Dear Partners and Stakeholders:

The changing of the weather and vibrant colors of fall usher in the time of year when we pause to reflect on the importance of our communities. For Native Americans, this change of season marks an excellent opportunity to celebrate the rich and resilient fabric of indigenous culture in communities throughout the United States. The Department’s Office of Indian Education (OIE) and I encourage you to take time to recognize indigenous culture of the past and present during Native American Heritage Month https://nativeamericanheritagemonth.gov/.

Twenty years ago, the U.S. Government took a major step in the fight against human trafficking with the passage of the Trafficking Victims Protection Act. I want to direct your attention this month to the important work the Department of Education is doing to support this effort. On Oct. 19, the White House released the National Action Plan to Combat Human Trafficking. Our colleagues in OESE’s Office of Safe and Supportive Schools were instrumental in developing this important work. We committed to the National Action Plan to Combat Human Trafficking and focused our efforts on protecting our most vulnerable students and informing the field on how to reintegrate trafficking survivors into the school system. Our efforts have centered on victim identification and protection, with a keen attentiveness to the needs of our most vulnerable student populations. We held three webinars this year, two of which prioritized online safety. In response to the COVID-19 pandemic and the potential for an uptick in trafficking activity that came with the widespread switch to remote learning, the Department presented two webinars on online safety, with critical safety information for state, local, and school level stakeholders, as well as parents and students. Additionally, we have continued our collaboration with the Department of Health and Human Services and the Department of Justice in the development of grants and programs that better prepare schools and communities to combat human trafficking.

This December, the Department will roll out a webpage dedicated exclusively to human trafficking resources, including our newly revised Human Trafficking in America’s Schools toolkit. It features victim-centered, trauma-informed, and culturally competent research and resources, in addition to useful indicators for identifying human trafficking and protective responses, particularly for the most vulnerable student populations. In the meantime, we encourage you to visit our National Center on Safe Supportive Learning Environments to learn more.

On a final note, I want to be certain that you are aware that on Oct. 20, the Department released draft guidance on modifying the accountability systems described in state plans to account for the lack of data due to the assessment and accountability waivers the Department granted during the 2019-2020 school year. This document is available for stakeholder input through Nov. 20. We also released an optional State Plan Addendum template that provides a streamlined process for a state interested in making a temporary change to its state plan for this year. More information is available here.

All the best –

Ruth Ryder

The National Center on Safe Supportive Learning Environments (NCSSLE) is funded by the Department’s Office of Safe and Supportive Schools. The Center offers information and technical assistance to states, districts, schools, institutions of higher education, and communities focused on improving school climate and conditions for learning. NCSSLE operates under the premise that, with the right resources and support, educational stakeholders can collaborate to sustain safe, engaging, and healthy school environments that support student academic success. 

The NCSSLE website serves as a central location for resources from the Center. It includes information about the Center’s training and technical assistance resources, products and tools, and latest research findings.

NCSSLE’s three main areas of support are:

• Providing training and support to state administrators, including 27 grantees funded under the Mental Health Service Professional Demonstration Grant program, 15 grantees funded under the Project Prevent Grant program, five grantees funded under the Trauma Recovery Demonstration Grant program, school and district administrators, institutions of higher education, teachers, support staff at schools, communities and families, and students. 
• Seeking to improve schools’ climate and conditions for learning through measurement and program implementation, so that all students have the opportunity to realize academic success in safe and supportive environments.
• Promoting and managing the U.S. Department of Education School Climate Surveys (EDSCLS) maintenance and help desk hotline.

To contact the National Center on Safe Supportive Learning Environments, call 1-800-258-8413 or e-mail ncssle@air.org. 

Meet Department Staff Member Earl Myers

Learn more about Earl Myers, an employee of the Department who works closely with NCSSLE. 

• How long have you been at the Department?

I have been with the Department of Education for 20 years and a member of the Office of Safe and Supportive Schools for each of those years.

• What do you most enjoy about working at the Department?

I truly enjoy working on programs and initiatives that have the potential for positively affecting the lives of students in great numbers. However, what makes this work even more special for me is being a member of a dedicated Office of Safe and Supportive Schools (OSSS) OESE “family” who all share the same passion for the students, teachers, states, and LEAs we serve.

• What did you do before coming to the Department?

Prior to coming to the Department, I served as an elementary school teacher with Montgomery County Public Schools in Maryland. I am also a retired United States Marine.

• What is your goal for the TA Center? Or what is one thing you’d like to see happen for this TA Center in the next year?

My goal for NCSSLE next year is to continue to make the general public aware of the type of support they provide for ED-funded initiatives and programs administered by OSSS. NCSSLE will continue to provide excellent intensive customized training and technical assistance to OSSS federally supported grant programs funded under Project Prevent, Trauma Recovery Demonstration, Mental Health Professional Service Demonstration, and the new School-Based Mental Health Services Program. NCSSLE will also continue their work with other federally funded efforts in related subject matter areas — such as violence prevention, trauma-informed care, bullying prevention, school based mental health, human trafficking, positive school climate implementation, implementation sciences, and evidence-based practices — and in the use of the ED School Climate Surveys.

Welcoming, Safe, and Supportive Schools

This year, back-to-school has presented historic challenges that changed the way schools across the country welcomed students back, either in person and/or remotely. Actively addressing school climate and culture and attending to students’ physical, mental, and emotional well-being is more important than ever to ensure all students and families feel welcomed, safe, and supported in their school environments.

Creating welcome, safe, and supportive schools: OESE’s Resources for Education Providers and Families webpage includes topical pages about Safe School Environments and Social Emotional and Behavioral Support. These pages provide resources to support district leaders, school leaders, and educators in creating welcoming, safe, and supportive learning environments. Additional topical pages share tools for continuity of learning, learning at home, supporting special populations, and returning to school.

Discover Resources to Create a Safer School

The Federal School Safety Clearinghouse (FSSC), in coordination with the White House, launched the SchoolSafety.gov website for the K-12 school community and education stakeholders. This site posts resources to foster supportive learning environments, mental health and wellness, social and emotional learning, and school safety. The website includes a designated COVID-19 page. There is also a State Information Sharing Tool to provide the academic community with a one-stop shop for accessing state-specific school safety information, including programs, resources, contacts, and engagement opportunities.

Response to Disruption Resources

The National Comprehensive Center just unveiled a new set of Response to Disruption Resources, intended to help school administrators mitigate the impact of disruptions currently facing districts and schools and to foster student academic success. Resources in this collection include:

• Tools for Success in Disruptions: Immediate Recovery and an Opportunity for Change is a toolkit to support states, districts, and schools in managing disruptions, including the reopening of schools and addressing the needs of staff, students, and families.
• Better Together: A Coordinated Response for Principals and District Leaders provides school and district leaders with a structured approach to managing the social and emotional well-being of staff, students, and families.

• The After-Action Review Guide for state, district, and school leaders supports the improvement of education service delivery. This guide includes questioning protocols and creates a process through which a team can analyze its response to a situation and review what worked, what didn’t work, and what can be done to improve moving forward.
• Returning to School: A Toolkit for Principals provides school leaders with resources to prepare for the return to in-person instruction, at home learning, or both. This toolkit includes suggested actions, recommended resources, and quick tip sheets that support school leaders with addressing change, communication, collaboration, and care in the time of COVID-19.

Seven Ways Schools Can Maintain Supportive Climates

A positive climate is crucially important to school success. Climate affects attendance, engagement, learning, and even graduation rates. IDRA EAC-South created a printable infographic for schools on ways to maintain safe and supportive learning environments for students, teachers, staff, and families during the pandemic. This resource is also available in Spanish.

Guide to Ensuring Education Equity During and After COVID-19

IDRA EAC-South also developed a Guide to Ensuring Education Equity During and After COVID-19  (in Spanish) for education leaders and state officials to provide specific recommendations on policy and best practices that help ensure education equity during and after the pandemic. This resource includes:

• Policies to Support Learning through the 2020-21 School Year
• Budget and Policy Information for School Districts in State Legislative Sessions
• Linked Resources and Tools for Ensuring Equity in COVID-19 Responses

Reopening High School: Addressing Reopening Safely for Instruction after COVID-19

The Western Education Equity Assistance Center created a video presentation and a brief on ways administrators and educators can safely reopen high schools after the pandemic. These resources provide educators with tools to ensure all groups of students achieve at high levels after reopening occurs, in secure learning environments conducive to student achievement.

Department of Education Releases Guidance on Modifying State Plan Accountability Systems

On Oct. 20, the Department released draft guidance on modifying the accountability systems described in state plans to account for the lack of data due to the assessment and accountability waivers the Department granted during the 2019-2020 school year. This document is available for stakeholder input through Nov. 20. The Department also released an optional State Plan Addendum template that provides a streamlined process for a state interested in making a temporary change to its state plan for this year. More information is available here.

Celebrating Native American Heritage

The month of November marks an excellent opportunity to celebrate the rich and resilient fabric of indigenous culture throughout the United States. The Office of Indian Education (OIE), which funds the Native American Language, State Tribal Education Partnerships, Native Professional Development, and Accessing Choice in Education grant programs, encourages you to take time to recognize indigenous culture of the past and present at https://nativeamericanheritagemonth.gov/.

Impact Aid Webinar Series

New to Impact Aid or in need of a refresher? The Impact Aid Program recently released the schedule of webinars offered through spring 2021. Attend a session led by one of our analysts on various topics, including Indian Policies and Procedures (IPPs), How to Survive a Field Review, and others designed to assist you with your Impact Aid application. Visit our application portal now for the most up to date information. You will be able to join these sessions virtually through your computer or by dialing in to listen in by phone. Visit our portal for more information, or contact us for assistance at (202) 260-3858 or Impact.Aid@ed.gov.

Conducting a Needs Assessment for American Indian Students

American Indian communities bring a deep sense of connection, relationships, and knowledge to their children’s education. However, education research has shown that American Indian students trail other students in achievement, attendance, and postsecondary readiness. Regional Education Laboratory (REL) Central, the North Dakota Department of Public Instruction, and educators across North Dakota collaboratively developed a guide to conducting a needs assessment that state and local educational agencies can use to identify and monitor the needs and successes of schools serving American Indian students.

The guide provides:

• Teacher and administrator surveys that focus on a range of potential challenges that schools and districts serving American Indian students face;
• Considerations for administering the surveys;
• Guidance on analyzing data; and
• Suggestions for interpreting and using the results.

REL Study Examines Adherence to Connecticut’s Teacher Induction Program and Teacher Retention

To mitigate high turnover of, and self-perceptions of lower efficacy among early-career teachers, many school districts and states implement induction programs for beginning teachers. A new report from REL Northeast & Islands examines the relationship between adherence to Connecticut’s teacher induction program, the Teacher Education and Mentoring (TEAM) Program, and teacher retention. Using data on 7,708 teachers who participated in the TEAM Program between the 2012-13 and 2015-16 school years, the study found:

• Teachers who completed more of the program requirements, including teachers in the 10 lowest performing districts, were more likely to stay in the same district and in the Connecticut public school system.
• Program adherence was higher for requirements related to module completion and reflection paper submission than for requirements related to teacher-mentor contact hours.
• For the program requirements related to module completion and teacher-mentor contact hours, adherence was higher for teachers in the state’s 30 lowest performing districts than for teachers in higher performing districts.

EASIE Update From the Office of Indian Education

FY 21 EASIE registration will open in November. Please watch your email for more information. All recent technical assistance information can be found at http://easie.grads360.org.

HEP and CAMP Discretionary Grant Competitions

OESE’s Office of Migrant Education (OME) anticipates announcing the FY 2021 applications for the High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) discretionary grant competitions in November. HEP and CAMP serve migratory or seasonal farmworkers, children of such workers, and members of their immediate family. Institutions of higher education (IHEs) or private nonprofit organizations may apply for a grant to operate a HEP or CAMP project. If a private nonprofit organization other than an IHE applies for either grant, that agency must plan the project in cooperation with an IHE. Each program expects to award approximately 14 five-year grants, estimated at $180,000-$475,000 annually.

HEP helps migratory and seasonal farmworkers (or children of such workers) who are 16 years of age or older and not currently enrolled in school to obtain the equivalent of a high school diploma and, subsequently, to gain employment or begin postsecondary education or training. The program serves approximately 5,000 students annually.

CAMP assists individuals enrolled in their first year of undergraduate studies at an IHE. The program serves approximately 2,000 participants annually.

For additional grant information, visit the Department of Education’s Forecast of Funding Opportunities for Discretionary Grant Programs page.

New Funding for Two Grant Programs from OSSS

On Sept. 18, the Secretary announced new funding for two grant programs focused on meeting students’ unique learning needs and improving student outcomes. The Expanding Access to Well-Rounded Courses Demonstration Grants Program supports school districts’ efforts to develop distance learning opportunities, expand their course offerings, and ensure students have access to a broad range of advanced, career or technical, and other courses. The Well-Rounded Education Through Student-Centered Funding Demonstration Grants Program allows funding to follow individual students so that school districts can allocate resources in a way that provides a customized approach to education that considers individual needs in order to improve academic achievement. See the Award Announcements section below for more information about the grants that were awarded under this program. Both grant programs are funded through a required 2% set-aside of funds for technical assistance and capacity building under Title IV, Part A of the Elementary and Secondary Education Act of 1965. 

New Grant Awards for Office of Indian Education Programs

The OIE Discretionary Grant team announced 55 new FY 20 grant awards totaling $27.5 million for the following programs: Accessing Choice in Education Grants, Native American Language Grants, and State Tribal Education Partnership Grants. Check out the OIE webpage for more information. 

New Grant Awards for Well-Rounded Education Through Student-Centered Funding

In September, the Department awarded grants to the Los Angeles Unified School District and Cleveland Municipal School District under the Well-Rounded Education Through Student-Centered Funding (WRESCF) program. The purpose of WRESCF is to demonstrate model programs for providing well-rounded education opportunities through the development and implementation of student-centered funding systems. These two districts will develop a weighted-student per pupil funding system to allocate federal, state, and local funds to schools. More information about this program can be found here.

New Grant Awards for Competitive Grants for State Assessments

In September, the Department awarded funds to five SEAs – Hawaii, Louisiana, Massachusetts, Nebraska, and Texas – under the Competitive Grants for State Assessments (CGSA) program. The purpose of CGSA is to enhance the quality of assessment instruments and assessment systems used by states for measuring the academic achievement of elementary and secondary school students. Information about these awards, as well as past awards, can be found here. General information about the CGSA can be found here.

Native Hawaiian Education Program Awards 23 New Grants

The purpose of the Native Hawaiian Education Program (NHEP) is to support innovative education programs for Native Hawaiian learners. Recently, the Department made 23 new awards that enhance and expand educational access for students ranging from preschool-aged children to postsecondary adults.

Below are two examples of the work of new NHEP grantees:

1. Oliko a Lau Ka Ike, Knowledge Budding Forth and Multiplying, a project implemented by Aha Punana Leo, Inc., will ensure preschool-aged children are prepared for kindergarten through expanding professional development for teachers, creating a Hawaiian culture-based math curriculum, and engaging more parents in at-home early childhood learning activities.
2. Kolo Ke A’a: Firmly Rooted As We Go, administered by Ke Kula O Nawahiokalaniopuu Iki, will develop and deliver computer science and coding courses to students in grades 6-8. The project will also enhance teachers’ capacity to deliver quality computer science instruction and provide work-based learning opportunities in STEM career pathways for their 360 student enrollees.