By Mary Niederberger Pittsburgh Current Education Writer mary@pittsburghcurrent.com

The state Department of Education today launched an Equitable Practices Hub that is aimed at getting school districts to perform a deep analysis of equity practices and make the changes needed to ensure that academics, discipline and extracurricular activities are available to all students on an equal basis.

Weve made it a one-stop shop for LEAs (Local Education Agencies) to find out where they are in the equity journey, said Nikole Hollins-Sims, special advisor around equity to the Pennsylvania Department of Education.

For some districts, using the hub will be a start, Hollins-Sims said. Others may be halfway through and others further along in the journey. This hub is essentially a guidepost.

The departments goal for equity is that every student has access to the educational resources and rigor they need, when they need it, across race, gender, ethnicity, disability, sexual orientation, family background and/or family income, according to a press release announcing its launch.

The hub holds resources such as best practices, models and guidance, but it first asks schools and districts to take a deep look into their data and practices and how they affect students, particularly those in marginalized communities or vulnerable groups including minorities, students with disabilities, English language learners and those living in poverty.

The education department asks each district or school to use the Mid-Atlantic Equity Consortium Criteria for an Equitable School Tool before using the resources in the hub.

Hollins-Sims called it an equity audit.

The tool asks educators to answer a number of questions about equity in their district, forcing them to take a hard look at some sensitive issues.

It starts by asking if a school system has a specific plan for educational equity but then moves on to questions about the distribution of highly qualified teachers throughout the system and whether there are policies to ensure that no students are excluded from extra or co-curricular activities because of race, language, gender, gender identity, socioeconomics, disability or transportation issues.

It questions if interpreters are available within a school system for all of the languages present in the school community

And, it asks districts to review enrollments of students in special education, gifted programs and advanced courses to ensure there is not a disproportionate representation of one racial or ethnic group, language or gender identity. Traditionally, minorities have had far lower enrollments in gifted programs and advanced courses.

It also asks if data is regularly collected, disaggregated and analyzed by such areas as standardized test scores, student discipline, bullying and harassment and participation in school activities and honors.

There is a school climate review as well which asks such questions as whether programs, speakers and curriculum in the school district represent the diversity that exists in the system, if bulletin board postings and other materials show students of diverse backgrounds

Educators are also asked to review discipline practices and data to determine if they are carried out equitably among the various populations of students.

In Allegheny County, Leanna Lawson, program director for training and consultation at the Allegheny Intermediate Unit, is the point person for school districts who need help finding resources.

Lawson served on committees that helped to develop the hub, which was two and a half years in the making.

Lawson said in the coming weeks she will work to ensure that all school districts in the county know about the hub and its purpose. Following that she will encourage any educators who might need technical support or training, such as data analysis, to reach out to the AIU,

Both Lawson and Hollins-Sims noted there are no quick fixes to equity issues. This work is literally paradigm-shifting, Hollins-Sims said.

Lawon suggests districts start by focusing on pieces of their equity work and creating momentum and change rather than trying to fix an entire system.

The hub was launched at this time because all of its components were ready, Hollins-Sims said.

But it is timely given the racial discord in the nation and the COVID-19 pandemic which is creating equity issues in education as students are kept from their classrooms and many of the services they normally receive and as families live through the trauma of isolation, job loss and possible health issues related to the virus.

Our populations who have been marginalized in the past are experiencing this pandemic at much higher rates of trauma, said Dana Milakovic, mental health and alcohol and other drugs specialist for the department of education.

Theres resources (in the hub) on how to engage with families. How to do check-ins with families. How to support families with the traumas that are existing, she said.

The equity hub is an outgrowth of the Pennsylvania Equity and Inclusion Toolkit the department provided in April 2017 to help districts react to incidents of discrimination.

Hollins-Sims said the hope is that the equity hub will help prevent incidents of discrimination. So the environment is such that we hopefully wouldnt have this happen again, she said.

She said the hub will become a living breathing resource and more strategies will be added as they are developed.

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New Online Tool from Pa. Dept. of Education will help school districts track their "equity journey" - Pittsburgh Current

Online education is not merely a temporary adaptation to the contingencies of a pandemic-wracked world. After navigating an involuntary crash course in online learning, educational institutions are now recognizing that they will eventually deploy these strategies alongside off-line experiences in the post-COVID future.

They are finding that these two modalities are complementary: each one fills gaps for the other. Thus, the coronavirus holds the promise of elevating the impact of educational institutions in the future.

When Israel first entered lockdown, Masa Israel Journey, founded by the Jewish Agency and the government of Israel, faced the challenge of shifting our offerings online. This was particularly complicated for us since we design dynamic and experimental educational experiences that rely heavily on firsthand encounters with Israels people, places and institutions.

While at the start of the crisis, many of us rushed to provide alternative programming, we quickly recognized the importance of strategic pauses to evaluate and readapt our offerings according to what we learned. That helped us to cleverly and sophisticatedly use the online setting as new means of engagement and to augment the reach of in-person events.

Through quarantine, we have been continuously conceiving and producing new, relevant content. The educational offerings we have rolled out include Masa: Online a virtual platform offering lectures, workshops and live events, some led by Masas community members themselves; and Project Y, a fellowship program that brings together a diverse cohort of Masa fellows and Jewish-Israeli students to examine the contemporary Jewish reality and design educational experiences for one another. After remaking our annual Holocaust Remembrance Day program, which brings participants to Yad Vashem, into an online format, we were able to reach 1,300 participants and alumni around the world. Even after social distancing restrictions ease, these methods will continue to enhance participants experiences and reach more people than we can solely on the ground, thus strengthening connections worldwide.

In cooperation with our directors and coordinators drawing on the insight of a range of stakeholders, including young program participants and alumni we have developed programming that utilizes quarantine to equip participants with tools for the rest of their journeys in Israel and afterward. This includes opportunities for personal growth, like ulpan classes and career guidance courses, as well as chances to discuss deep and relevant questions about Jewish identity with fellows from all over the world.

Once the Health Ministry allowed gatherings of 50 people in open spaces, we decided to hold our Shavuot Festival. It was our first in-person event in several months. 250 fellows came together at six different educational meetups for thoughtful discussions about farewells and new beginnings inspired by the themes of the Book of Ruth. In these personal and intimate settings, participants were able to not only hear but truly listen to diverse speakers, representing Israels rich cultural landscape. Computers do not replace the value of physically experiencing the people and places around us.

The key for success in our shifting world is to create systems in which online and off-line experiences are integrated and it is easy to pivot in between them. Emerging from the initial pandemic wave, weve now focused on proactively designing versatile programming for a sliding scale of online-off-line engagement.

Thousands of participants are now entering Israel, and this years cohort of Masa Israel Teaching Fellows, for example, will have access to online content that delves into subjects related to the core concepts of their program: Israels culture, education system and diverse communities. At the end of their mandatory quarantine, they will convene for an in-person conference (designed in accordance with the Health Ministrys safety restrictions and guidelines) to reflect on the lessons and growth from their time in physical isolation. Rather than feeling a need to compensate for lost time, they will be more informed and prepared for their off-line experiences in ways not available within the walls of a classroom.

This pandemic will leave us all with valuable insight about the relationship between online and off-line learning. Forward-thinking education models can take advantage of the benefits of each, as well as the unique synergy of their combination.

The immediate future is uncertain, but harnessing both online and off-line capabilities gives us the flexibility to offer seamless, rich educational experiences in any situation; deepen the impact of our live programs with complementary materials; and create a more engaged community around the world.

The writer is the education R&D manager of the Masa Leadership & Impact Center.

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Great education can bring together online and off-line experiences - The Jerusalem Post

A laptop sitting next to some notebooks. Most classes this semester are being taught online through Zoom and Blackboard. AMY CHEN/THE STATESMAN

Virtual school, dubbed Zoom University, has become the new norm for education in the midst of the COVID-19 pandemic. Ever since March, schools and universities across the country have adapted to this odd situation by moving classrooms to a digital format.

Apps such as Zoom, Blackboard and Canvas are pioneering the way for remote learning. By taking advantage of these technological innovations, virtual schooling seems like a perfect solution that will allow students to continue their education while facing a global health crisis. Although online schooling provides students with an education, it is cheating them out of a proper one.

Online education is nowhere near the quality of in-person learning for a number of reasons. Yes, it teaches students time management and how to work independently, but if they have a hard time focusing, their educational careers could be put at stake.

Firstly, Zoom is reportedly a very buggy app. It often has connection issues and has a high chance of crashing. Because of these issues, both students and teachers have run into problems that caused them to either miss important information or lose precious class time.

Additionally, the security protocols that the app offers are mediocre at best. Every meeting could be susceptible to Zoom bombing people hijack Zoom meetings and expose their participants to content with varying degrees of crudeness. All Zoom bombers need access to is the meeting ID and password, which can be provided to them by students on the internet.

If someone does not have access to a stable internet connection, a phone or a computer, virtual schooling has the possibility of destroying their educational career. This becomes a problem for lower income students, as they do not have the same privileges as the rest of their classmates. These problems could cause lower-income students to fall behind in classes.

An article from the Los Angeles Times, addresses this problem by examining the situation of Andrew Diaz, a 10th grader whose financial situation caused him to fail his classes. Before remote learning went into full effect, he was a model student, earning As and Bs in all of his classes.

With his mother stuck at work and no supervision from teachers, Diaz slowly began to lose motivation to attend classes. By the end of April, Diazs school-related depression had taken its full effect. I feel like when I move on to 11th grade, Im gonna be behind, and everybodys gonna, like, be smarter than me, and Im afraid, he said in the article.

Furthermore, when classes are moved online, cheating becomes infinitely easier, with about 32.7% of students admitting to it.This allows students to get away with many things that they would not be able to do in the classroom.

When students begin to cheat on all of their assignments, they fail to actually take in the information that was assigned to them to learn. Because remote learning makes it easier to cheat, the classroom can become an environment of dishonesty.

Classes that move to online outlets lose an essential element of school the relationship between the teacher and their students.The lack of interpersonal connection turns learning into a desolate void in which information is spat back and forth with little critical engagement or debate.

Having a teacher who builds relationships with their students allows students to form a connection with the content that they are learning. They are allowed to spark in-depth conversation about the content that they are being taught that only furthers their knowledge while keeping them engaged. Online school eliminates this connection education has become a strict method of memorizing information, and keeping to the tight schedule of the curriculum.

In this time of stress and uncertainty, students and teachers are all overwhelmed. If you are struggling in class, reach out to your teachers or professors and let them know that you need help.

Even though Zoom University is greatly hindering academia, it is saddening to say that it is currently the only viable option we have that allows students to continue their education without the threat of COVID-19. Until everything returns to normal, we must try our best to make do with the husk of an education system we once had.

Continued here:
Zoom University is cheating students out of a proper education - Stony Brook Statesman

Let's just say it: there is nothing ideal about students and teachers dealing unexpectedly with remote learning, as millions have been doing during the COVID-19 pandemic.

That said, there may be a silver lining to virtual classrooms and distance learning, which many universities and schools this academic year are defaulting to, in various degrees, due to the coronavirus. As students and teachers may have to compensate for logistic challenges, collaborating online might prepare high school students with the kind of organizational acumen, emotional intelligence and self-discipline needed for modern careers, particularly those that allow for the growing trend of working in remote, distributed teams. The sooner that students master those proficiencies, the better off they'll be when they reach the job market.

Many people worked from home at least part of the time before COVID-19, and the pandemic has only accelerated that reality. In 2018, 70% of people globally telecommuted at least once every week, and 53% worked outside of a traditional office for at least half of the week, according to International Workforce Group.

In the US, as the pandemic forced many employees to work from home, their employers were encouraged by how productive their workforce remained. So much so that by 5 June 2020, 82% of 200 US business leaders surveyed by Gartner said they intended to give employees the option of working from home at least part of the time after the pandemic; 47% reported that they will offer telecommuting 100% of the time.

Employers weren't the only ones who were pleased: an August 2020 IBM Institute for Business Value (IBV) study discovered that 67% of US respondents surveyed prefer to work from home, at least some of the time. Fifty percent of respondents want it to be their primary way of working when the pandemic ends.

Traditional white collar careers were the first to offer geographic, work-from-anywhere flexibility, but there is a growing category of professional positions that will also allow for telecommuting and offer significant opportunity to expand access to fast-growing, well-paying careers. These are called "new collar" jobs, which often require specific, in-demand skills acquired through apprenticeships or credentials earned from abbreviated post high school coursework, but not always a traditional bachelors degree.

In these roles, employees can expect to work in geographically dispersed, virtual teams. Members of these teams will have to know how to collaborate efficiently, conduct online research and analysis, use resources like AI and the cloud, master speaking and presentation skills, seek continuing education, exercise emotional intelligence, and become more self-motivated and proactive.

New collar skills, both soft and hard, are in real demand. A 2019 study from the IBM IBV found that behavioural skills had become even more prized by executives than technical acumen. In fact, the study showed that flexibility and adaptability to change are now considered most important, followed closely by time management and ability to work effectively in team environments. Telecommuting and distributed teams demand all of these talents.

Well before COVD-19, remote work even became a component of the student internship experience. For example, during the summer of 2019, at an IBM-affiliated P-TECH school in Baltimore (part of a network of public vocational-technical high schools in 24 countries, co-founded by IBM, that offer mentorships, paid internships and no-cost community college degrees), summer student interns worked out of rented space within a business incubator facility. They used videoconferencing and collaboration tools to work with IBM colleagues and managers around the world.

Professionals of course still benefit greatly from in-person contact, and that will likely never change. There are plenty of anecdotes about water cooler discussions or hallway encounters that have led to new ideas and radical innovation. The same goes for educators, who benefit from in-person professional development and sharing of best practices. But educators are also seeing a benefit to some remote learning. One teacher, at an IBM-affiliated P-TECH school in Connecticut, observed that videoconference classes had unexpected benefits last spring: she was able to use the shorter classes for more intense discussion of previously-assigned readings. Students were able to hone their presentation and group project skills. And she was able to better appreciate some of the personal, at-home challenges that some of her students face. (Collecting information on effective pedagogy in the virtual setting will be critical to share as schools pivot to distance learning and as online curricula becomes more ubiquitous.)

Many students may have enough of the maturity, focus and self-discipline needed to learn digitally, at least some of the time. In addition to virtual classrooms, there are plenty of online resources for motivated high school students who want to prepare for college and the professional workplace. These platforms are giving students access to content that they might not otherwise have. Platforms like Open P-TECH, a set of free, self-paced classes and assessments from IBM that provide technical and career-related curricula, offer content for students who have their eye on professional, STEM-related careers. Many of these careers won't require a specific workplace; graduates will seek jobs for which virtual collaboration is expected, if not mandatory.

Of course, it's much more difficult to claim that younger, grade school students benefit much from distance learning and virtual collaboration. Their attention span is limited and is best captured by in-person engagement. For more complex topics, children need the attention, direction and feedback that only can be provided by a teacher in the same room. In-person instruction also is critical for many students with special learning needs.

The first global pandemic in more than 100 years, COVID-19 has spread throughout the world at an unprecedented speed. At the time of writing, 4.5 million cases have been confirmed and more than 300,000 people have died due to the virus.

As countries seek to recover, some of the more long-term economic, business, environmental, societal and technological challenges and opportunities are just beginning to become visible.

To help all stakeholders communities, governments, businesses and individuals understand the emerging risks and follow-on effects generated by the impact of the coronavirus pandemic, the World Economic Forum, in collaboration with Marsh and McLennan and Zurich Insurance Group, has launched its COVID-19 Risks Outlook: A Preliminary Mapping and its Implications - a companion for decision-makers, building on the Forums annual Global Risks Report.

The report reveals that the economic impact of COVID-19 is dominating companies risks perceptions.

Companies are invited to join the Forums work to help manage the identified emerging risks of COVID-19 across industries to shape a better future. Read the full COVID-19 Risks Outlook: A Preliminary Mapping and its Implications report here, and our impact story with further information.

No matter how much we seek the upside in distance learning for students, there are decided disadvantages. For one, humans innately crave and thrive from the personal connections that face-to face interactions provide. Virtual classrooms also place a strain on parents who need to work in or outside the home. Many parents find themselves taking on the role of teacher or teachers assistant whether they have time for it or not. And students from marginalized communities often don't have the technology and connectivity needed for virtual classes. While more parts of the world become digitally connected, many impoverished populations remain disconnected, putting their futures at further risk.

In due time, physical classrooms will reopen. Until then, many schools say they will be blending in-person and virtual instruction this year, which can be seen as a necessary compromise that balances public health and education considerations. While this arrangement is not ideal, it may have some redeeming value for certain students. Just as the pandemic accelerated the adoption of telecommuting, it has also made some older students more comfortable with the idea of digital collaboration. Skills learned during the pandemic to navigate this new terrain will serve these teens well as they enter the workforce in the years ahead.

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The unexpected benefits of virtual education - World Economic Forum

Written by Saurabh Prashar | Morni | September 21, 2020 3:59:25 am Dheeraj Rana, a students father, climbs the tree to access internet for online classes at Dapna village. (Photo: Jaipal Singh)

Tanisha, 15, a student of class 8, and her younger brother, Gagan, 13, a student of class 6, urge their father to climb up a tree with a smartphone, which allows them to access the internet properly, in Dapana, a remote village in Morni block.

The daily exercise is done to help the kids access their homework, which is sent on WhatsApp as part of their online classes. When signals are accessed, it helps not only Tanisha and Gagan, but at least half a dozen more students from their village.

This is our daily exercise. In case I am not available, someone else climbs the tree so that we can get signal. Decreased connectivity is a huge problem in our entire region. Even the ordinary or simple mobile phones do not work here. We have to climb on roofs, trees or sometimes even have to go upto one mile only to get signal. The smartphone these children use for homework belongs Manjeet Singh, a boy from the village. Most of the students from our village depend on his mobile phone for their online classes, said Tanishas father, Dheeraj Rana, a small-time agriculturist, who occasionally does daily wage work.

Dapana village is situated around 3 km down from the Panchkula-Madna-Morni link road, almost 28 km away from Panchkula city.

The village is home to 120 people and almost two dozen students from this remote village are enrolled in Government Senior Secondary School, Bhuri, situated on the hill opposite the village.

Usually, if the mobile phone receives signals, it takes around two hours for us to do the homework. On some days, we end up missing our online classes and have to cover the syllabus on the next day, when we recieve signal, says Tanisha.

A visit to the village suggests that it receives signals from only one telecommunication company, that too only at a certain height.

There are so many areas, locations in Morni region, which have no mobile connectivity. The Morni hills are spread in around 60,000 acres, and there are hardly a dozen mobile towers in the entire region. Unlike Himachal Pradesh, we lack certain services, including connectivity, said Manjeet Singh.

Indeed, mobile connectivity is a big problem in Morni region. There are about 213 students enrolled in classes 6 to 12, who are being given online education. This is a typically rural area and mobile phones do not get signal here that often. We usually receive messages from students, after long gaps, stating that they did not receive their homework. However, we are cooperating with the students and they are responding brilliantly. We are satisfied with their performance, said Sushila Devi, Principal of Government Senior Secondary School, Bhuri.

We had an online parents-teachers meeting on Saturday, but we missed it due to poor connectivity in the area. In the absence of signal, we are almost always late in doing our homework. It makes us lag behind in studies and is difficult to cope with, said Anu Devi, a student of class 8.

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Climbing trees to access homework online education in a remote village of Haryana - The Indian Express

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2 Global Growth Trends

3 Market Share by Key Players

4 Breakdown Data by Type and Application

5 United States

6 Europe

7 China

8 Japan

9 Southeast Asia

10 India

11 Central & South America

12 International Players Profiles

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14 Analysts Viewpoints/Conclusions

15 Appendix

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Worldwide Online Education Software Market Growth and Revenue Overview 2020 by Size, Share, Product (Value, Volume and Types), Forecast to 2026 - The...

When she learned that schools in Detroit's main district planned to allow as many as 20 students in a classroom, she decided to keep her kids home.

"They're not going to be able to keep them away from each other," she said a week before classes began. "I can't chance that. Not at all."

She felt good about her decision until the first day of school arrived.

Johnson, who had taken the week off from her job as a medical transport driver, had planned to get up on Sept. 8 and get her children connected with their classes. In addition to Riley, she has three others at home: Erron, a second grader; Elijah, an eighth grader; and Jaliyah, a high school freshman.

She dressed the younger two in their yellow school uniform shirts, even though the school didn't require them.

"I wanted them to be ready," she said, "to know 'this is what I have to do to be ready for school, whether I'm going out of the house or not.'"

But her plans were thrown into turmoil by a robocall telling her she needed to come to her children's schools to get books and materials. Worse, the call didn't come from a school where she thought her children were enrolled. The district without telling her had apparently responded to a transfer request she'd made months earlier and moved at least one of her kids to a different school, but she wasn't sure which child.

Sorting out the confusion wasn't easy. It took visits to four different schools and temperature checks at four different doors to get the right books from the right schools.

"This is the first day of school blues for real!" she said as she drove through the steady rain that drenched the city that morning.

By the time Johnson swept through the door of her family's bungalow, it was nearly 10 a.m. and her children were two hours late for school.

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She quickly got to work, handing Jaliyah the books and logons she needed to access her classes, then trying to fire up the three laptops she'd lined up on a desk for her sons. But browsers needed updating. Passwords didn't work. Elijah's computer showed him still enrolled at the wrong school, and, as she bounced from one laptop to the next, the boys were getting impatient.

"I know, baby. I'm ready for you to work, but we've got to get this stuff situated," she told Erron as she tried to re-enter a password that wasn't working.

By the time Johnson got Riley connected with his teacher around 10:30 a.m., his class was about to break for lunch; his camera was facing backward, getting video of the wall, instead of his face; and Riley was confused about where to look on the screen.

"Mommy, I don't see my class," he said.

She didn't connect with Erron's class until 11 a.m., and by then, live instruction appeared to be over. She found a worksheet on rhyming words that Erron needed to complete but she couldn't figure out how to submit his answers.

"I'm sitting here going crazy!" she said.

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3 families chose between online and in-person school. Now they're questioning their decisions. - NBC News

Tammi Snedekers autistic son, Christian, goes to school in Derry Township School District. Hes a hands-on learner, and Snedeker said virtual learning last spring was a challenge.

Friday night would roll around, the homework was due and we would be sitting down with just tears and screaming trying to get at least a 75%, Snedeker said.

Starting this fall, Christian is going to school in-person two days a week, though Snedeker said shes pushing for his school to teach him in-person all five days.

Im just worried about him falling behind. He struggles to learn already, and he is extremely smart, he just, he doesnt have the attention and the drive to do it on his own, she said.

Students with intellectual disabilities or special needs are disproportionally affected by virtual learning because they miss out on vital socializing, skill-building and emotional growth, experts say. Consistent routine, physical touch, hands-on learning these are all motivators for many students with special needs that are seemingly impossible to replicate in the virtual classroom.

Overall yes, students with disabilities are going to be affected more but all students are being affected, Holly Turner, community advocate for the ARC of Cumberland and Perry Counties (CPARC), said.

However, local school districts are working to find solutions through creativity and innovation. Educators are collaborating on how to teach students about social distancing and hand washing, while others are trying to make wearing a mask fun.

This is a time where we need to look at it as an opportunity and to learn from what were seeing and take the good pieces from it and apply them moving forward, Kirsten Scheurich, director of special education at Derry Township School District, said.

Sarah Kelly has an autistic first-grade son, Silas, in the Derry School District. Shes a registered nurse and said theres a specific period of time in a young persons life where their brain is developing. Not accessing vital socialization and therapies could impact them in the long-term.

These kids, a lot of them are used to the routine, Kelly said. He didnt understand why his teachers face was showing up on his iPad that he usually watches Netflix on."

Many districts in the area are prioritizing high-need special education students and putting them in brick and mortar classrooms first. Big Spring School District brought back around 20% of its special education students, Dr. Abigail Leonard, Assistant Supervisor of Special Education for Big Spring, said.

Our number one goal is to keep our students and our staff safe, Leonard said. A very close second goal to that is staying open.

Derry Township School District started the year with a hybrid instructional model and is allowing certain special education students to come into classes all five days of the week as well.

Federal and state law requires schools to work with students who have special needs or an intellectual disability through a 504 or Individualized Education Plan.

Scheurich said Derry Twp. looked at each students Individualized Education Plan to determine which students would come back to in-person classes first, which totaled around 25-30% of the 375 special education students in the district.

There are some students, by nature of their needs, who were not able to fully implement that [Individualized Education Plan] unless they are physically with us, face to face, five days a week full day, Scheurich said.

A 504 or an IEP can provide a student with accommodations, like audio testing instead of written testing, talk to text capabilities for online assignments, or extra reading and writing help.

An IEP has a goal and accommodations, whereas the 504 plan just has the accommodations, Leonard said.

Amanda Bible, of New Cumberland, said her eleven-year-old son had an IEP and goes to school in the West Shore School District. Her son doesnt have a disability but does struggle with reading and writing. She said that she spent the summer working with him on school preparation workbooks to make sure he doesnt fall behind.

I definitely think it helped because, I held on to his papers that he didnt do so well on and luckily I was able to reincorporate that too," Bible said.

Her son also has had issues with his eyesight. Bible said she was limiting his screen time, but online classes made that difficult.

I was trying to get away from screen time, games, TV and unfortunately it became ... a necessity, she said.

Most schools have reopened, either virtually or in-person, over the past few weeks, and Scheurich said students have exceeded her expectations.

I think we have all expressed to each other that we are astounded by the resiliency of our students, she said. They came back and fell into routine so much more quickly than I think any of us gave them credit for. It was really quite impressive. The kids are so excited to see each other and to see their teachers, and just so happy to be back in school.

She said some of the kids that are on the hybrid schedule said they wished they could be at school all five days in person.

Which thats not typically something you hear kids say in any other year, I want to be in school all the time, so I think its [helped] people to maybe appreciate education, she said. The kids themselves outstanding. Theyve really done an outstanding job.

Even the first day of school, which for most kids is a sad end to the summer, turned out to be a joyful reunion for many classmates.

Gaynelle Angelo, director of special education at Cumberland Valley School District, said this years first day of school was her all-time favorite.

She said she watched a second-grade boy with autism at Shaull Elementary jump out of his car and run towards his teacher who he hadnt seen in six months. He had such a big smile, you could see it despite the mask on his face, Angelo said.

Just the sheer joy of kids walking through the doors smiling, happy, waving, even with temperature checks and everything going on, she said. If we could just be as resilient as kids, what a world it would be.

Some districts have said mask-wearing has gone much better than anticipated. Just as you teach a child with special needs to wear glasses for the first time, you can teach them to wear a face mask, Leonard said.

She said pairing mask-wearing with highly motivating tasks, like playing with legos or a board game has worked well.

Some people like to watch tv when theyre working out because it distracts them its the same kind of concept, Leonard said.

In fact, masks have become a medium for teachers to exemplify certain life skills concepts in the classroom. In a typical year, students are taught how to ask for breaks, like a break from schoolwork or a loud cafeteria.

Its really just generalizing that same skill that weve already been teaching, but applying it to the masks, Leonard said.

There are mask break areas set up in Big Spring classrooms where students can safely sit if they need a respite from wearing their mask.

Scheurich said the Derry Twp. district spread tips and information for families to teach their students how to wear masks over the summer. For students with sensory impairments, mask-wearing can be more difficult to teach, so there was additional information made for them.

Overall, kids are doing a great job, Scheurich said. For students that may be defiant or reject masks, she said the district is committed to working with them on a case-by-case basis.

Were definitely not going to go to immediately to nope, sorry you have to go virtual if you cant wear a mask, thats a last resort, she said.

They have dedicated rooms where students can go if they arent wearing a mask to keep everyone safe while they work out a solution.

There are some students who actually are having less behavior issues because theyre not in school and they dont have to interact with their peers because thats a trigger, Turner said. Some students are loving and benefiting from online education.

Anne Couldridge, Executive Director of CPARC, said when her autistic son had to do virtual learning last spring, she and her husband were concerned about how they were going to make it work.

My son exceeded some of the goals on his IEP during that virtual learning to the point I got my husband a t-shirt that said Homeschool Teacher of the Year, Couldridge said. Theres so much negativity, the message of hope is for families to try something new, even if you dont think its going to work.

Turner said this is a tough year for all students, and that theres a good chance some students will fall behind a little. Students are resilient, and I do think eventually theyll get back to where they were, Turner said.

Couldridge said schools need things like additional staffing, more mental health support, counseling on trauma and autism support to best serve special needs students.

Schools are going to need more resources for special education, Couldridge said. As our legislators are figuring out how theyre going to pay for all of this, were definitely going to need more financial resources.

Kelly, whose son is in the Derry School District, said online school last March went better than she expected it to.

The therapist worked with the teacher ... to come up with activities that we could do at home and stuff like that. So it went about as well as it could, Kelly said. Weve been really pleased with Derry Township School District, our teachers are wonderful.

Teachers in the Derry Township School District, as well as others, were given hours of professional development training over the summer, some mandatory and others voluntary.

They received a ton of targeted professional development around this topic, but then on top of that we also gave them time to work together collaboratively, Scheurich said.

Teachers will receive ongoing professional development as the year progresses, she said.

Its hard and its not ideal what were going through, but we are surviving, and in some ways even thriving a little bit, Scheurich said. Thats a positive I hope people take away.

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Special education in the age of COVID-19: We are surviving, and in some ways even thriving - PennLive

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FORT LAUDERDALE, Fla.--(BUSINESS WIRE)--What does the future of work hold? In a world where its impossible to predict what will happen tomorrow, its a tough question to answer. But businesses that hope to emerge from the global pandemic in a stronger, better position need to be thinking about - and planning for future models - today. To help, Citrix Systems, Inc. (NASDAQ:CTXS) undertook Work 2035, a year-long examination of global work patterns and plans, to understand how work will change and the role that technology will play in enabling people to perform at their best. And the results are in: driven by flexible models and intelligent solutions that remove the complexity and noise from work, employees will be more engaged and productive and fuel innovation and growth like never before.

What will the workforce, work models and the work environment look like in 2035? And how will technology shape them? To find out, Citrix teamed up with futurist consultancy Oxford Analytica and business research specialist Coleman Parkes to survey over 500 C-Suite leaders and 1,000 employees within large corporations and mid-market businesses across the United States, United Kingdom, Germany, France and the Netherlands on current and future workforce strategies and work models. And heres what was learned:

Robots will not replace humans But they will make us smarter and more efficient. More than three-quarters of those polled (77 percent) believe that in fifteen years, artificial intelligence (AI) will significantly speed up the decision-making process and make workers more productive.

New Jobs will be created New roles will emerge to support a technology-driven workplace and the changing relationship between humans and machines. Here are the positions respondents believe will be created:

Work will be more flexible - Technology that allows for seamless access to the tools and information people need to collaborate and get work done wherever they happen to be will fuel flexible models that the future of work will demand.

Leadership will have a new look More than half of those surveyed (57 percent) believe AI will make most business decisions and potentially eliminate the need for senior management teams.

Productivity will get a major boost Technology, closely integrated with humans, will drive step changes in productivity as workers are supported by solutions that enable them to perform at their best. AI-ngels - digital assistants driven by AI - will draw on personal and workplace data to help employees prioritize their tasks and time and ensure mental and physical wellness. These worker augmented assistants will, for example, schedule meetings to take place at the most effective time based on factors ranging from the blood sugar levels of participants to their sentiments at different times of day. And while the meetings are taking place, they will monitor concentration levels and attitudes and adjust as necessary to drive optimal outcomes.

More than half of professionals surveyed (51 percent) believe technology will make workers at least twice as productive by 2035. Among the solutions they believe will be commonplace:

Employee engagement will improve As technology and AI takes over time-consuming, mundane tasks, work will become more strategic and employees more engaged.

Innovation and growth will soar Organizations will invest more in technology and AI than human capital. This will open the door to unprecedented levels of innovation and new revenue streams and fuel sustainable growth particularly among small businesses.

The COVID-19 pandemic has forced companies to reimagine the way things get done, and over the next 15 years, they will face more challenges and disruptions than ever, said Tim Minahan, Executive Vice President of Business Strategy, Citrix. But as Work 2035 makes clear, within this chaos lies opportunity. Savvy companies are using this crisis to begin planning for the next normal. Not just return to where they were, but to embrace new workforce and work models to power their business forward.

To gain additional insights into the future of work and creating an environment in which your employees and business can thrive, click here and download a complimentary copy of Work 2035.

About the Study

Conducted with support from Citrix by consulting firm Oxford Analytica and Man Bites Dog in consultation with an advisory board of thought leaders from academia, think tanks, multinational boards, and leading authorities on the future of work, the initial study examined alternative visions of the future of work in 2035 and the changing relationship between people and technology.

During a second phase, independent opinion research was conducted among business leaders and employees to uncover their vision. In 2019 and 2020, research company Coleman Parkes interviewed over 1,500 business leaders and employees working in both large, established corporations and mid-market businesses across the US and Europe (UK, Germany, France and the Netherlands). In the following sectors: financial services; healthcare and life sciences; telecommunications, media and technology; professional services; manufacturing and retail.

An additional wave of opinion research, surveying 300 business leaders, was conducted in May 2020, to find out how they were navigating the global pandemic and how it had impacted their views on the future of work.

About Citrix

Citrix helps organizations deliver a consistent experience no matter where work needs to get donein the office, at home or in the field. Our digital workspaces give each employee what they need to do their very best work. And our platform brings user experience, IT flexibility and security together to foster innovation, resilience and business continuity all while removing the limits of geography, devices, networks and even clouds to deliver a better employee experience.

For Citrix Investors:

This release contains forward-looking statements which are made pursuant to the safe harbor provisions of Section 27A of the Securities Act of 1933 and of Section 21E of the Securities Exchange Act of 1934. The forward-looking statements in this release do not constitute guarantees of future performance. Those statements involve a number of factors that could cause actual results to differ materially, including risks associated with the impact of the global economy and uncertainty in the IT spending environment, revenue growth and recognition of revenue, products and services, their development and distribution, product demand and pipeline, economic and competitive factors, the Company's key strategic relationships, acquisition and related integration risks as well as other risks detailed in the Company's filings with the Securities and Exchange Commission. Citrix assumes no obligation to update any forward-looking information contained in this press release or with respect to the announcements described herein. The development, release and timing of any features or functionality described for our products remains at our sole discretion and is subject to change without notice or consultation. The information provided is for informational purposes only and is not a commitment, promise or legal obligation to deliver any material, code or functionality and should not be relied upon in making purchasing decisions or incorporated into any contract.

2020 Citrix Systems, Inc. Citrix, the Citrix logo, and other marks appearing herein are the property of Citrix Systems, Inc. and may be registered with the U.S. Patent and Trademark Office and in other countries. All other marks are the property of their respective owners.

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Work 2035: Citrix Research Reveals a More Intelligent Future - Business Wire