choice, rather than the need to defend it to others or question it themselves. In short, these standards are about rights, raises, and respect for the early care and education workforce. The following standards cover nine topic areas. Taken as a whole, they describe a high-quality work environment for early educators in center-based child care programs. The nine areas include: (1) Wages; (2) Benefits; (3) Employment Policies and Practices; (4) Payment for Professional Responsibilities; (5) Professional Development; (6) Staffing and Teaching Supports; (7) Communication and Team Building; (8) Decision Making and Problem Solving; and (9) Health, Safety, and Physical Setting. [This report is co-released by the Center for the Study of Child Care Employment and the American Federation of Teachers Educational Foundation.]

For more than 20 years, Advocates for Children of New Jersey has published the Newark Kids Count Data Book, a one-stop source for child well-being data on the state's largest city. Newark Kids Count includes the latest statistics, along with five-year trend data, in the following areas: demographics, family economic security, food insecurity, child health, child protection, child care, education and teens. This year's data book features a special section on young men of color in Newark. [Additional funding for this report was provided by My Brother's Keeper Newark. For "Newark Kids Count 2018: A City Profile of Child Well-Being," see ED616479.]