Disability History and Awareness Month (RCW 28A.230.158) takes place during October to increase awareness, respect, and acceptance for people with disabilities, and to bring a greater sense of pride to people with disabilities. All Washington public schools are required to conduct or promote educational activities that provide instruction, awareness, and understanding of disability history and people with disabilities. The activities may include, but not be limited to, school assemblies or guest speaker presentations. 

Here are some resources to help you and your students and staff plan lessons or activities.

One Out of Five Project: Disability History and Pride Project

The title of this project is One Out of Five: Disability History and Pride because 1 out of 5 people in the United States has a disability, and this resource is designed to celebrate the history and identities within this large and diverse community. 

One Out of Five was designed by the Washington State Governor’s Office of the Education Ombuds (OEO) in partnership with two local educators, Adina Rosenberg and Sarah Arvey, as a guide for schools to address Disability History Month. OEO has also partnered with Rooted in Rights, the video production team of Disability Rights Washington, to create student voice videos centering students with disabilities, featured in Lesson 1 and in a separate discussion guide. 

This resource is designed to:

• Center the voices of people with disabilities through youth stories and disability history 

• Interrupt deficit thinking and expand perceptions of disability and disabled people’s intersectional experiences 

• Support inclusive school communities highlighting students’ roles being in solidarity with people with disabilities 

• Expand narratives about United States and Washington history to include people with disabilities  

• Make teaching about disability accessible to all teachers and students regardless of background and experience

PACER Center

PACER Center is a parent training and information center for families of children and youth with all disabilities from birth to young adults. Located in Minneapolis, it serves families across the nation. Parents and professionals can find publications, workshops, and other resources to help make decisions about education, vocational training, employment, and other services for their children with disabilities.

Disability History and Awareness Month List from OSPI

This is a list of external resources not produced by OSPI. Please review each resource to ensure it fits your needs. Some resources share stories; some of which may have content considered sensitive. 

AWSP Blog on Disability History and Awareness

This AWSP blog from 2020 describes websites, movies, articles, and teaching resources related to Disability History and Awareness. 

At the moment, it seems like “school safety” – one issue or another – is on top of everyone’s mind. Many of us have been hearing about ‘devious licks’ and ‘COVID assassins’ challenges, Twitch Hate Raids, an inordinate number of fights, more Threat Assessments than usual, serious mental health challenges for students and staff, lack of staffing for almost everything, and more. Knowing that you probably won’t have the time to read a long blog post, I will be as succinct as possible in sharing some school safety updates and resources.

First, October is National Bullying Prevention Month. And October 20 is Unity Day. ( Wear orange!) Did you know that bullying has been labeled an “Adverse Childhood Experience” (ACE) by the Centers for Disease Control and Prevention.  Know your district’s HIB Compliance Officer, and check out some of the excellent resources available through the links here: Pacer,  stopbullying.gov, stompoutbullying.org, IBPA Resources, and the Cyberbullying Research Center

Second, you are aware of changes in School Safety and Security Staff requirements through HB 1214 (2021) and RCW 28A.320.124.  Because districts and schools may have School Resource Officers (SROs) within their School Safety and Security Staffing configuration, there have been questions about the impact of ESHB 1140 on School Safety and Security Staff. Very briefly, 1140 amends RCW 13.40.140,  2.70.020 and 13.40.020 by addressing when a juvenile must be given access to an attorney and identifying  situations where a juvenile may be questioned without access to an attorney. It also addresses reasonable suspicion standards around search and seizure. 

The questions which have arisen seem to stem from the distinction between questioning, search, detainment by school staff and questioning, search, detainment by law enforcement. Generally speaking, the distinctions have not changed. The big “yes, but” here seems to arise from the new HB 1214 definition of School Safety and Security Staffwhich includes SROs. Case law has long allowed non-law enforcement school staff to search and seize under specific circumstances. This bill  does not negate that. (See:  New Jersey v. T.L.O. for case law on this.)

It would seem that what school will have to be very aware of and careful about is which, among its School Safety and Security Staff, are district personnel and who are contracted law enforcement services (SROs). Of course, there is no question if law enforcement officers who are not SROs are called into the school.

Cover your bases. Review your policy and procedures. Update your MOA, if necessary. Finally, get your legal staff involved before any situations arise! Here is some good background reading:  ASCD.org

Next, October is The Great Washington ShakeOut drill month! At least one Drop! Cover! Hold on! drill is required each year. The Great ShakeOut is the perfect time to fulfill that requirement. This year, it is scheduled for 10.21 @ 10:21 am. It is fine if you drop-cover-hold on a different day or at a different time; just please be sure to register your school. Have your staff and families register themselves, as well. The more the better. For fun, add in a quick "hazard hunt" to Secure Your Space or a disaster supplies check to make sure everybody have what they need in an emergency. Also, if you need to make any special accommodations for COVID – distancing, etc. – please do so to add to your safety school’s precautions. Make WA look good!

Register here!

Finally, with all that is happening, please be sure to take care of yourselves, as well. We can’t do all this without you.

Thank you.

It is no secret that although we are all excited to have students back in our schools, the consistent message coming from principals and assistant principals across the state is that this year is quickly proving to be even more challenging than last year. We want you to know that we hear you and that we are here for you.

The layers of school leadership right now are massively complex and challenging. Between standing in the middle of way too many divisive issues, to serving as the Chief COVID Response Officer, to covering classrooms, to scratching your head by irregular student behavior, we empathize with the realities you are facing. And because those challenges aren’t enough, someone thought it was a good idea to start a destructive TikTok campaign to destroy your campuses?

Thanks to the many members across the state who communicate with us on a regular basis, we are able to share your stories directly with OSPI, the Governor’s Office, the Department of Health, WASA, WSSDA and all the other stakeholder groups in the P-16 system. Without your stories, we can’t adequately paint the picture of the extreme challenges you are facing by the minute. If you find yourself thinking that you are too small to impact big changes, you are wrong. Your voice matters. We are available 24/7 to hear from you, support you, and share your message to the powers-that-be.

That being said, because of you, we recently encouraged the Governor’s Office and the Department of Health to rethink their guidance about social distancing, COVID testing, contact tracing, quarantining, and the classifications and consequences associated with labeling vaccinated and unvaccinated staff. We shared that the majority of principals are reporting spending more of their time dealing with COVID-related issues instead of leading teaching and learning. Many of you said that your entire day is spent on contact tracing and/or covering classrooms. We shared that schools are barely staying open due to high absenteeism of both students and staff. Most importantly, we shared that YOU are barely hanging on in a job that is relentless, increasingly unrealistic, and exhausting.

We have asked for immediate relief and support to building leaders. You need urgent support and care. You need access to ESSER funds at the building level in your own budget in order to make minute by minute decisions according to the urgency and context. You need hope that something will give at the policy, procedure, and/or mandate level that will bring common sense and common science into play.

We have shared your urgent concerns with OSPI officials. Superintendent of Public Instruction Chris Reykdal will be meeting with your AWSP Board this week. None of us can sit idle. We need to stand up, communicate the issues, offer some solutions, and save our schools. If you have ideas that might bring relief to what you are facing, please reach out to me directly.

Finally, we know you love kids. We know you love your schools. We know you love having the kids back, hallways full of noise, and classrooms buzzing with learning. We also know that a school is not a school without an incredible leader like you. My worry now is that too many of you are wondering how much longer you can keep up this pace of constantly responding to COVID-related issues, courageously standing in the middle of division, and striving to keep hope alive for everyone. 

We can’t lose hope and your school can’t afford to lose you. I believe there is hope on the horizon. State leaders, thanks to you, have heard your voices and are working on some relief. In the meantime, please reach out to us directly for help, a hug, support, great ideas, and solutions that we can keep pushing upstream.

Believe me, we understand. The last thing you need right now is to deal with a destructive and disappointing trend among students across the country. If you haven’t heard, one of the things trending on social media giant TikTok is essentially a string of school thefts and vandalisms. It is the last thing you need on top of your already heaping plates. I’m ticked just hearing about it, so I can only imagine your frustrations.

Sarcasm alert: Is it ok to have bathrooms with no soap or paper-towel dispensers during a pandemic?

As soon as we heard about this nightmare, we went straight to top officials at the state and national levels. We shared horrific examples happening in schools and the lengths to which you all are going to respond, intervene, and prevent. This needs to be addressed immediately and within the highest ranks of influence. Even though TikTok is aware of this unfortunate trend and has taken steps to remove content and make it harder to search for, the cat is out of the bag. The sheer volume of videos posted daily by students across the country makes it nearly impossible to bring an end to this nightmare for school leaders. 

Either way, you all don’t have the luxury of sitting around waiting for support. In the meantime, here are some recommendations for this current TikTok trend and for curbing the next one.

1. Make sure you have great relationships with your students, then lean on them for support.

2. Engage your student leaders as partners to bring an end to the madness. Seek their ideas!

3. Involve your student leaders in standing up against destroying school property.

4. Identify key student leaders to help you quell the movement.

5. Divide up your campus and have students, student groups, sport teams, grade levels, clubs, etc. sign up as “Ambassadors” or “Sponsors” in an “Adopt a Hallway” campaign.

6. With your students, launch a “Random Acts of Kindness,” “Giving Back,” “Day of Caring,” “Be Kind” campaign urging students to take short videos of doing nice things for others. 

7. Reach out to AWSL’s Director of Student Programs, James Layman, for help and ideas.

8. Get a message out to your parents about...

• Explaining what TikTok is and how it works.

• Encouraging parents to talk to their students about having a TikTok account. 

• Sharing with them the destructive competition happening between students on TikTok and the impact it's having on your campus.

9. Lean on the relationships your teachers have with students to plead for common sense, unity, and doing what is right. The stronger the relationships, the better the behavior.

I’m sure there are a hundred other strategies out there that you are using and have found success with. Please share those with us so we can spread the word. We will continue to press at the state and national level for support, but until then, don’t let TikTok put you on the defensive. You can squash the movement if you work with your kids and go on the offensive.

1. September 21st – Special Event: Behavioral Health Impacts of COVID-19 for Educators & The Back to Classroom THINK Toolbox, presented by Dr. Kira Mauseth
2. September – December 2021 – Equity and Universal Design for Learning with Mirko Chardin and Katie Novak, Ed.D
3. September – December 2021 – NEA/WEA Partnership Series, including NEW courses
4. September – December 2021 – NEW SESC/IPP Courses:
   • Sensory Strategies in the Inclusive Classroom
   • Special Education Law 201
   • The UDL Design Cycle; Through a PLC Perspective
5. Three courses offering STEM clock hours
6. There are 4 – 6 courses that will still be added, once finalized in the next week or two

Bumblebee Haven Garden is situated on Okanogan School District property in rural, North Central Washington. Started a few years ago by a now retired teacher, local native peoples, and local Conservation District, students K-12 have the access to learn about vermiculture (growing soil from compost from worms), tending to land, and most importantly, growing food next to native plants on native land.

The land was once a meeting place for the peoples of the Confederated Tribes of the Colville Reservation, which encompasses several different tribes. Since starting the garden, teachers, students, and community members create soil to create windrows of tomatoes, potatoes, different types of squash, and others, along with native plants for pollinators. Each Tuesday during summer and harvest season, people of all ages meet to harvest and work in the windrows. Some get to take a bit of food home, but mostly, all harvested food is donated to the local Okanogan Food Bank. 

Through this partnership with the local food bank, about 1,200 pounds of fresh food was offered to our rural community last year. Sometimes, over 90 pounds of food is harvested and donated in one day. This is a chance for people who otherwise wouldn’t have access to fresh food, to have access. Each fall, children can come with their parents and choose a pumpkin, big or small, for their taking. Many of these students, have been to the garden with their teachers and classmates. 

The community has really taken a stronghold to keeping and growing this garden. Local farmers and other landowners drop off manure, leaves, and other compostable materials that are later turned into soil. It is proof that if something is nurtured, it can be a gift that can keep on giving, even in an indirect monetary form. Have you given back to your community recently?

Chelsea Trout is the High School Biology Teacher for the Okanogan School District. She is a board member for E3 Washington and serves on their Communications Committee.

With the return this school year to full Comprehensive evaluations with three Student Growth Goals, there is an opportunity to pilot Student Growth Goal rubrics for 3.1, 3.2, 6.1, 6.2, and 8.1. The revised Student Growth Goal rubrics and guidance serve to advance educational equity through planning with a deep knowledge of students and implementing practices that will yield student and educator growth. 

Student Growth Goals: General Guidance has been developed for these pilot rubrics and new pilot tools and resources are posted on the Student Growth page with more to come later in the school year. Districts may choose to fully implement, partially implement, or wait on implementing the changes in 2021-22. Full implementation will be required in 2022-23. eVAL will be adjusted to reflect the return to the regular Comprehensive evaluation process. Districts using eVAL will be able to use either the original or the pilot Student Growth Goal rubrics this year.

The purpose of the revised Student Growth Goal rubrics is to promote instructional practice that is culturally responsive, socially and emotionally literate, and inclusive of all students. It is advisable to view both the .1s and the .2s together from the beginning to see how the goal will set students on a trajectory of learning that results in growth. Generally, the process for setting a goal, planning instruction towards attainment of that goal, monitoring progress and determining growth would occur in a unit of study. In between setting the goal (.1s) and determining student growth (.2s) is where the instructional frameworks can be useful in supporting effective instruction that moves student learning forward.

It has been ten years since Washington’s Teacher and Principal Evaluation Program (TPEP) began with a small cadre of pilot districts from around the state. The last decade has provided opportunities to hone evaluation practices to better support educator growth. It has also allowed for drift from the original intent of growing teaching practice; regarding Student Growth Goals this has led, in some schools and districts, to a singular focus on assessment scores. When this process becomes perfunctory, we lose a critical tool for more deeply understanding our students, their learning, and how we must respond as educators. 

The foundational principles below guide the process for setting, monitoring, and reflecting on Student Growth Goals: 

1. The process requires reflection and conversation, and favors learning and growth over attainment of a certain level of performance or achievement. 
2. It advocates for racial equity and culturally responsive practice at every level for every stakeholder. 
3. It provides safety for both students and teachers to be vulnerable learners. 
4. It invites personalization to foster student ownership of the learning. 
5. It provides an opportunity for teachers and supervisors to return to evaluation as a natural harvest of teaching and learning. It should not be an add-on or check-off, done simply to complete an evaluation.

The following student growth goal vignettes  are intended to illustrate examples of how the revised Student Growth Goals might live inside a classroom. They are meant to be examples, not exemplars, and to provide an opportunity for discussion. A key shift in the revised Student Growth Goals is the responsive nature of the process to the students a teacher has at that time, as well as to the community, school, and district context. The process does not exist in isolation, hence the use of vignettes which invite discussion rather than an exhaustive list of example goals for each grade level and each content area. 

For more information, contact Sue Anderson, Director of Educator Effectiveness/Educator Growth and Development for OSPI.

This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

This week’s email includes links to information on:

Section 504
Long COVID under Section 504 and the IDEA
Section 504 and Students with Disabilities
Protecting Students with Disabilities

Special Education Technology Center
SETC training and resources

National Center for Intensive Intervention
Progress Monitoring Tool

ADHD 
How to Use Declarative Language to Build Skills and Self-Confidence in Kids with ADHD
Understood.org
Trouble with Executive Function at Different Ages
Back to School Transition Suggestions

OSPI
Sexual Health Education News and Resources (The sexual health education requirements apply to all students, including those with disabilities)
Financial Education training and resources (FEPPP)

Upcoming Classes and Events

• 9/9-10/28: Explicit Literacy Instruction for Students Who Struggle to Read and Write

• 9/29: Supporting Transitional Kindergarten in “Specials”

• 9/29: Coding LRE in Pre-K IEPs

• Multiple dates: 2021 WASA/OSPI Special Education Conference

• 10/27-28: National Resource Center Virtual Paraeducator Conference

Have a nice weekend. For more information, contact Abby Bowers, Capital Region ESD 113's Director of Special Programs.

AWSP is heartbroken to announce the sudden and unexpected passing of AWSP Membership Coordinator, Annalee Braley. Annalee has been a part of our AWSP family for nearly 32 years. She started at AWSP at just 20 years old back in 1989. She's filled many roles over the years, but in each one she has been committed our members and school leaders across the state. Annalee's hearty laugh, sense of humor, and unmatched work ethic will never be forgotten. If you knew Annalee and would like to leave a note of remembrance, send us an email. We're passing along all the kind words about Annalee's impact to her family. We love you, Annalee! 

This content is emailed weekly to leaders in special education and Section 504. Each newsletter contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice.  

This week’s email includes links to information on:

Section 504
Long COVID under Section 504 and the IDEA
Section 504 and Students with Disabilities
Protecting Students with Disabilities

Special Education Technology Center
SETC training and resources

National Center for Intensive Intervention
Progress Monitoring Tool

ADHD 
How to Use Declarative Language to Build Skills and Self-Confidence in Kids with ADHD
Understood.org
Trouble with Executive Function at Different Ages
Back to School Transition Suggestions

OSPI
Sexual Health Education News and Resources (The sexual health education requirements apply to all students, including those with disabilities)
Financial Education training and resources (FEPPP)

Upcoming Classes and Events

• 9/9-10/28: Explicit Literacy Instruction for Students Who Struggle to Read and Write

• 9/29: Supporting Transitional Kindergarten in “Specials”

• 9/29: Coding LRE in Pre-K IEPs

• Multiple dates: 2021 WASA/OSPI Special Education Conference

• 10/27-28: National Resource Center Virtual Paraeducator Conference

Have a nice weekend. For more information, contact Abby Bowers, Capital Region ESD 113's Director of Special Programs.

In this episode of AWSP News, we discuss:

• AWSL’s Reimagining Recess,
• Washington Principal article contributions,
• professional learning opportunities,
• our all-new “Level-Up Your Leadership” series,
• our new upcoming series: Becoming a Culturally-Competent School Leader NOW,
• WASA’s new Aspiring Central Office Leadership Academy,
• the United States Senate Youth Program Scholarship opportunity for high school juniors and seniors, and
• sad news regarding our family here at AWSP.

Prefer to read the news? Check out the script.

Senate Bill (SB) 5184 was signed into law last spring and requires that each public school identify a point of contact for students in foster care. This bill was requested by OSPI and reflects feedback and needs from child welfare stakeholders and Washington school districts. Washington is currently the only state where this is required by law.

Students in foster care often face academic and social/emotional/behavioral challenges beyond those experienced by their non-foster care peers. When students are connected with a caring adult, are attending school regularly, and have the supports they need, they are more likely to be successful in school and in life. Establishing a building point of contact will support coordination of resources and facilitate compliance with state and federal laws related to students in foster care. 

Here are some important notes about this new law:

• Each K–12 public school in the state must establish a building point of contact in each elementary school, middle school, and high school.

• These points of contact must be appointed by the principal, in consultation with the district foster care liaison, and are responsible for coordinating services and resources for students in foster care.

• The district foster care liaison is responsible for training building points of contact.

• OSPI shall make available best practices for choosing and training building points of contact. 

Why do we need building points of contact?

• To identify and support students in foster care.

• To help ensure that district liaisons can carry out their required duties.

• To help school-level staff understand student needs and rights.

Consider these qualities and ideas when designating building points of contact:

• Representation matters

• Racial equity and support for students of color

• Support for LGBTQ+ students

• Lived experiences

• Meaningful relationships with students, families, and staff

• Passion for the work

• Community connections

Consider selecting someone in the role of counselor, social worker, family outreach or engagement coordinators, or another supportive role. Local education authorities should not select school resource officers for this role due to the potential stigma or concern about sharing information with law enforcement.

Work with your district leadership to be intentional about who is serving as the building point of contact. What duties will they be responsible for? How do these duties fit with their current position? Is there funding that can be used to support this extra work? Pay attention to collective bargaining agreements.

As Washington State considers future funding for outdoor education, there is no better time to have your voice be heard!  The Center for Economic and Business Research (CEBR) is working on behalf of the Washington State Legislature to learn more about the outdoor education opportunities currently being offered to students (if any), as well as your desires for the future.

To do this, CEBR will be hosting four discussion groups for school districts, schools, and other educators in the coming weeks:

• Group 1: September 1st at 3 pm
• Group 2: September 2nd at 9 am
• Group 3: September 8th at 9 am
• Group 4: September 8th at 3 pm

RSVP here.

The School Safety and Security Staff Program

Remember HB 1216 (2019) which created requirements around an optional School Resource Officer (SRO) program? Well, 1216 has been replaced! ESHB 1214 (2021) expands and modifies that earlier legislation and impacts the work of not just SROs, but all K–12 public school safety and security classified staff or contractors.

The new legislation specifically notes that schools should be a place in which all youth feel safe. With racial equity as a central component of safety and security planning, the bill emphasizes that all School Safety and Security Staff should not contribute to an unsafe environment for Black youth and youth of color.

There are several components of ESHB 1214 which impact school districts and schools:

ESHB 1214 establishes a new staff category of School Safety and Security Staff which includes both school district and non-district personnel. District staff include all classified personnel assigned to work on school or campus safety or security. Non-school district safety and security personnel include contracted services provided by School Resource Officers (SROs) and any private security service staff. The requirements of ESHB 1214 apply to districts and schools with any combination of internal district or contracted safety and security staff services.

ESHB 1214 established a mandatory safety and security staff training program. This statewide program is being jointly developed and implemented by the Educational Service Districts. The School Safety and Security Staff training program covers 13 required, identified topics areas. Safety and Security Staff have to verify completion of the required training within the first 6 months of their work in schools. New training requirements also include on-the-job training, and staff check-ins. These requirements do not have to be met within the first 6 month of work. In addition, waivers for some of the specific requirements may be possible thru the ESDs.

Before School Safety and Security Staff are assigned to work in school students are present, school districts and their contractors must either confirm that the safety and security staff have current training documentation or require the safety and security staff to complete the required training components. Initial training and documentation information is available here. More detailed information will be forthcoming.

ESHB 1214 requires districts with Safety and Security Staff personnel to adopt both board policy and procedures. The required policy and procedures must include information regarding Safety and Security Staff duties and responsibilities related to student behavior and discipline. The policy and procedures must also include a process for families to file complaints with the school, the local law enforcement agency, or the company which provides the safety and security staff, and a process for investigating and responding to such complaints. See WSSDA Model Policy 3411 and Procedures 3411P.

ESHB 1214 includes the requirement that school districts must have and annually review and adopt a memorandum of agreement with the law enforcement agency or security guard company with which it contracts for safety and security staff services. The agreement must include hiring and placement processes, confirmation of required training, and a review process which involves families, students and community members.

ESHB 1214 also includes an annual data collection requirement. Data will be collected on the total number of Safety and Security Staff in each school building, descriptions of incidents involving student discipline, use of force against a student, and student arrest by Safety and Security Staff. Districts must also collect data on complaints related to job duties or student interactions by Safety and Security Staff personnel. Additional data elements related to Safety and Security Staff may also be included. There are also requirements related to the submission of annually adopted MOAs. You will be hearing more about this data collection in the coming months.

For more information on The School Safety and Security Staff Program requirements, please visit the School Safety Center, School Safety and Security Staff Program.

In our kickoff episode for the 2021–22 school year, we discuss:

• the recent mandate from the Governor about required vaccinations for K12 employees,
• Superintendent Reykdal comparing the fight against the delta variant to a chess match,
• reaching out to us in case of conflicts,
• a survey to develop a plan to fund outdoor school programs,
• an OSPI grant to help ASB funding impacted by HB 1660,
• a great new resource to share from Chad’s Legacy Project and the SMART Center on mental health instruction,
• the 2021 Healthy Youth Survey,
• our amazing ProLearning offerings,
• networks, networks, networks, and
• the “Triple A” for school leaders.

Prefer to read the news? Check out the script.

First, while there is growing support for mental health education within teacher circles, educating youth in mental health is often thought of as potentially creating a demand for services schools do not have the resources to provide. In reality, research done in schools that currently teach mental health education shows both of those two concerns not to be the case. Students have been asking for mental health education integrated with physical health as a means of understanding the complexities of their own mental development and health and survey data shows students broadly express a value in the experience. More importantly, data shows that mental health education helps to eliminate stigma around mental illness. With delivered mental health education to youth, we see a new peer support network develop around youth in crisis, leading to faster tracks to care in the community, rather than solely within a school’s four walls.

1. A detail of every listing, along with an inventory of defined Mental Health Literacy Components. Each detailed listing also includes an inventory of six Mental Health Learning Standards as currently described by the Washington State Office of the Superintendent of Public Instruction as a comparison metric.
2. Each entry is backed with all available existing evidence and data surrounding the listing, as well as links to all available studies for both quick reference and in-depth review.
3. A Quick Reference Table is provided for fast, convenient comparison for all listings so that a choice can be made with ease and links followed to access and implement a chosen program.

Longtime education supporter helps fund Outdoor School for All

Download the press release as a PDF. 

• On Summer’s Off: What American kids need this summer
• On Bullying: CRC:   Inoculate Against Bullying
• On Child Abuse: NCJTC:  Legal Considerations in Child Abuse Cases
• On Cyber Safety: DHS/CISA: Social Media
• On Disinformation/Misinformation: 2 Graphic Novels (PDFs): CISA: Graphic Novels
• On Firearms Safety: CSN: Firearm Safety 2021 Resource Guide   (PDF)
• On Internet Safety: OJJDP: Keeping Kids Safe Online
• On the Signs of Youth Violence: DoED: Know the Signs of Youth Violence
• On Social Media & Emotional Health: ETR: Social Media and Emotional Health,  (34) Social Media and Emotional Health: 10 Tips for Teens - YouTube
• On Targeted Violence: DHS (PDF): Averting Targeted School Violence

Again, welcome back! Here we go!