U.S. Department of Education Blog

Cross-posted from the White House Blog.

During his State of the Union address in February, President Obama called on Congress to expand access to high-quality preschool to every four-year old in America. As the President put it that day:

In states that make it a priority to educate our youngest children, like Georgia or Oklahoma, studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, form more stable families of their own. We know this works. So let’s do what works and make sure none of our children start the race of life already behind. Let’s give our kids that chance.

Yesterday, I had the pleasure to meet with mothers, leaders, and tireless advocates that understand that the best investment we can make as a country is in our children’s future.

The coalition came to the White House to deliver 30,000 letters and art work thanking the President for his proposal to make high-quality preschool available for all children – and I used the opportunity to thank them for all their hard work, and to hear from them about the work they continue to do advocating for children.

They understand that for every dollar spent on high-quality early education, we save more than seven dollars in the long run by boosting kindergarten readiness, graduation rates, reducing teen pregnancy, and even reducing violent crime. They also understand that providing our children with the best start possible in life is not only a moral imperative, but an economic imperative that will benefit our communities and our nation far into the future.

Investing in education from the earliest ages is the best way to ensure a strong foundation for learning throughout a child’s life; and despite the fact that these benefits are well-documented, our nation has lagged behind the rest of the world in providing high-quality public preschool. The Organization of Economic Cooperation and Development (OECD) estimates that the United States ranks 28th out of 38 countries for the share of four-year olds enrolled in early childhood education.

That’s why the President’s most recent budget detailed the proposal laid out in his State of the Union address, calling for an investment of $75 billion over 10 years, to create a partnership with the States to provide four-year-olds from low and moderate income families with high-quality preschool, while also encouraging states to serve additional four-year-olds from middle-income families. He envisions a new partnership between the federal government and the states that builds upon existing state investments to expand access to high-quality early learning for every child.

This is an issue that comes with strong bipartisan support. As the President noted in his State of the Union address, states such as Georgia and Oklahoma, both of which are led by Republicans, are leading the country in providing access to high-quality public preschool to families in their states. They do this because this is an investment worth making, and the President hopes to build on the success of their efforts by working with leaders on both sides of the aisle.

But, even with strong bipartisan support, policy change is never easy. As I discussed with advocates and mothers this afternoon, the more members of the public lift up their voices and make themselves heard in this debate, the sooner every four-year old will have access to high-quality pre-school.

In February, the White House launched a new tool to enable Americans to find passages in the State of the Union address that they felt were most important to them and provided an opportunity for them to tell us why.

One entry we highlighted, but which I think bears repeating, came from Gail who submitted her thoughts to our website:

Early childhood education matters and should be available to every child in America. We know the investment in quality early care and education pays for itself and we have the resources to do what is right for our children – we need leaders to make this a priority.

I certainly agree, as did the wonderful mothers, children, and advocates I met with yesterday – and we certainly won’t stop working until we can make high-quality early education a reality for all of our children.

Your student loan grace period is a set amount of time after you graduate, leave school, or drop below half-time enrollment before you must begin repayment on your loan. For most student loans, the grace period is six months but in some instances, a grace period could be longer. The grace period gives you time to get financially settled and to select your repayment plan.*

Here are four things you can do during your grace period to prepare for repayment:

1. Get Organized

Start by tracking down all of your student loans. There is a website that allows you to view all your federal student loans in one place.

You can log into www.nslds.ed.gov using your Federal Student Aid PIN to view your loan balances, information about your loan servicer(s), and more.

Note: Don’t forget to check to see if you have private student loans.

2. Contact Your Loan Servicer

A loan servicer is a company that handles the billing and other services on your federal student loan. Your loan servicer can help you choose a repayment plan, understand loan consolidation, and complete other tasks related to your federal student loan, so it is important to maintain contact with your loan servicer. If your circumstances change at any time during your repayment period, your loan servicer will be able to help.

To find out who your loan servicer is, visit nslds.ed.gov. You may have more than one loan servicer, so it is important that you look at each loan individually.

3. Estimate Your Monthly Payments Under Different Repayment Plans

Federal Student Aid recently launched a Repayment Estimator that lets you compare your monthly student loan payment under different repayment plans to help you figure out which repayment plan is right for you.

Just go to www.StudentLoans.gov –> Log in –> Click “Repayment Estimator” in bottom left corner. It will pull in all of your federal student loan information automatically so you can compare repayment plans based on your specific situation.

4. Select The Repayment Plan That Works For You

Although you may select or be assigned a repayment plan when you first begin repaying your student loan, you can change repayment plans at any time. Flexible repayment options are one of the greatest benefits of federal student loans. There are options to tie your monthly payments to your income and even ways you can have your loans forgiven if you are a teacher or employed in certain public service jobs. Once you have determined which repayment plan is right for you, you must contact your loan servicer to officially select a new repayment plan.

* Not all federal student loans have a grace period. Note that for many loans, interest will accrue during your grace period.

Nicole Callahan is a new media analyst at the Department of Education’s office of Federal Student Aid.

Steven Hicks, a senior policy advisory for early learning visited DC Prep’s Benning Elementary Campus faculty and students, as part of “ED Goes Back to School Day.”

As part of our celebration of Teacher Appreciation Week (May 6-10), more than 65 ED officials from across the country went “Back to School,” shadowing teachers and experiencing firsthand the challenges and rewards of a day in the classroom. Our team had a unique opportunity to hear about ways the Department can provide greater support for teachers’ work and better understand the demands placed upon them.

Each ED official was assigned to shadow one teacher at various institutions in 13 states and the District of Columbia including; early childhood, K-12, special education, adult learning and English learning programs. Following the regular teaching day, officials and teachers met with Education Secretary Arne Duncan and other senior officials to discuss their experiences and share lessons learned. ED officials benefit greatly from this experience and it helps to inform their work throughout the Department.

Our team had high praise for the teachers they shadowed. Senior Advisor Jo Anderson, visiting second-grade teacher Nicole Lebedeff at Watkins Elementary School in Washington, D.C. compared her teaching style to that of a “symphony conductor” and called the way she managed her classroom a “work of art.” Special Assistant on Early Learning Steven Hicks was impressed with the social and emotional development of the young students at DC Prep, a charter school network with campuses in Northeast Washington D.C., and Teacher Liaison Laurie Calvert was surprised at the advanced level of the curriculum being taught in Riverside Elementary School classes in Alexandria, Va.

Veteran English teacher Linda Golston makes writing lessons engaging for sophomores by harnessing students’ individual passions and 21st century technology at the New Tech Innovative Institute of Gary Community Schools Corporation. Photo courtesy of Anthony KaDarrell Thigpen

Outside of the D.C. area, Diana Huffman from ED’s Office of Communications and Outreach (OCO) in Denver, visited preschool teacher Cindy Maul at Red Hawk Elementary School in Erie, Colo., and said, “I wish every child in America had the opportunity to be with this woman.  Her interaction with the kids was so in tune with them.”

Julie Ewart of ED’s communications office in Chicago, praised the way veteran English teacher Linda Golston harnesses students’ individual passions to make writing lessons engaging at the New Tech Innovative Institute of Gary public schools in northwest Indiana. “I was not a good student last year, but now I’m an honors student,” said sophomore Charles Jones, who credits his improvement to Golston’s classwork that “relates to the real world.”

At the end-of-day wrap up discussion, Secretary Duncan asked the teachers what they would like him to know about what is working and what’s not. The teachers offered honest feedback, including:

• One teacher thanked him for the recently released blueprint for the RESPECT plan (Recognizing Educational Success, Professional Excellence and Collaborative Teaching) – the result of an unprecedented national dialogue for reforming and elevating the teaching profession.  She said that it accurately reflected the concerns and needs of teachers. The RESPECT blueprint calls for teacher salaries to be competitive with professions like architecture, medicine and law; more support for novice teachers; and more career opportunities for veteran teachers.

• Several other teachers expressed support for President Obama’s commitment to investing in early learning because a lot of students are coming into kindergarten behind the mark. Building on the state investments in preschool programs, the President is proposing $75 billion over 10 years to create new partnerships with states to provide high-quality preschool for all 4-year olds.

• Teachers from all grade levels also expressed concerns about the frequency and content of testing, state implementation of the new college and career ready standards, parental engagement and how to help parents become more involved in their children’s education.

• One high school teacher said that we must help students and parents understand that education is the most important tool for social mobility and success in college and career in a global society.

As we wrap up Teacher Appreciation Week 2013, we should make a commitment to remember all year long that our teachers need and deserve our support in transforming America’s schools.

Read Secretary Duncan’s.“More Substantive and Lasting than a Bagel Breakfast,” on the need to support teachers year round.

 Elaine Quesinberry is a Public Affairs Specialist and Media Relations at the U.S. Department of Education.

Cross-posted from the White House Office of Science and Technology Policy Blog.

“I’m calling for investments in educational technology that will help create… educational software that’s as compelling as the best video game. I want you guys to be stuck on a video game that’s teaching you something other than just blowing something up.” - President Obama, March 2011 

Today, the U.S. Department of Education announced the final winners of this year’s Small Business Innovation Research (SBIR) contract awards—funds that are reserved for entrepreneurial small businesses using cutting-edge R&D to develop commercially viable technologies to solve tough problems.  And there’s something that may surprise you about the winning contracts: More than half—or 12 in all—are for games and game-related projects, more than in any previous year. That says a lot about the increasingly creative field of educational games, and the growing base of evidence indicating that games can be an important and effective component of our strategy to prepare a highly skilled 21st century American workforce.

The SBIR program at the Institute of Education Sciences (IES), the Department of Education’s research division, provides up to $1.05 million to small businesses for the R&D of commercially viable education technology products. The program holds an annual competition and awards funds in several phases: Phase I awards, up to $150,000 for 6 months, allow for the development of a prototype and research to demonstrate its functionality and feasibility; and Phase II awards, up to $900,000 for 2 years, are for full-scale development of the product, iterative research to refine it, and a pilot study to demonstrate its usability, feasibility, and promise. A small number of Fast Track awards are made each year for funds to cover work in both Phase I and Phase II.

This year’s prominent success of games-related proposals reflects three factors. First, the IES SBIR program has gained a reputation for recognizing and supporting—and so increasingly, attracting—bold innovators such as Filament Games (winner of the National STEM Video Game Challenge in 2011), Sokikom (winner of several industry awards and recent recipient of $1M in angel funding), and Triad Interactive Media (winner of a 2013 SIIA CODiE award). Second, educators are increasingly learning to use games to motivate students in new ways, creating increased demand for new ideas and products in this sector. Third, the recent meteoric rise in popularity of mobile devices has enabled game-playing anywhere and at any time, providing an expanded market of players interested in purchasing education titles.

This year’s SBIR games winners share several themes:

• Most include an adaptive component that auto-adjusts the game difficulty to the competency level of the player.
• Several use story-based narratives to engage students.
•  Most include rewards and competition to drive game play.
• Most include a teaching component that supports the implementation of the game as a supplement to or replacement for standard instructional practice.
• Several include teacher dashboards, where formative assessment results are provided to the teacher in real-time to inform them of player status for further instruction and remediation.

The winning 2013 IES SBIR awards for games this year are:

Phase I

• World Explorador, CurriculaWorks, Lynn Krause
• Readorium Rising Reader: Smart Nonfiction Comprehension Software for Students in Grades 3-5., Mtelegence, Harriet Isecke
• Transmedia: Augmented Reality Game for Essential Transfer of Science, Second Avenue Software, Victoria Van Voorhis
• Science4U: Game-Based K2 STEM Education for Teachers and Students, vKiz, Inc., Catherine Christophe

Phase II                                                               

• Hall of Heroes: An Interactive Social Tutoring System to Improve and Measure Social Goals for Students in Preparation for Transition to Middle School, 3C Institute for Social Development, Melissa DeRosier (video)
• Go Games: Meeting Common Core Standards with Tablet-Enhanced Multiplayer Role Play Games, Filament Games, Beth Quinn (video)
• Empires: The First Socially-Networked Story-Based Math Game, Imagine Education, Scott Laidlaw (video)
• Teachley: MathFacts – Design and Development of Intervention Software for Promoting Single-Digit Operational Fluency, Teachley, LLC, Kara Carpenter (video)
• Numbershire II: Development of a Second Grade Game-Based Integrated Learning System to Target Whole Numbers and Operations in Base Ten and Operations in Algebraic Thinking, Thought Cycle, LLC, Marshall Gause (video)

Fast Track (Phase I & II)

• Dynamic E-Learning to Improve Postsecondary Transition Outcomes for Secondary Students with High Functioning Autism, 3C Institute for Social Development, Debra Childress
• Mission US: An Interactive Solution for Middle School History Learning, Electric Funstuff, David Langendoen
• SciSkillQuest: A Standards-Based Game to Develop Students’ Scientific Skills, Academic Mindsets, and Learning Strategies in Science, Mindset Works, Inc., Lisa Sorich Blackwell

Information about other awards can be found here.

Congratulations to all the winners and we can’t wait to see what’s coming next!

Mark DeLoura is Senior Advisor for Digital Media at OSTP

Edward Metz is a developmental psychologist and Director of the Institute of Education Sciences’ Small Business Innovation Research (SBIR) Program.

Today marks the final day of an eventful Teacher Appreciation Week (May 6th-10th). The Department of Education joined millions across the country to celebrate teachers for their dedication and hard work, but also to listen to teachers on how we can help them in improving our schools and the teaching profession. With so many exciting things going on this week, we’ve compiled a few highlights of how the Department of Education celebrated 2013 Teacher Appreciation Week.

Celebrating and Listening to Our Nations Teachers

Secretary Duncan kicked off this year’s Teacher Appreciation week by encouraging others to not only take a more active role in honoring teachers, but to listen to them actively and celebrate their great work. Celebrating teachers for one week is appropriate Duncan said, but “what our teachers really need—and deserve—is our ongoing commitment to work with them to transform America’s schools.” Read the entire blog post.

More Substantive and Lasting than a Bagel Breakfast

In an article posted on SmartBlogs on Education, Duncan reiterated the importance of year-round support for teachers, noting that “teachers have earned every bagel breakfast, celebratory bulletin board, gift card and thank-you note,” but that “we need to do something a bit more substantive and lasting than the bagel breakfast, too.”

Steven Hicks, a senior policy advisory for early learning visited Benning Elementary Campus Early Childhood faculty in D.C., as part of “ED Goes Back to School Day.”

ED Goes Back to School

During the week ED officials from across the country went “Back to School,” to shadow teachers in classrooms. Over 65 officials took part in the second annual event designed to give Department officials an opportunity to witness the day in the life of a teacher and hear directly about ways the Department can greater support their work and better understand the demands placed upon teachers. Following the regular teaching day, officials and teachers met with Education Secretary Arne Duncan and other senior officials to discuss their experiences and share lessons learned.

Celebrating African American Teachers in the Classroom

Early in the week, ED hosted a Google+ Hangout at Howard University to celebrate African American teachers in the classroom. The Hangout, moderated by NBC News’ Tamron Hall, comprised of African American educators from across the country, discussed the rewards of teaching, the critical role of good teachers, and the challenges they face in preparing students for college and careers. Watch the archived version of the Hangout.

Highlights from Teacher Appreciation Day on Twitter

Thousands took to Twitter this week to share heartfelt tributes and stories of the teachers who have inspired them. Check out our collection of some of the best from Teacher Appreciation Day. For updates on the latest information from ED, follow @USEDGOV & Secretary @ArneDuncan on Twitter.

Phoning Thanks

Estelle Moore, a 2nd grade teacher at Greencastle Elementary School in Silver Spring, Md., got a surprise phone call in honor of Teacher Appreciation Day on Tuesday, May 7—she was one of five teachers across the country to get a surprise “thank you” phone call from Secretary Duncan. Ms. Moore has taught for more than four decades and has been with Maryland County Public Schools for 39 years.

Click here for an alternate version of the video with an accessible player

Kelsey Donohue is a senior at Marist College (N.Y.), and an intern in ED’s Office of Communications and Outreach

You survived the final exams, the all-nighters and maybe even a crazy roommate or two. You did it, class of 2013! Congratulations on graduating!

Before you head off to the real world, it’s important that you take some time to learn about your student loans. Many federal student loans have a grace period, which is a set period of time after you graduate, leave school, or drop below half-time enrollment before you must begin repayment. But that doesn’t mean you should wait to figure it all out. It is important that you use this time wisely. To get you started, here are five things you should know about your student loans:

1. Loan Types

You may have federal loans, private loans, state loans, loans from your school, or some combination of the different types. Different loan types can have very different terms and conditions, so be sure you know what types of loans you’ve got.

To see all of your federal student loan information in one place, you can visit www.nslds.ed.gov. Once you log in, you can access a list of your federal student loans, including the loan type and information for your loan servicer.  A loan servicer is the company that will handle the billing and payments on your federal student loans.

For all other types of loans, consult your records. If you have questions about the type of a loan, you can try contacting the financial aid office at the school you were attending when you took out the loan.

2. Loan Balance

Once you’ve tracked down all of your loans, you’ll want to find out what your total loan balance is. This will help you determine a plan for repayment.

For your federal student loans, www.nslds.ed.gov will display your loan balance. For private and other student loans, you’ll want to check with your lender.

3. Loan Interest

Remember, a student loan is just like any other loan—it’s borrowed money that will have to be repaid with interest. As interest accrues, it may be added to the total balance of your loan if left unpaid. As a recent graduate, you may want to consider making student loan interest payments during your grace period to save money on the total cost of your loan.

4. Repayment Options

Depending on the types of loans you have, you will have different repayment options.

Federal student loans offer great benefits, including flexible repayment options. Some options include tying your monthly payment to your income, extending your payments over a longer period of time, or combining multiple loans into one. Want to compare what your monthly payment would be under each of our repayment plans? Try our new Repayment Estimator! Once you figure out which repayment option is right for you, contact your loan servicer to enroll in that plan.

For nonfederal loans, you’ll want to check with your lender to see what types of repayment options are offered.

5. Repayment Terms and Benefits

Familiarize yourself with the repayment terms of all your loans. Here are some things to keep an eye out for:

• Ways to save on interest, like enrolling in automatic debit
• Options for paying more than your monthly required payment
• Forgiveness, cancellation, and discharge options

With that, Class of 2013: let me be the first to welcome you to the real world, where midday naps are frowned upon and the closest you get to spring break is a Throwback Thursday on Instagram.

But jokes aside, make it a priority to figure out your student loans as soon as you can. The more informed you are the better. So don’t wait—get started today!

Nicole Callahan is a new media analyst at the Department of Education’s office of Federal Student Aid.

Brenda Girton-Mitchell, director of the Center for Faith-based and Neighborhood Partnerships, announces the new partnership at the NCFL national conference

“Read to your child.”

“Help them with their homework.”

“Make sure they get a good night sleep.”

“And what else?…”

A parent is a child’s first and most important teacher, but our approaches to family engagement often fall short of recognizing the full potential of partnerships between schools and families. The challenges we face in education require that we go beyond these basic messages on family engagement – moving from communication to collaboration among schools and families.

This is why the U.S. Department of Education is working to develop better frameworks for family engagement, and why teacher-family collaboration is a component of RESPECT , our blueprint for elevating and transforming the teaching profession. We are also renewing our Together for Tomorrow initiative with an expanded emphasis on family partnerships to propel school improvement and produce better outcomes for students.

In support of these efforts, we are pleased to announce a new partnership with the National Center for Family Literacy (NCFL) to advance family engagement in education across the country.  NCFL brings to this work more than 20 years of experience providing tools and resources for educators and parents to create lifelong learning opportunities for the entire family.

Through the partnership, the Department and NCFL will jointly develop and implement strategies to raise the awareness and understanding of effective family and community engagement in education.  This will emphasize how teachers and families can better collaborate to improve student engagement and learning. We will work together to:

• Convene community discussions on family engagement with educators, families and community leaders across the country.
• Identify and compile promising practices and program examples for effective family engagement in education, so schools can employ leading practices that work.
• Gather feedback on family engagement frameworks from educators, parents, advocates, and others in the education community.
• Develop and disseminate resource materials to support family and community engagement in education. An example includes NCFL’s Wonderopolis, an online learning community that engages classrooms and families in the wonder of discovery.

We are eager to move this essential work forward, beginning with Together for Tomorrow community conversations in locations across the country.  These will spotlight promising practices and examples of school-family partnerships, and gather feedback to shape the Department’s family engagement efforts.

We also want to hear how your family-school partnerships are boosting student engagement and academic achievement.  Please email us your promising practices and program examples to edpartners@ed.gov

Michael Robbins is senior advisor for nonprofit partnerships at the U.S. Department of Education

Michael Yudin, the Acting Assistant Secretary of the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) talks with students in Sanger, Calif.

Earlier this week, Sanger Unified School District (Sanger, Calif.) had the opportunity to host Michael K. Yudin, the Acting Assistant Secretary of the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS), and what a great day it was! I met Michael several years ago when I was invited to share the Sanger story while I was in Washington, D.C., to celebrate being recognized as a National Blue Ribbon School. After a two-hour conversation with a large group of Department staff, the conversation continued with Michael and a small group of others for another two hours.

That day’s conversation was centered on our efforts to transition into a Professional Learning Community district and the outcomes of that effort. The staff were very interested in the journey we were on and in particular the outcomes.  Michael, in particular, was truly impressed by the broad-reaching significant improvements and outcomes made by all students, including students with disabilities, in academic achievement, graduation rates, and scores on accountability testing. Michael told me he had to visit Sanger to observe directly a district making dramatic and meaningful improvements in student outcomes.

Sanger Unified is a rural district in the heart of the Central Valley of California that shares the demographics of the region. We are a high poverty, high minority, high English Language Learner, low-parent education district as are most others in our area of California. In 2004, we were one of the first in California to be identified as a Program Improvement (PI) District due to our failure to meet the learning needs of large segments of our student population, and in particular our English Language Learners, children of poverty, and special needs students.

We began the Professional Learning Community (PLC) journey in the fall of 2005 and exited PI as a district in 2006. Our work in collaborative teams focused on answering the four key questions of a PLC. “What do we want our students to learn? How do we know they have learned it? How do we respond when learning has not occurred? And, how do we respond when learning has already occurred?” These questions generated the framework that drove our achievement gains. That work continues and so do the gains in student achievement.

In particular, the work around answering question three of a PLC, “how do we respond when learning did not occur,” prompted Michael Yudin’s recent visit. Answering that question has led to robust systems of support for individual student learning needs being developed at all sites and at all levels in the district.  These systems provide a balanced approach to intervention that supports both the academic (Response to Intervention (RtI)) and behavioral (Positive Behavioral Intervention Systems (PBIS)) needs of our students, and areas of investment by OSERS.   The foundational piece of this work is that both RtI and PBIS are not Special Education initiatives but rather General Education obligations.  Interventions are not what someone else does for those kids, but what we all do together to support the learning of all our kids.

On Tuesday, Michael and I visited three of our elementary sites, Lincoln, Madison and Reagan, and our middle school, Washington Academic Middle School (WAMS). This gave Michael the opportunity to see our student support initiatives in action. At Lincoln, what we saw was a learning environment with high expectations for the children and deep belief in the children and their ability to learn. The program provides direct support to the students and has developed rubrics to monitor student progress.

Madison and Reagan elementary schools allowed us the opportunity to visit classrooms during RtI. We were able to witness the data driven responses to the learning needs in the small group intensive and strategic interventions for some kids and the opportunity for many others to go deeper by providing enrichment in the benchmark classrooms.  All of these supports are fluid in their nature and are driven by constant regular progress monitoring and data based placement decisions.  Data drives the program and that fact was evident throughout.

The Reagan Data Wall was a great example of one staff’s response to monitoring student progress. Each student has a color-coded card that is placed on the wall according to the student’s intervention placement.  The cards are color coded in terms of initial placement, intensive, strategic, or benchmark, and regularly moved on the wall to reflect current placement. The evidence of student movement within the system is clearly displayed visually by the cards that are constantly updated to include current data. Staff pointed out with pride that at one particular grade level the benchmark band had to be extended on the wall because the original band did not have the capacity to include all of the kids who have moved up bands to that level during the year.

At all three sites the PBIS supports were clearly evident, not just in the banners and posters, but in the behavior of the students themselves.  Creating sets of clear expectations around behavior and then providing supports to meet those expectations has a dramatic impact on school climate, quality of the learning environment, and learning outcomes.

At Washington Academic Middle School we again saw a balanced system of supports for the learning needs of every student. The journey at our Middle School to develop and provide the needed learning supports for our students began several years ago in response to a site request that we adopt a district policy that we would not send students on to High School who had a failing grade in core subject areas.

The staff quickly realized that if they were going to reverse the trend of sending to the high school groups of students who had more than 30% failing grades in core academic subjects, they were going to have to do something different to support student learning. The response of that staff to develop those necessary supports and create a place where a student actually has to work harder to fail than to be successful has been incredible. From noontime homework labs, to academic seminar periods, to after school rectification classes and holiday break intersessions, the system of increasingly intense supports to the learning needs of the students has done the job. As they have built the supports on the academic side of the pyramid, they have also built in a system of behavioral supports and the overall impact on student achievement and school climate is why WAMS is today, a National Middle School to Watch!

Has the work we have done in Sanger in the last eight years made a difference? The answer is yes! In the period of time between 2004 and 2012 Sanger has seen dramatic gains in student achievement in all sub groups. In 2004, we ranked in the bottom ten percent in California in terms of student achievement, recently EdTrust West reported that Sanger has the third highest overall achievement gains in California for Districts with high minority, high EL, high poverty student populations.

In 2004 no subgroup exceeded the state average in AYP and today all do. Looking only at our students with disabilities (SWD), in 2004 we had only nine percent proficient of advanced in English Language Arts (ELA) and 13 percent in math.  In 2012, those levels were 43 percent in ELA and 48 percent in math with the State average being 36 percent in ELA and 37 percent in math. Similar gains have been made in our dropout and graduation rates and the latest data shows a district-wide dropout rate of 3.1 percent and a cohort graduation rate of 94.6 percent. Similar results again are shown in our students with disabilities subgroup where our current dropout rate is 3.6 percent (compared to a countywide average of 23.9 percent and statewide of 17.2 percent) and our cohort graduation rate for the SWD students is 76.4 percent (compared to countywide average of 48.8 percent and Statewide of 60.8 percent). Our RtI program has also resulted in a 50 percent decrease of referrals to special education.

Maybe the most moving conversations that took place with Michael were those at lunch in an informal setting with a group of 30 or so parents, students and staff from various locations in the district. Again and again the parents expressed their appreciation for the levels of support that the district provides for their children in meeting their individual learning needs. One mom shared with pride the learning journey of her daughter who has struggled along the way. The daughter has been provided with various interventions and supports and the outcomes of these efforts have been clearly communicated to both the student and parent.

Another parent shared that she has four children, each of them unique in their nature, makeup and needs.  She said that each of her children has been supported by staff according to their individual needs and not once has she heard the question raised, “why aren’t you more like…” comparing one child in the family and their accomplishments with the accomplishments of a sibling. This, she said, is rare and is exactly why we made the choice to bring our children to Sanger; this is a place where every child is supported to be the best that he or she can be.

I couldn’t have said it better myself, “Every Child, Every Day, Whatever It Takes!”

Marcus Johnson is the Superintendent of the Sanger Unified School District in Sanger, CA.

Left to Right: Merylee’s husband Reymundo Juarez, daughter Lizelena Marie, son Angel Manuel, father Mario Alcala, daughter Alexandra Ines and Merylee Juarez on the day of her GED graduation.

“Termine la escuela. No queremos que sea como nosotros, a trabajar en los campos en el frío y la lluvia.” [Finish school. We don’t want you to be like us and work in the fields in the cold and the rain.] My mom has always encouraged me to get an education and now that I am a mother myself, I truly understand the significance of her words. Even though agricultural work is honorable, migrant life is difficult and as a student, this is especially true. Time becomes a precious commodity when balancing work, school and family responsibilities.

At 10 years of age I started blueberry picking with my family in Michigan for eight months out of the year and then would live in Texas for the rest of the year. Since then I’ve held several migrant jobs including price tagging and shipping field plants. My parents, trying to give us a better tomorrow, would work long hours every day and as one of seven children, I would help to watch my siblings while my parents were gone.

I dropped out of high school in the 10th grade, but watching my mother learn English to apply for a better job while still caring for her family, inspired me to go back to school. I passionately love to help people, just like my mother, but I realized that in order to help others, I had to help myself first. After several hurdles, I enrolled in the U.S. Department of Education’s High School Equivalent Program (HEP).  The HEP assists migrant and seasonal farmworkers and their children to obtain a GED and serves more than 5,000 students every year. It has made a tremendous impact in my life by not only helping me educationally but by also providing job placement assistance.

Merylee’s mother, Maria De La Luz Alcala

The HEP really helped me get on the path to achieving my dreams. I may have a long way to go in becoming an elementary teacher and then ultimately a Migrant Student Counselor, but I want my children to look at me like I have looked at my mother since I was a child – as a role model. Her drive and encouragement has been a huge force in my life. This Mother’s Day, I hope she reads this blog and understands how grateful I am for her never ending support and for providing for her children the best way she knew how.

Gracias mama. I will continue to make you proud and prove that all your hard work was not in vain. ¡Porque cuando se quiere, se puede! [Because when you want it, you can achieve it!]

Merylee Jaurez is now a proud college student at South Texas College and President of the Migrant Parent Advisory Council (PAC) and Secretary of the Title I PAC in Monte Alto, Texas.

Interested in learning more about ED’s migrant programs?

Migrant Education Program (MEP): Ensures that children of migrant workers have access to and benefit from the same free, appropriate public education, including public preschool education, provided to other children. The MEP funds help state and local educational agencies remove barriers to the school enrollment, attendance, and achievement of migrant children.

College Assistance Migrant Program (CAMP): Assist migrant and seasonal farmworkers and their children to successfully complete the first undergraduate year of study in a college or university, and provides follow-up services to help students continue in postseco

I’m not afraid to admit that being a college senior is a little frightening (okay, slight understatement-it’s extremely frightening!) As the Class of 2013 prepares to say goodbye to the comforts of our college community and say hello to the real world, we are faced with many realities. Where will I live? How am I going to find a job? Will I make ends meet?  Will I be happy?

And with all these new exciting challenges and responsibilities, one of the last things on most of our minds is repaying our student loans. Yet it’s one of our responsibilities and we should be prepared for when the first bill arrives in the mail.

I will be honest in saying that this repayment process is a little intimidating, and before writing this post I was at a loss of where to begin. Luckily, the Department of Education’s Office of Federal Student Aid (FSA) has tools available to walk soon-to-be grads through the loan repayment process:

• Exit Counseling: Recently redesigned to be more interactive, Exit Counseling provides important information to student borrowers who are preparing to begin student loan repayment. Exit counseling is required when you graduate, leave school, or drop below half-time enrollment, so talk to the financial aid office at your school about completing it.
• Federal Loan Repayment Plans: Understanding the details of repayment can save you time and money. Find out when repayment starts, how to make your payment, repayment plan options, what to do if you have trouble making payments, and more!
• Repayment Estimator: Federal Student Aid recently launched a Repayment Estimator that allows you compare your monthly student loan payment under different repayment plans to help you figure out which option is right for you.  Once you log-in, it will automatically pull in all of your federal student loan information so you can compare repayment plans based on your specific situation.

So with all of these great resources, I’ve found that things are clearer, and not quite as scary. Class of 2013 we are about to embark on a new adventure, best of luck to each and every one of you!

For additional information and tips, visit Federal Student Aid on Twitter , Facebook, and YouTube.

Kelsey Donohue is a senior at Marist College (N.Y.), and an intern in ED’s Office of Communications and Outreach

Yesterday afternoon, the U.S. Department of Education hosted a Google+ Hangout—“Celebrating African American Teachers in the Classroom”—at Howard University in Washington, D.C. The panel, moderated by NBC News’ Tamron Hall, comprised of African American educators from across the country, discussed the rewards of the teaching profession, the critical role of good teachers, and the challenges they face in preparing students for college and careers.

The panel consisted of the Department’s Jim Shelton, assistant deputy secretary for innovation and improvement; David Johns, executive director of the White House Initiative on Educational Excellence for African Americans; Jemal Graham, a 7th-grade math teacher at Eagle Academy for Young Men in Queens, N.Y.; Dr. Ivory A. Toldson, Howard University, Department of Education and Wesley Baker, a middle-school social studies teacher at KIPP Truth Academy in Dallas, Texas.

The discussion was the first of several events to be hosted by the Department to celebrate the country’s more than five million teachers during Teacher Appreciation Week (May 6-10).

Each teacher brought a passion and wealth of knowledge to the discussion that reminds all of us of the important role that educators play in our lives.  From one topic to the next, each gave heartfelt feedback of what was working and what they found most challenging.  What struck me the most, was that regardless of their location or district each teacher was able to find common ground with the other.  This was not just a calling for them, this was their profession and they studied it and practiced it the same way a lawyer prepares for a case – with diligence and unwavering attention. The panel discussion was a rare opportunity for a diverse assembly of educators to come together to exchange their ideas.

Secretary Duncan and President Obama have recognized the need for a more diverse teaching force.  Nationwide, more than 35 percent of public school students are African American or Hispanic, but less than 15 percent of teachers are Black or Latino, and less than 2 percent of our nation’s teachers are African American males. Early in Duncan’s term as Secretary of Education, he made the call for more African American men to pick up the chalk and teach. Read more about the Teach.gov initiative (now Teach.org).

Watch yesterday’s Google+ Hangout:

Click here for an alternate version of the video with an accessible player.

Cameron French is deputy press secretary at the U.S. Department of Education 

Great teaching can change a child’s life. That kind of teaching is a remarkable combination of things: art, science, inspiration, talent, gift, and — always — incredibly hard work. It requires relationship building, subject expertise and a deep understanding of the craft. Our celebrated athletes and performers have nothing on our best teachers.

But, in honoring teachers, I think Teacher Appreciation Week needs an update. Don’t get me wrong — teachers have earned every bagel breakfast, celebratory bulletin board, gift card and thank-you note. Given the importance of their work and the challenges they face, teachers absolutely deserve every form of appreciation their communities can muster.

But we need to do something a bit more substantive and lasting than the bagel breakfast, too.

Complex as teaching has been over the years, it’s more so now — in part because of reforms my administration has promoted. The reasons for these changes are clear. Despite many pockets of excellence, we’re not where we need to be as a nation. The president has challenged us to regain our place as world leader in college completion, but today we rank 14th. A child growing up in poverty has less than a 1-in-10 chance of earning a college diploma.

To change the odds, we have joined with states and communities to work for major reforms in which teachers are vital actors. The biggest are new college- and career-ready standards that 46 states and the District of Columbia have chosen to adopt. These higher standards require a dramatic rethinking of teachers’ daily practice: working toward standards tied to literature and problem-solving; using data to inform and adapt instruction. It’s hard work — but done well, our children will have a better shot at a solid, middle-class life.

The teachers I talk to don’t question the need for broad change. They are enthusiastic about instruction that emphasizes depth rather than coverage, worthy literature to read and real-world problems to solve. They passionately want to be part of helping more students get prepared for college and career. But many have told me that the pace of change is causing real anxiety.

I’ve heard repeatedly that, given the newness of the college- and career-ready standards, teachers really want to see what they’re aiming for. They want models of excellence that they can study. And it all feels like the change is happening at once. It’s impossible not to be touched by the strength of their feelings — their desire to get it right, and for many, the worry that they won’t.

There’s no question in my mind that raising the bar for our students is necessary and that America’s educators are up to it. But I want to call on the other adults in the system to redouble their efforts to support our teachers through this change.

I’ll start with my own team at the Department of Education. We are listening carefully to teachers and other experts as we walk through this transition, and working hard to figure out how to make it as smooth as it can possibly be for teachers and for their students. And I pledge to redouble our own efforts to work with states, districts and schools to help connect educators who can offer a vision of outstanding teaching under these new standards.

But I also want to call on policy makers, district leaders and principals to find ways to help ease these transitions to higher standards. What does that mean?

• Find opportunities for teachers to lead this work. There is far too much talent and expertise in our teaching force that is hidden in isolated classrooms and not reaching as far as it can to bring the system forward. Teachers and leaders must work together to create opportunities for teacher leadership, including shared responsibility, and that means developing school-level structures for teachers to activate their talents. This may mean reducing teaching loads to create “hybrid” roles for teachers in which they both teach and lead.
• Find, make visible and celebrate examples of making this transition well.Teachers often tell me they’re looking for examples of how to do this right. Let’s spotlight teachers and schools that are leading the way.
• Use your bully pulpit — and share that spotlight with a teacher. Whether you are a principal, superintendent, elected leader, parent or play some other role, you have a voice. Learn about this transition, and use your voice to help make this transition a good experience for teachers, students, and families. Especially important is educating families about what to expect and why it matters. Invite a teacher to help you tell the story and answer questions.
• Be an active, bold part of improving pre-service training and professional development, and make sure that all stages of a teacher’s education reflect the new instructional world they will inhabit. Teachers deserve a continuum of professional growth; that means designing career lattices so that teaching offers a career’s worth of dynamic opportunities for impacting students.
• Read and take ideas from the RESPECT Blueprint, a plan released last month containing a vision for an elevated teaching profession. The blueprint reflects a vision shaped by more than a year’s worth of intimate discussions the department convened with some 6,000 teachers about transforming their profession. Teaching is the nation’s most important work, and it’s time for concrete steps that treat it that way — RESPECT offers a blueprint to do that.

Don’t get me wrong — teachers deserve a week of celebration with plenty of baked goods. But I hear, often, that this is a time that teachers want some extra support. They deserve real, meaningful help — not just this week, but all year long.

Arne Duncan is U.S. Secretary of Education.

This article originally appeared in  SmartBlogs on Education. 

Although Teacher Appreciation Week begins today, officials at the Department of Education started celebrating early by honoring the five experienced teachers who were inducted into the National Teacher Hall of Fame last Friday.

Secretary Duncan spoke at a ceremony honoring teachers inducted into the National Teacher Hall of Fame last week. The teachers were also invited to ED to talk about education policy, but they also impressed staff with their passion to the profession.

The teachers were invited to the Department of Education to talk about their practice and to discuss education policy with a number of senior-level officials. From the beginning of the conversation, however, the teachers wowed us by their passion for their students and their subjects—and by their humility.

• Beth Vernon, a science teacher from Missouri, described herself as someone who figured out early on that she had to make a classroom that she wanted to sit in. Vernon has created a CD compilation of songs about science to engage her students called Beth Vernon’s Rock Collection. Still, Vernon described herself as the winner of “the most surprised” teacher to be honored at the Hall of Fame and discussing policy at ED.
• Darryl Johnson, a language arts teacher also from Missouri, described his path to teaching as an unlikely one. The youngest of three boys, he was the first person in his family to attend college, and even when he did his student teaching, he wasn’t sure this was the profession for him. What changed Johnson’s path was observing how his lesson on the story “No News from Auschwitz (Rosenthal)” affected a student in the back row of his class.  When he realized the effect he could have on individual students, he was all in. Since then, Johnson was selected as a Missouri State Teacher of the Year (2007), and he has earned and renewed his National Board Certification.
• Martha McLeod, “born and raised on a cattle ranch in Texas,” says it is important for her to help “kids in poverty” to connect what they learn in her 5th grade science class to the rest of the world.  Her school recycling program has won numerous awards, but she admits that she doesn’t run the program for the accolades. “I want my kids to know that we are not a throw-away society,” she explained.
• As a rural student living in Northern Maryland, Rebecca Gault was homeschooled in grades 6-12. Lessons from her mother were so organized that got a notecard of objectives every week, telling what she should do and what she should learn. On Fridays, she took the tests in every subject. From her mother, Gault says she learned the tremendous importance of getting an education. “She told me, education should be something you would die for,” she said.
• Deborah Cornelison describes her high school science class in Oklahoma as a STEM classroom before teaching STEM (science, technology, engineering and math) was cool. Not only has she been lauded for exceptional, experiential teaching, but Cornelison has been involved in creating authentic professional learning for science teachers. Of the Teacher Hall of Fame award, she said, “I especially value this honor because it values career teachers.”

Those participating in a conversation with these honorees couldn’t have agreed with Cornelison more.

Laurie Calvert is the Department of Education’s Teacher Liaison. Prior to this, she taught for 14 years in Asheville, N.C.

So many of America’s teachers are amazing. Each day, they take on the extraordinary responsibility and highly complex work of moving all students forward. As I visit schools across the country and talk with teachers at the U.S. Department of Education, they astound me continually with what they accomplish every day. Not only are teachers some of the smartest, most compassionate people I know, but they do work that few of us could accomplish on our best days.

Secretary Arne Duncan speaks with a teacher at Elk Elementary Center in Charleston, W.Va., during his 2012 back to school bus tour across America.

During Teacher Appreciation Week, the people who value teachers often take time to send them a note of thanks or a token of appreciation. This is appropriate. The least we can do once a year is to push “pause” on our lives and thank them in the short term. However, what our teachers really need—and deserve—is our ongoing commitment to work with them to transform America’s schools. They need us to acknowledge them as professionals who are doing our nation’s most important work. We can begin this work by making it a priority to listen to and to celebrate teachers.

Here are some ways we plan to listen to and to celebrate teachers at the Department of Education this week.

Listening. On Monday, May 6, we will host a Google hangout celebrating African-American educators around the country, broadcasting from the campus of Howard University. You can view the conversation – “Celebrating African-American Teachers in our Classrooms” – live at 4 pm Eastern or check out the archived version of the Hangout afterwards at our YouTube site. You can also follow the discussion on Twitter at #AfAmTeachers. On Wednesday and Friday, our Teaching Ambassador Fellows will host roundtable discussions with teachers of children with exceptionalities and teachers of English language learners. We want to know from them what is working in their schools, what is not working, and how we can better support them.

Celebrating. Every day this week I will be making phone calls to great teachers who are leading change from their classrooms. We will also be celebrating teachers on Twitter; please be part of that by using the hashtag #thankateacher. On Wednesday I will drop by a local Teacher Appreciation Breakfast to thank teachers for making tremendous progress closing gaps and raising achievement in their school. We are also hosting a reception at the Department for the more than 400 current and former teachers who work at the Department of Education, and talking about how we can better make use of their experiences to improve our work.

Walking in Teachers’ Shoes. One of my favorite activities all year long is our ED Goes Back to School Day, taking place this year on Thursday, May 9. More than 65 of my senior staff and regional officers will shadow a teacher for a day or half-day, witnessing firsthand how demanding and rewarding it can be to juggle reforms, pedagogy, and practice. After the shadowing, the teachers and staff will meet with me back at ED to talk about their experiences and share lessons learned. Last year our staff benefitted tremendously from the experience, talking about what they saw for months afterward and connecting their experiences with their daily work here.

I encourage everyone to take time this week to not only take a more active role honoring teachers, but to listen to them actively and to celebrate their great work. I hope this week will be your chance to ask a teacher, How can I support you in America’s most important work, all year long?

Arne Duncan is the U.S. Secretary of Education

Education researchers play an invaluable role in formulating policy, from preschool to grad school, Secretary Arne Duncan told the attendees of the American Educational Research Association (AERA) annual meeting in San Francisco this week where he laid out a vision for where assessment is going, and engaged researchers on the role they play in improving education. “You are the experts. You are the independent truth-tellers,” he said.

Duncan’s speech to AERA examined the major issues facing students, educators, policymakers, and other stakeholders in today’s education environment. Duncan noted that the role of the independent expert is not at odds with asking hard questions about the practical implications of research, as well as assisting practitioners to improve education outcomes. “Rigor is necessary but not sufficient. Relevance matters,” Duncan said.

In an effort to make education research more relevant, Duncan challenged the research community to consider two items:

1. To do a more complete job of asking comparative questions in research and evaluation.
2. To remain open to findings that contradict or compel a rethinking of the conventional wisdom.

Secretary Duncan also addressed standardized assessments, saying they are still a needed tool for transparency and accountability. “We should never, ever return to the days of concealing achievement gaps with school averages, no-stakes tests, and low standards,” he said. “A new generation of high-quality assessments must be a cornerstone of America regaining its educational leadership. And researchers, with rigor and relevance, must help lead forth that effort.”

Read the full text of Duncan’s speech: Choosing the Right Battles: Remarks and a Conversation.

Cross-posted from Joining Forces.

With more than a million veterans returning home to our nation’s shores over the next five years, we have an unprecedented opportunity – and a civic obligation – to strengthen their pathways to success. To prepare for their return home and their transition back to civilian life, the Obama Administration sought – early on– to bring diverse government partners to the table, calling for an interagency planning effort to support Service members’ career readiness.

In response to President Obama’s call to action for a career-ready military in August 2011, the Veterans Employment Initiative Task Force was launched, under the leadership of the Departments of Defense and Veterans Affairs. This interagency effort has brought together a collaboration of federal agencies – including Education, the Small Business Administration, Labor, Homeland Security and the Office of Personnel Management, as well as our military services and National Guard and Reserves –  as partners, working together on the first major redesign of the military’s Transition Assistance Program in over twenty years to develop a comprehensive, outcome-based re-entry program now called Transition Goals, Plans, Success (Transition GPS).

Each of the partner federal agencies is contributing leadership and resources to activate the implementation of Transition GPS, in accordance with the VOW to Hire Heroes Act signed into law November 21, 2011. Key to this work has been the development of a core 3-day curriculum, career readiness standards, three optional tracks for transition (Higher Education, Technical Training, and Entrepreneurship), as well as options for learning in brick-and-mortar classrooms and online. Throughout their participation, Service members will receive individualized counseling and support in the preparation of a transition plan. The program also provides Service members who are exiting active duty with an education transcript, resume, access to labor market information, employment and housing opportunities, benefits information, mentoring resources, and other support services.

Based on lessons learned from as early as 1991 when Congress mandated that a Transition Assistance Plan be enacted,  this redesign is guided by the view that preparation for the transition from military to civilian life should begin upon entry to boot camp. Transition GPS is the way forward, ensuring that our separating military men and women prepare for educational advancement and career opportunities throughout their lives. With the availability of military training, courses, and online certificate and degree opportunities, Service members will design an individual education and career plan to guide their future, both during and after their term of duty.

Today, many colleges and universities provide academic credit for individual courses, full programs of study and prior learning acquired on ships, during combat and at base locations worldwide. In the next few years, Transition GPS will provide the pathways for veterans re-entering their communities with career-ready education and training for success in the workforce. Some will exit having earned their high school diplomas, GEDs, and/or their associates’, bachelors’ or masters’ degrees. Others will seamlessly continue their education or training following their military careers in quality, affordable educational programs, taking advantage of internships or apprenticeships to be fully ready for their chosen careers.

Federal agency partners working with Military and Veterans Service Organizations have committed to maximizing resources, aligning benefits for Service members, and reducing duplication and system inefficiencies to best facilitate Service members’ transition to civilian life. More than 60 percent of jobs will require some postsecondary education or training: we want all of our veterans to take advantage of the variety of benefits available to them, so that they can choose an educational program with good job prospects that will serve them well.

Our collective goal – aspiring for every veteran to have a seamless pathway to pursuing future employment opportunities with career-ready knowledge and skills for success – is ambitious, but Transition GPS is a key component in strengthening that journey. Whether a veteran needs financial planning, an educational program like Troops to Teachers, help on campus from an experienced counselor, claims assistance, disability or other medical services from the VA, guidance on accessing federal student aid or navigating college and university opportunities, or help from the SBA to set up a small business, we stand at an extraordinary moment in time to welcome our men and women home and serve  them and their families better than we’ve ever done in the past to prepare them for bright and prosperous futures.

Rosye Cloud is the Director of Policy for Veterans, Wounded Warriors and Military Families at the White House. Martha Kanter is the Under Secretary of the U.S. Department of Education. 

Students in Robert Rivera-Amezola’s fourth-grade classroom in Philadelphia work collaboratively on a writing assignment. (Photo by Jason Miczek and provided courtesy of the National Writing Project.)

Writing is an important part of the Common Core State Standards in English language arts, but what about students learning to employ the digital tools so natural to them outside the classroom to express themselves in school? The challenges to “going digital” with writing instruction range from choosing the best methods to employ the latest technological tools to accessing quality in-service and joining communities of practice to staying current with the changing definition of a “literate” citizenry.

Fortunately, there is Digital Is — a forum for teachers to share and engage with other educators in the field of digital writing — to meet these challenges. Developed by the National Writing Project, a venerable source of professional development, curricular and instructional resources, research findings, and best practices based on experiences of K-16 educators, this free Web portal is serving thousands of educators, writers, and K-12 learners.

In “Writing and Learning in a Digital Age — Digital Is,” the Office of Innovation and Improvement’s Margarita Melendez conveys the multiple facets of this unique resource that is supported by funding from the Department of Education. Readers of the feature will also learn about two other OII-supported National Writing Project efforts that are providing teaching modules connected to the Common Core and a professional development program focused on rural school districts. Read the full piece: Writing and Learning in a Digital Age – Digital Is.

Inside a classroom at Chantry Elementary School in the small town of Malvern, Iowa, four 1st grade students are gathered around a table facing Becky Curtis. She is teaching them to read.

It appears to be a traditional reading intervention class. However, they are not alone.

A state away in Omaha, Neb., Mrs. Patty Smith is observing the small group via WebEx software and a webcam on an open laptop sitting on a table behind the students. Occasionally Mrs. Smith speaks with Ms. Curtis through a small listening device. The technology is allowing Mrs. Smith to communicate, see and hear the students’ responses and their teacher’s instruction.

They are part of Project READERS, a large-scale distance coaching study at the University of Nebraska-Lincoln (UNL). UNL is using technology to connect trained coaches with more than 200 teachers in over 40 rural schools in eight states, where reading-support experts would not be available otherwise.

Ms. Curtis is a special education teacher who volunteered for the professional development project to improve her skills and serve as a reading intervention specialist.

As they begin to read a story together, the students are hanging on their teacher’s every word, using their fingers to point and decode letters, repeating words, blending sounds, and improving their phonemic awareness.

Ms. Curtis is working with precision, making sure her pupils can hear patterns and the rhythm of stressed and unstressed pieces of compound words. They identify and repeat the smallest units of sound.

When incorrect, the students and Ms. Curtis repeat and persist until the sounds are exactly right.

This rural education R&D, using a high-speed broadband connection, appears less intrusive than traditional coaching with an additional teacher physically in the classroom. At no point is Ms. Curtis competing for her students’ attention.

UNL is investigating the effects of distance coaching using technology on rural teachers’ knowledge, practice and student outcomes. Early elementary school teachers also learn and apply methods for collecting and using data to make instructional decisions.

The large-scale study is part of work conducted at UNL’s National Center for Research on Rural Education (R2Ed), which is funded by a five-year grant from the Institute for Education Sciences at the U.S. Department of Education.

Near the end of class, Ms. Curtis bursts into laughter, unable to contain the private conversation she is having with Mrs. Smith about her students and their responses to her instruction.

The children immediately log-in, asking “What did she say? What did she say?” With a smile on her face, Ms. Curtis removes her hand from her mouth to tell her students, “She said I was awesome you guys!”

There are high-fives all around as Ms. Curtis tells her students how well they were reading. Before class ends, Ms. Curtis unplugs her ear-bud from the laptop and asks the students to turn to face Mrs. Smith for a quick debrief conversation.

Their time is up and class ends for the day. As the children run from the room, it is obvious their secret is out.

From Omaha to Malvern they’re all learning together.

John White is Deputy Assistant Secretary for Rural Outreach at the U.S. Department of Education

If you are a high school senior who has yet to decide where you’re going to college this fall, you are most likely not alone. May 1st marks the National College Decision Day where the vast majority of U.S. colleges and universities require students to notify them of their decision to attend.

As you navigate the college decision process, the U.S. Department of Education provides tools for you and your family to make it easy to compare important information such as college costs, average student loan debt, and graduation rates across different institutions.

If you are a student or the parent of a college-bound teen struggling with this decision, here are a few tools that can help:

The College Scorecard

The College Scorecard includes essential information about a particular college’s cost, its graduation rates and the average amount its students borrow, all in an easy-to-read format. It is designed to help you compare colleges and choose one that is well-suited to your individual needs.

Net Price Calculator Center

The Net Price Calculator Center provides an easy tool to explore the net price of any given college- that is, the price after subtracting the scholarships and grants you are likely to receive. Then, you can easily compare estimated net prices across the institutions that you are considering.

Financial Aid Shopping Sheet

Many colleges and universities have adapted a Shopping Sheet which will be included in your financial aid package. The Shopping Sheet provides personalized information on financial aid and net costs as well as general information on institutional outcomes- all in a standardized format. This tool provides an easy way to make clear comparisons among financial aid offers that you may receive.

College Navigator

College Navigator is an interactive website that allows you to explore and compare features of different institutions, including programs and majors, admissions considerations, campus crime statistics and more.

For additional tips visit Federal Student Aid’s Choosing a School resources and follow @USEDGOV & @FAFSA on Twitter.

Now that you have the resources and the tools to pick the right college, you can let out a sigh of relief and show your campus pride with that coveted university sweatshirt. Congratulations!

Kelsey Donohue is a senior at Marist College (N.Y.), and an intern in ED’s Office of Communications and Outreach

Greene 5th grade chefs Daisy Salgado (left) and Gilberto Castaneda share healthy cooking tips with the Surgeon General and Mildred Hunter of the U.S. Dept of Health and Human Services – Region V. Photo courtesy of the Healthy Schools Campaign

Everyone wants healthy school environments, but limited funding, space and time can challenge robust plans. The Healthy Schools Campaign has helped some Chicago schools build innovative partnerships and strong parental support to work around those issues, and U.S. Surgeon General Regina Benjamin, MD, got a taste of the results during a recent visit to Chicago’s Nathanael Greene Elementary School.

During her visit, the Surgeon General chopped fresh salad greens with Greene 5th graders and volunteers, dug-in with 2nd graders planting some of those same vegetables, and teamed-up with students jump-roping and other rainy-day recess activities in the school’s limited indoor space.

“As America’s doctor, I can tell you that what you’re doing here is special,” said Dr. Benjamin to parents representing Greene and other Chicago schools of Parents United for Healthy Schools/Padres Unidos para Escuelas Saludables  – formed by HSC in 2006 to combat growing health disparities in Chicago.

Parents told the Surgeon General about after school classes like Zumba and healthy cooking they’ve helped implement in their schools. Many also helped their schools begin to serve nutritious breakfasts – now a standard throughout Chicago Public Schools.

“These activities make a difference for kids. We helped to make them happen,” said parent Jose Hernandez of Calmeca Academy Elementary School.

Local community and government leaders joined Benjamin for a lunch made of locally grown and sustainable items. The meal was developed and cooked by CPS high school chefs as part of a recent Cooking up Change competition.

“Three years ago, we began working with the district to challenge schools across the city to make changes to nutrition education, physical activity and other areas to meet the high standards of the Healthier U.S. Schools Challenge,” said Rochelle Davis, founder and executive director of HSC, which recently exceeded its initial goal of helping more than 100 Chicago schools to receive HUSSC certification. HUSSC is promoted through First Lady Michelle Obama’s Let’s Move campaign against childhood obesity.

Healthy schools are a cornerstone of the National Prevention Strategy (NPS) to improve Americans’ health and quality of life.  Benjamin leads the NPS charge that incorporates the work of 17 federal agencies, including the U.S. Department of Education, which last week announced the 2013 U.S. Department of Education Green Ribbon Schools and District Sustainability Awardees that are helping to create healthy and sustainable learning environments.

Julie Ewart is the Director of Communications and Outreach for the Great Lakes Region of the U.S. Department of Education