Today’s Literacy Headlines

Public health officials say it’s inevitable that cases of COVID-19 will turn up in Colorado schools as the school year starts. But as they do, officials stress the use of cohorts as a key way to prevent uncontrolled outbreaks. Cohorts are groups of students and staff within a school building who interact mostly only with each other. The goal is to limit the number of people anyone is exposed to. As schools try to create smaller cohorts, they have to get creative with new schedules and alternating days. Here, we’ve answered some questions to help you understand the cohort model better.

A reading program for Philadelphia school kids is adjusting to the coronavirus pandemic in an effort to help the students avoid the summer slide. David Oplacio hones and sharpens his reading skills every week through the Philadelphia Reading Coaches. The Reading Coaches is a program where kids from kindergarten through third grade are paired up with teens and older volunteers in an effort to make sure they are proficient in reading. Philly Reading Coaches executive director Johniece Foster said they’ve since been able to restart via Zoom, and it will run to the start of the school year. The program not only provides kids with an opportunity to read with a coach a few times a week, it also gives them more than two dozen books to help build their libraries.

Read-alouds remain a powerful way to engage young readers and support their long-term reading growth. They also bestow benefits far beyond primary school: Secondary students show reading proficiency gains from regular read-alouds. The International Reading Association emphasizes, “Effective read-alouds increase children’s vocabulary, listening comprehension, story schema, background knowledge, word recognition skills, and cognitive development.” When students encounter a wide variety of texts, voices, and experiences through read-alouds, their social comprehension increases, too. As you consider three read-aloud benefits, brainstorm ideas for working with families and colleagues to ensure all students experience read-alouds this year.

The logistics of reopening schools are daunting. Plans are full of details about which days kids will be eligible for, and pages and pages on preventing students and staffs from getting sick. What kind of limits will be placed on class sizes? What kind of cleaning? Will there be symptom checks or temperature screens? Masks for everyone or just adults? These plans are important and necessary. But there is an issue that we aren’t talking enough about: What happens when there is a Covid-19 case in a school? The Centers for Disease Control and Prevention released its first guidelines on this topic last week, a long-overdue step toward getting schools to take this question seriously. The instinct, I think, is to say we are working to make sure that doesn’t happen, and of course that is the goal. But that goal is unrealistic. Even if schools are successful at ensuring there is no Covid-19 spread in schools at all, there will still be cases arising from the community.

Recently I participated in a National Writing Project webinar called Beyond the Storytime Livestream, where elementary educators and picture book makers gathered to discuss the impact of COVID-19 on the classroom and to brainstorm ways for picture book creators to connect meaningfully with elementary educators in this time of virtual learning. I wanted to see if it would be possible to pilot a small-scale project that would bring together picture book makers, educators, and library staff to support “staying the course.” Could we develop open-source writing and drawing prompts for elementary students that didn’t rely on access to the internet, or necessarily access to our books themselves? Staff at the East Flagstaff City-Coconino County Public Library in Arizona were willing to help us take up this challenge.

The coronavirus crisis offers an opportunity to reimagine elementary school education by moving it outdoors. Even before COVID-19, American children were sitting more and moving less, creating deficits in health and wellness, and affecting attention and self regulation, studies have shown. Learning outdoors gives us a chance to have children move more, improving their gross motor skills, strength, endurance, and coordination. Learning outdoors gives children a chance to learn through play, which is essential for appropriate child development. Learning outdoors offers sensory experiences to support improved self-regulation and opportunities to promote and expand executive functioning skills. In my experience as a school-based occupational therapist, I’ve seen how much more grounded, focused, and ready to learn children can be after intensive movement-based play. And because the coronavirus is less likely to spread outdoors, student movement and their social interactions can be far less restricted outside than in school buildings.

Thousands of after-school programs closed their doors months ago—and a majority now fear they may never reopen. Nearly 9 in 10 programs have long-term funding concerns because of school closures caused by COVID-19—and 6 in 10 are concerned that they may have to permanently shut their doors, a survey commissioned by the Afterschool Alliance, a Washington, D.C.-based advocacy organization, reveals. The survey, the first in a series from the Afterschool Alliance, aims to gauge the health of an industry that served an estimated 10 million children before the pandemic struck. Now, heading into the fall, providers are bracing to serve only a fraction of that number.

As the coronavirus pandemic spread through the country, a common (socially distanced) conversation among friends and families compared how many hours of remote learning kids were getting. Preliminary results from a new survey of school districts confirm what many parents learned through the Zoom grapevine. The number of hours your kids got varied wildly depending on where you happen to live. But the amount of time was not the only difference, according to a recent survey: the type of instruction students received also diverged dramatically. Low-income schools spent considerably more time reviewing old content. Wealthier schools were more likely to teach new material. Learning materials — paper versus screens — were another chasm. Nearly half of low-income districts distributed paper packets of worksheets to families while more than three-fourths of wealthier school districts distributed everything digitally. This digital divide had enormous consequences for what instruction meant. Low-poverty districts offered far more live virtual classes, live one-on-one sessions with teachers and prerecorded classes for students to watch at their convenience. High-poverty districts were far less likely to offer any of these three things.

Preschool participation has fallen by half during the pandemic, according to new data from the National Institute for Early Education Research. And even with early educators’ efforts to connect with students remotely, few families have remained consistently involved. This “massive reduction in preschool attendance,” the report shows, affected all families regardless of race or ethnicity, parents’ educational level or income. But the “devastating loss of learning time,” the authors write, was more severe for children whose parents have less education. Based on a survey of almost 1,000 families, researchers found that most programs attempted to provide some academic support, such as sending home learning materials and contacting parents and students directly. But more than half of the families reported participating in activities such as listening to a story, video chatting with classmates, or doing a science activity less than once a week.

The United States Census reported that the Hispanic population accounted for almost 20 percent of the U.S. population in 2020. According to an infographic released in 2019 by Sarah Park Dahlen, an associate professor of MLIS at St. Catherine University in St. Paul, MN, and illustrator David Huyck, only five percent of children’s books feature Latinx characters or subjects. And out of that small selection, many of these titles often examine the same subjects or historical figures over and over again. Thankfully, more picture book biographies are being published about groundbreaking Latinx luminaries every year. Here are some must-add choices for your collections.

Few schools in the United States will get through the 2020-21 academic year without some form of remote learning, for some portion of the student body, for some period of time. Education Week interviewed more than five dozen educators and experts, and examined numerous districts’ reopening plans as well as guidance from organizations that support remote and technology-enabled learning. In the fourth installment of How We Go Back to School, we offer tips, checklists, best practices, and expert advice on how to make teaching and learning at home engaging, productive, and equitable.

The Nashville, Tenn., schools made the decision this month to stick to full-time remote learning when the 2020-21 school year begins. In Bennington, Neb., the school district is planning to open schools for all students five days a week. And the New York City public school district is designing a hybrid model in which students would be in school a few days a week and learning remotely the other days. The choice many schools appear to be leaning toward is the hybrid model, at least for now, because they are concerned about the health of students and staff members if buildings reopen, and about the learning loss that can happen in fully remote environments. Here’s what experts and educators say an effective hybrid model should emphasize.

Vanessa Ince’s daughter, Alexis, has a rare chromosomal abnormality and autism. Alexis has thrived at her public school in Wailuku, Hawaii, and loves spending time with her classmates. Ince says when the COVID-19 pandemic closed her school in Wailuku, the effect on her daughter’s well-being was “devastating.” Ince and her husband have filed a lawsuit seeking to get Hawaii’s Department of Education to pay for the services Alexis needs in a facility where she can see other children. They are part of a growing number of parents around the country who are suing schools and state education departments over this issue. The Ince’s attorney, Keith Peck, has also filed a suit seeking class action status for all families in the state who argue their students’ Individualized Education Plans have been breached during the pandemic.

There’s an experiment Sonia Livingstone had always dreamed of doing. She’s a social psychologist at the London School of Economics who researches children and media. And her dream experiment was this: “Let’s turn off the outside world and see how it is if you’ve only got the technology.”nNow that we’re all living through this experiment, this was a great time to sit down with Livingstone and her coauthor Alicia Blum Ross and talk to them about their new book, Parenting for a Digital Future. It’s based on several years of research with a diverse group of families in the UK.

The COVID-19 pandemic caused a near-total shutdown of the U.S. school system, forcing more than 55 million students to transition to home-based remote learning practically overnight. In most cases, that meant logging in to online classes and accessing lessons and assignments through a home internet connection. Sadly, that was not an option for children in one out of three Black, Latino, and American Indian/Alaska Native households. Nationwide, across all racial and ethnic groups, 16.9 million children remain logged out from instruction because their families lack the home internet access necessary to support online learning, a phenomenon known as the “homework gap.” According to an analysis of data from the 2018 American Community Survey conducted for the Alliance for Excellent Education, National Urban League, UnidosUS, and the National Indian Education Association, millions of households with children under the age of 18 years lack two essential elements for online learning: (1) high-speed home internet service and (2) a computer.

This is the seventh in a series of invited responses to some of the big, unanswered questions facing America’s schools as they prepare to reopen in the fall. The Center on Reinventing Public Education, in partnership with The 74, fielded responses from a diverse roster of educators and policymakers in order to promote creative thinking and debate about how we can collectively meet student needs in an extraordinarily challenging school year, and beyond. Sonja Santelises, the CEO of Baltimore City Public Schools, says that acceleration and individualization — not remediation — are necessary. Bárbara Rivera Batista, director of Vimenti School, an initiative of the Boys and Girls Clubs of Puerto Rico and the first public charter school on the island, says that we need to help families support all students to make the most of learning at home.

When Emma Mancha-Sumners saw her school district’s proposed schedule for remote learning this fall, she knew it wouldn’t work for her or her kids. Mancha-Sumners looked into forming a “pod” of families that could at least provide some socialization for her children, who haven’t seen their friends since schools closed in March. She co-created a Facebook group for local families seeking to set up pods, and quickly discovered that many parents were looking for learning pods, which would be run by teachers or tutors and allow families to navigate distance learning. Many families estimated they would each pay $700 or more per month for teachers. In Austin, 53 percent of kids who attend the city’s public schools are economically disadvantaged. The Austin Facebook group that Mancha-Sumners co-created is full of parents for whom the cost of a learning pod is out of reach. Each day, distressed parents write posts saying they just don’t know what to do.

One of the best ways to learn about other cultures is through the arts, and that includes children’s books. Storytelling is a universal art that helps children develop language skills, concentration, imagination and empathy. With millions of children’s books out there, it’s hard to know where to start. In light of the recent resurgence of the Black Lives Matter movement, anti-racist children’s books and children’s books by Black authors became widely popular. A similar avenue to help kids understand American history and how it relates to people today is to read books by Indigenous authors. Here are a few books that explore the lives, imaginations and traditions of American Indians from many tribes.

Without decisive action to include the voices and leadership of educators of color in reopening schools this fall, educators of color will continue to leave the profession at disproportionate rates. And if state and district leaders believe White teachers alone can lead the work in schools to address systemic racism and racial inequities, they’re not listening to the countless White leaders who have already leaned on their Black colleagues over the past month of national reflection for support with leading in anti-racist ways or even with how to facilitate conversations about racism and privilege. “We already have the least equitable K-12 systems in the country, and very few leaders of color at the top of these systems. Our voices need to be at the table to fix these issues,” says Arthur, a teacher in Brooklyn, New York. Bottom line: We need more educators of color leading our classrooms and contributing to decisions about reopening schools this fall if our country is to ever make real progress toward education equity.

For parents trying to figure out how to talk to their children about racism, film can be a useful tool for generating empathy. But many family-friendly movies with diverse casts are told from a white perspective, for a white audience. That can rob people of color of their turns as the hero, nullifying their voices. And the stories are usually about racism, presenting the issue as a problem to be solved, wrapping up in a neat resolution. The following eight movies, suitable for children 7 and older, are written by, directed by and star people of color. They depict stories of struggle, perseverance and joy. Most don’t end tied up nicely in a bow, which is more realistic and great for opening up a dialogue — even just to say, “What do you think happens next?” The beauty of that contemplation is that it gets families thinking and talking about the future, viewed through the lens of the past.

What kinds of literacies are required of young children and their teachers on Zoom or similar digital meeting platforms? There’s good old traditional literacy at work here: listening, speaking and, of course, read-alouds. But we have been privy to a peripheral view of other literacies that have unfurled during this crisis. Even when synchronous conferencing is frustrating or didn’t go smoothly (teachers’ words), meaning making manifests in many surprising forms, weaving together social, digital, and even artifactual literacies.

Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (CAST) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student. “While UDL can benefit students with disabilities, it’s a way of thinking about how to make instruction accessible for all,” said Kavita Rao, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”

If students return to the buildings in the 2020–21 academic year, there will be no library waiting for them. The spaces are being turned into classrooms to provide the required social distancing between students. Guidelines recommend three to six feet between students. Jennifer Powers, librarian at St. John’s Episcopal School in Dallas, learned her library would become three classrooms with partitions between them. “It’s not just the library we’re losing, we’re losing our performance auditorium, our gyms, we’re losing all the specialist classrooms,” says Powers. Powers will be moving around the school with her cart full of books. She plans to place bins with lids in the hallway for returning books and let them sit quarantined for 72 hours, as per the most recent guidelines from the American Library Association, she says.

“Read, my child, read!” a schoolteacher urged a young John Lewis. The last of the “Big Six” figures of the civil rights movement and Democratic congressman representing Georgia for the past 33 years until his death yesterday, Lewis would often share that anecdote from the dais. The inspired directive fit within his larger message of social justice; Lewis brought both to the 2016 School Library Journal Summit in Washington D.C., where he delivered the keynote. He cited a special librarian, his late wife, Lillian Miles Lewis, who earned an MLS from the University of Southern California and was Director of Special Collections for Atlanta University. “She taught me a great deal, about reading and the love of books,” the congressman told the room full of librarians, educators, and publishers. “So I want to thank each and every one of you for all that you do. I was inspired to get in the way, I got in trouble, good trouble. With books, with reading… you can dream dreams and you can stand up and speak up and speak out and be inspired by texts or by words.”

Members of the A.D.A. generation are quicker than earlier ones to claim disability as a crucial part of identity — and with pride. The A.D.A., after all, erased some of the stigma. Now, it’s not just those with evident physical or sensory disabilities who say they are part of a disability civil rights movement, but younger people and those with invisible disabilities, too. The A.D.A. generation is more likely to disclose a learning disability, a chronic condition such as lupus, or a psychiatric disability like bipolar disorder. Also true to their age group, members of the A.D.A. generation use social media to meet and organize. Ari Ne’eman was 18 when he started the Autistic Self Advocacy Network online in 2006 to challenge the prevailing narrative about autism, one that was driven by parents’ groups and researchers. It largely saw autism as a tragedy and the answer as a cure. For Mr. Ne’eman and other autistics, that ran counter to the proof of their lives, which were rich and fueled by the ambitions promised by the A.D.A. He and others wrote and organized to shatter the old images of autism. A recent academic study of newspaper content credited their work for a dramatic shift to positive depictions of autistic life.

The American Booksellers Association kicked off its eighth annual Children’s Institute, and the first ever held online, with hundreds of children’s booksellers in virtual attendance for author discussions, fall book picks, and a keynote by How to Be a Pirate author Isaac Fitzgerald. If there were any doubts about how the transition from hotel rooms to breakout rooms would go, they were quickly dispelled by an opening discussion on “Representation in Science Fiction and Fantasy Young Adult and Middle Grade Books” that riveted attendees. In a wide-ranging conversation, authors Ebony Elizabeth Thomas, Dhonielle Clayton, and Tracy Deonn shared their perspective as Black authors with booksellers, describing the enormous hurdles that Black artists continue to face in a publishing industry that is largely white.

Highly trained, well-paid preschool teachers with low-student ratios, clean, safe classrooms with blocks, playdough, art supplies and outdoor spaces where kids can run and play could be key to closing the racial achievement gap, according to a new Rutgers University study. The June policy analysis by the university’s National Institute of Early Education Research concludes that preschools have more influence on the academic trajectory of children of color than previously thought — a finding unfortunately timed with the rolling back of many preschool initiatives due to dire budget cuts amid the coronavirus pandemic.

Parents, teachers and students across the country are gearing up for the new school year. But what school will look like is still a mystery. Some districts, like the Los Angeles Unified School District, have announced plans to teach remotely for the start of the school year. President Trump told CBS News that’s “a terrible decision.” But many educators remain hesitant to return to in-person classes without adequate safety measures in place. We asked readers and listeners for your questions about reopening schools. NPR science correspondent Allison Aubrey and NPR education correspondent Cory Turner answer some below.

The glaring racial disconnect in our nation’s K-12 schools can no longer be ignored as the larger reckoning over systemic racism in policing, health, and education continues to play out. While the majority of K-12 teachers are white, they preside over classrooms that contain an increasing number of students of color and, simultaneously, a declining number of white students, research shows. This racial divide is harmful on several fronts. There are several ways to grow a diverse and equitable teaching workforce, say education experts. Here are some actionable steps.

Harsh discipline like corporal punishment, separating preschoolers with disabilities from their peers, and too few high-quality programs for English and dual language learners are among the “structural inequities” holding back young children of color from a successful start in school, according to a new report. And those disadvantages have only intensified as a result of the pandemic and the national protests over police violence, wrote the 15 contributors from 11 universities and organizations who authored the study. “Our systems have created barriers that stack the deck against many children — and they have to climb over those barriers before they are out of diapers,” the report said, calling on national, state and local leaders to “seize this moment as an opportunity for positive change.”

All Classroom Q&A posts on Teaching English-Language Learners (from the past nine years!) are described and linked to in this compilation post.

Joanna Cole, who teamed with the illustrator Bruce Degen to create one of the most popular and enduring children’s book series of recent decades, the bizarre but educational adventures chronicled under the rubric “The Magic School Bus,” died on Sunday in Sioux City, Iowa. Dick Robinson, Scholastic’s chairman, president and chief executive, said that Ms. Cole’s “Magic School Bus” books and the spinoff television series “made science both easy to understand and fun” for millions of children around the world. “The Magic School Bus” was only one of Ms. Cole’s literary creations — the Scholastic announcement said she wrote more than 250 books for children — but it was certainly the best known.

Joanna Cole, whose Magic School Bus series made science both dazzling and goofily fun for generations of children, died on July 12 at age 75. She originally created The Magic School Bus in 1986 with illustrator Bruce Degen. The core idea of a sweet and nerdy crew of schoolchildren taking field trips into scientific concepts, bodily parts, into space and back to the age of dinosaurs — and always led by their teacher, the intrepid Ms. Frizzle — eventually spun out into dozens of tie-ins and more than 93 million copies in print, plus a beloved television show that aired for 18 years in more than 100 countries.

There are no child prodigies in writing. No classic novels composed by a six year old. No world-altering essays written by some young person in second grade. That means that every writer starts out at the same level of skill and quality—somewhere between very low and none. The implications for teachers of writing are important. Teachers are going to meet students who are somewhere on this journey, and teachers should not mistake the students’ location on the path for their ability to make the journey. The fact that the student has not progressed very far yet does not mean she can never travel far down the path. So the teacher has to meet the students where they are and provide what they need to continue their journey. It may be support. It may be a critical eye. It may be additions to the students’ background of knowledge; it’s almost impossible to write well about things you know nothing about.

A growing number of school districts across the country have recently announced plans to return to full-time remote learning when the 2020-21 school year starts, defying nationwide pressure from federal leaders and some parents to at least partially reopen school buildings. It is an excruciating decision for school district leaders to make because of strong feelings on both sides of the reopening debate. And they are struggling to make those decisions with often conflicting messages from state and federal leaders. Some districts—including those in Milwaukee, Austin, Texas., and Nashville, Tenn.—have committed to full-time remote learning only for the first few weeks of the school year, leaving room to reopen in September. But the Los Angeles and San Diego Unified school districts in California, DeKalb schools in Georgia, and the Washington Township district in Indiana are proceeding with full-time remote learning plans that could extend well into the school year. In Prince George’s County, Md., students will be learning online at least through the rest of 2020.

This fall, public school districts should prioritize full-time, in-person classes for grades K-5 and for students with special needs. That’s the top-line recommendation of a new report by the National Academies of Sciences, Engineering and Medicine. The report includes an updated review of the evidence from around the world and a set of recommendations on mitigation strategies for the coronavirus in school settings. It adds to a hefty reading list of back-to-school guidance that now includes comprehensive recommendations from the CDC, the American Academy of Pediatrics, the American Federation of Teachers and every U.S. state except Kansas. There’s a growing consensus on a few best practices across most of these reports, such as the importance of masking and social distancing. What stands out from this particular report is its emphasis on collaboration with public health authorities and focus on not just recommendations for action now, but decision-making strategies for schools under conditions that will continue to change.

Schools are trying to plan for the upcoming academic year during a pandemic, economic recession, and national protests over police killings of Black Americans. The confluence of these seismic challenges makes developing students’ social and emotional skills critical to their academic fortunes, says a new guide on reopening schools developed by the Collaborative for Academic, Social, and Emotional Learning, or CASEL, and 40 other education groups, including professional associations and influential philanthropies. The guide lays out what schools need to do to respond comprehensively to the myriad challenges students are facing, which include missed milestones, economic instability, racism, institutional bias, and even the death of loved ones. Regulating emotions, managing stress, empathizing with others, and maintaining relationships—all social-emotional skills—will be key to helping students overcome the trauma and challenges brought on by the pandemic so that they are in a state-of-mind to learn come fall.

The COVID-19 pandemic has many parents scrambling over summer break as several children’s camps have been cancelled. Instead, lots of parents are turning to online learning options for their kids this summer. “We wanted to provide a resource families can do at home that’s really fun and engaging that would still work on that reading comprehension, vocabulary skills, building background knowledge,” said John MacLeod of the National Center for Families Learning. MacLeod says their free virtual camp, Camp Wonderopolis uses the kids’ curiosity as a springboard to work on literacy. In addition to camp Wonderopolis, Parents Magazine lists several virtual camps.

Lindale Park’s Loida Casares, an account manager for Houston Public Media, was listening to NPR one day when she heard about an initiative in Milwaukee to put children’s books in laundromats. Inspired by what she heard, Casares got the go-ahead to put some Little Free Libraries in laundromats – or washaterias, as they are called in Houston. A little less than a year later, she has four set up.The children’s books are the focus. And they are especially important right now. “School is sometimes the only place these kids see books,” she said. “If parents are busy working, they are not (able to) take kids to the library.”

The American Academy of Pediatrics once again plunged into the growing debate over school reopening with a strong new statement Friday, making clear that while in-person school provides crucial benefits to children, “Public health agencies must make recommendations based on evidence, not politics.” The statement also said that “science and community circumstances must guide decision-making.” The AAP is changing tone from the guidance it issued just over two weeks ago. Then, the organization made a national splash by recommending that education leaders and policymakers “should start with a goal of having students physically present in school.” The previous guidance was criticized for saying little about the safety of educators and other school personnel. Friday’s statement, cosigned by the two national teacher unions and AASA, the School Superintendents Association, calls for putting educators as well as other stakeholders at the center of decision-making.

Former CDC Director Thomas Frieden, and former secretaries of education Arne Duncan and Margaret Spellings, lay out eight steps that could help schools find ways to reopen in the coming year. They write, “If we move too fast, ignore science, or reopen without careful planning, this will backfire. We can reopen if we follow commonsense guidelines…The single most important thing we can do to keep our schools safe has nothing to do with what happens in schools. It’s how well communities control the coronavirus throughout the community.”

I had heard about the summer slide, or the way children can academically regress over the summer break, and I wondered what this would mean for our education-deprived children this year. The pandemic will likely have a negative impact on the education of millions of children throughout the United States and around the world, particularly those families without internet access or a caregiver who can oversee their education. Whether this means that I need to push math problems on my kid this summer is another question. Newer research on summer learning loss shows that taking a summer-length break from academics isn’t an inevitable setback for kids, regardless of their socioeconomic status. Also, the break from prescriptive academics could give families a chance to focus on social and emotional learning, teaching our kids much-needed coping skills in these scary and unpredictable times.

Dozens of teachers, parents and district leaders around the country told NPR that the back-to-school season — that beloved annual ritual — has fogged over with confusion. States, districts and the federal government are pushing and pulling in different directions. Scientists are updating their advice to reflect emerging research and the changing course of the pandemic. And parents and educators are finding it hard to make decisions in the murk. What’s at stake: An unknown number of lives, the futures of tens of millions of children, the livelihoods of their caregivers, the working conditions of millions of educators, and people’s trust in a fundamental American institution.

If up to 20% of our learners are suffering from some level of dyslexia or reading disability and many others are emerging language learners in English, the world language classroom can be an oasis for them and a platform for further success. For me as an educator who has a passion for equity in the classroom, it has become increasingly important to continue to differentiate and to uncover potential success stories among the special education population. If you want to learn to differentiate, start with the special education department at your school and recruit some bright young people to give your world language classroom a chance. And then, give them the chance to shine.

These journeys of the imagination explore what it means to be human. The New York Times reviews eight new picture books for children aged three and up.

Parents across the U.S. are wondering what the next school year will hold for their children. While reopening decisions will ultimately be up to state and local officials, President Trump said Tuesday he’ll pressure governors to resume in-person classes. Judy Woodruff talks to Noel Candelaria of the Texas State Teachers Association and Elliot Haspel, an education policy expert and former teacher.

Prior to the pandemic, he EdWeek Research Center surveyed 965 principals and teachers on a host of questions related to the use of digital devices by K-12 students in, and outside of, school. The nationally representative survey shows, for instance, that more than half of educators said their students are less skilled at in-person interactions than they and their peers were at the same age, because they are so accustomed to interacting via devices. And about 40 percent said students need explicit instruction on how to interact with others in person because so much of their experience with human interaction comes from devices. Those findings are arguably even more relevant today, as schools have scrambled this spring to equip more and more students with Chromebooks, iPads, and other digital devices they can use to learn at home. Students will be bringing those devices back to school buildings once they reopen to use in their classrooms. Education Week followed up with interviews of several principals who responded to the survey, such as Tom Denning, the principal of Riley Elementary School in Gold Beach, Ore., for a big-picture view of how the proliferation of digital devices are affecting students, teachers, and school life in general. Here’s what the principals had to say.

The first-grade teacher held up the box that represented her highest hopes for the summer. Facing a sleepy-eyed Zoom gathering of 5- and 6- and 7-year-olds, squirming slightly before computer screens at 9 a.m. Monday morning, Christina Bohringer asked the class if they’d received boxes, too. Everyone nodded: Alexandria City Public Schools had mailed learning kits to every one of the 14,500 students who agreed to participate in the Northern Virginia district’s special edition of summer school, which is free and meant to make up for coronavirus learning loss. Administrators and teachers had worked long hours to prepare a comprehensive month-long curriculum, a mammoth initiative launched in late April that ultimately involved the services of nearly 500 teachers, tech specialists and mental health counselors, required three dozen new hires and cost the district $1.7 million. It represents one strategy being pursued by school districts to repair the educational damage inflicted by the coronavirus pandemic, which shuttered campuses across the United States in March.

In March as schools began to close due to COVID-19, public libraries also began to close, and while some have reopened with new guidelines to help protect patrons from the coronavirus, in most cases typical summer programming for kids has been scrapped in favor of online offerings. Libraries’ efforts during the summer of 2020 range from offering myriad virtual programs, including simplified summer reading programs and loosely structured book clubs, to creating a place to talk and meeting children’s fundamental needs: providing Wi-Fi and any reading material. At the Normal (IL) Public Library, the main goal is making sure young patrons keep reading this summer. This year, the library is simplifying its summer reading challenge. Instead of three or four different options based on age or grade, the 2020 challenge is the same for everyone. Readers are asked to log online either the number of books or pages read or the time spent reading. The prizes that are usually awarded are being replaced with virtual badges and tickets that will be put into a drawing for various rewards that will be given out at the end of the summer.

DaSean Jones is a D.C. father who got through the first part of the pandemic by carefully and successfully choreographing his children’s daily activities. “[I’m] trying not to let every day look exactly the same and go exactly the same way. … It’s a challenge.” Jones, 47, whose main worry is keeping his kids on track despite projected nationwide learning loss from COVID-19, has given them books to read and the occasional essay prompts to answer. But he also reminds himself it’s summer, and the kids need a break. It’s a tough balance to strike. “I’m just trying to keep everybody busy and also just trying to give them the freedom I know they would have” otherwise, he said. Spend a day with the Jones family.

The idea that creating equitable and flexible design can benefit all members of society undergirds universal design, a concept developed by architect Ronald Mace. Rooted in the disability rights movement, universal design is typically applied to products and the built environment, but the principles offer a valuable way to reimagine educational spaces, particularly during the coronavirus crisis. With the rapid switch to distance learning this spring, schools struggled to serve students who are at the margins for a variety of reasons, from disabilities to homelessness to poverty. Recently, as schools planned for reopening, educators attending a design challenge hosted by University of California Berkeley’s Professional Development Providers used universal design principles to think creatively about how schools might function in the fall.

Writing can be an awesome escape. Kids can write about the past and the future and skip the present entirely. Whether they are creating a piece that is mainly fantasy, historical fiction, or science fiction, they can build a new world leaving COVID-19 behind—or address the pandemic head-on and go deep into their emotions and experiences. They can lean on genres such as realistic fiction and romance, or lighten the mood with comedy to explore thoughts and feelings. But how does one teach kids to write for enjoyment? Some dynamite podcasts out there can help them become inspired, skilled writers.

The uncertainty of the coronavirus pandemic has upended the daily lives of children across the globe, leaving parents and caregivers struggling to explain the changes. Two medical students in California say their desire to help bridge that gap in understanding inspired them to write a free children’s book, titled “Why We Stay Home.” Authors Samantha Harris and Devon Scott share their story.

This week Vashti Harrison has two books on the children’s middle grade hardcover list (“Little Leaders: Bold Women in Black History” at No. 2 and “Little Legends: Exceptional Men in Black History” at No. 7) and two on the children’s hardcover picture book list that she illustrated. Harrison is an author, illustrator and filmmaker (her work has been screened at the New York Film Festival, among others), but she is perhaps best known for her colorful, expressive depictions of iconic Black world-changers from Arthur Ashe to Sojourner Truth to Ida B. Wells. Harrison says she doesn’t love the question always asked of kids, “What do you want to be when you grow up?,” but that it helped shape the lists of whom she included in her books: “I was thinking about how I could showcase this diversity of fields so we have our doctors, lawyers, activists and heroes but also artists. I always wondered, what would have happened if I had learned about this type of art earlier on?”

With states in various stages of reopening, the challenge we face right now is to hold on to the hard-won gains from staying home and shutting down, and to avoid increased transmission. Masks are a big part of the solution. Older children can be a little cranky about adapting to life with masks, but younger children are perfectly placed to learn a new drill. They can be the family monitors, reminding their parents not to forget their face coverings when they leave the house, nudging them to pull up face coverings that slide down off their noses, sitting in disapproving judgment on naked-faced runners or puffing smokers who come too close. Most children enjoy the chance to feel morally superior to adults (and adults often make this all too easy); go ahead and encourage a little righteousness.

From California to Pennsylvania, school librarians are on edge as district and school leaders across the country seek ways to cut back expenses amid the ongoing coronavirus pandemic. The cutbacks come even as school librarians have stepped up in unprecedented ways during the COVID-19 school closures—using social media to provide students with emotional support; giving book recommendations; organizing poetry readings; brokering book access for students; guiding teachers through a complicated web of free online resources; providing tech-support; and helping students navigate a deluge of online news and misinformation. “I have heard this rhetoric that, ‘Well, you’re not in a brick and mortar building, so you’re not really needed,’” said K.C. Boyd, a middle school librarian in Washington, D.C, who has recorded read-alouds for her students and the younger siblings, cousins, and neighbors they supervise. “No! We’re needed more than ever before.”

This week, Senator Patty Murray (D-WA) introduced the Coronavirus Child Care and Education Relief Act (CCCERA)—the largest proposed congressional relief package for education yet, totaling $430 billion. On top of the $30 billion already provided under the CARES Act, Senator Murray’s bill would infuse an additional $345 billion in stabilization funding for higher education and K–12 schools. Like CARES, funds would be split between three emergency relief funds for Governors ($33 billion), state departments of education ($175 billion), and institutions of higher education ($132 billion). Funds could be used for a number of activities to help districts reopen safely and improve remote learning, in addition to addressing learning loss and students’ social and emotional needs.

At the last library class of the year, our wonderful librarian would introduce our summer reading books. Balancing a stack of library bound chapter books in one hand, and holding a book open with the other, she delivered a short blurb for each book. Somehow, she made each book sound more appealing than the one before. I sat on the edge of my chair and wrote down such titles as From the Mixed-Up Files of Mrs. Basil E. Frankweiler, Roll of Thunder, Hear my Cry, and Redwall. As an adult, I still wish that same school librarian would curate a stack of books for my summer reading. Summer reading is a fun, rewarding, and important part of summer vacation. Reading during the summer helps combat the “summer slide” or loss of reading skills that many students experience when not in the classroom. This year especially, with the school year cut short or modified, summer reading is more important than ever. To motivate your child and to make reading more exciting, I have put together a list of 2020’s best summer reading programs, challenges, and book logs.

Angel Castillo Pineda immigrated to the U.S. from Guatemala five years ago. Navigating a new environment and language at East Boston High School, he thought little of future career ambitions—until he met Wensess Raphael, head of Boston Public Schools’ High School to Teacher Program (HSTT). Raphael encouraged the then-high school junior to apply to the program, which supports participants from high school through college in exploring and completing teaching degrees. Angel graduated this spring with plans to become a teacher and a full tuition scholarship from Regis College’s Diverse Educators Program. “I totally see myself coming back to visit and tell high school students about my experience,” Angel said. Angel’s experience represents one of an increasing number of efforts to recruit and retain a more racially diverse teacher workforce in K-12 schools. While initiatives like the HSTT identify students of color in high school and expose them to teaching careers, others seek out paraprofessionals already working in the public school system to become certified teachers. Still others work to retain existing teachers of color.

The nation’s pediatricians have come out with a strong statement in favor of bringing children back to the classroom this fall wherever and whenever they can do so safely. The American Academy of Pediatrics’ guidance “strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school.” The guidance says “schools are fundamental to child and adolescent development and well-being.” The AAP cites “mounting evidence” that transmission of the coronavirus by young children is uncommon, partly because they are less likely to contract it in the first place.