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Reports
Students from Low-Income Families and Special Education
Students from Low-Income Families and Special Education
Students from Low-Income Families and Special Education

This report provides policymakers and educators background on the disproportionality of low-income students in special education.
Rapid Resources
Introduction to Self-Management
Introduction to Self-Management
Introduction to Self-Management

This report provides teachers with strategies to implement self-management skills in the classroom. The report also provides supporting research that self-management leads to better life outcomes (e.g., school completion, financial stability, life satisfaction).
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How Social Studies Can Help Young Kids Make Sense of the World
How Social Studies Can Help Young Kids Make Sense of the World
How Social Studies Can Help Young Kids Make Sense of the World

This news article provides background on the importance of teaching social studies to young children for their development as critical thinkers and communicators who know how to take meaningful action.
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Goal Setting to Increase Student Academic Performance
Goal Setting to Increase Student Academic Performance
Goal Setting to Increase Student Academic Performance

This article discusses how teachers and students in one district used goal setting to improve student achievement. The article also outlines recommendations for successful academic goal implementation.
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Sure, We Teach History. But Do We Know Why It’s Important?
Sure, We Teach History. But Do We Know Why It’s Important?
Sure, We Teach History. But Do We Know Why It’s Important?

This article highlights the importance of studying history for understanding the present and preparing for the future.
Rapid Resources
Improving Social Emotional Skills in Childhood Enhances Long-Term Well-Being and Economic Outcomes
Improving Social Emotional Skills in Childhood Enhances Long-Term Well-Being and Economic Outcomes
Improving Social Emotional Skills in Childhood Enhances Long-Term Well-Being and Economic Outcomes

This paper provides data for investing in impactful social and emotional learning programs for all children and recommendations for future research.
Reports
The Link Between School Attendance and Good Health
The Link Between School Attendance and Good Health
The Link Between School Attendance and Good Health

This article showing the link between chronic school absenteeism and poor long-term health outcomes can help pediatricians and their colleagues promote school attendance through interactions with patients and parents and government advocacy.
Rapid Resources
Laws, Policies & Regulations on Bullying
Laws, Policies & Regulations on Bullying
Laws, Policies & Regulations on Bullying

This resource details laws, policies, and regulations addressing bullying in all 50 states, Washington, D.C., and U.S. territories.
Rapid Resources
8 Indoor Activities to Release Kids' Energy
8 Indoor Activities to Release Kids' Energy
8 Indoor Activities to Release Kids' Energy

This article has eight indoor exercise activities for parents with younger children.
Rapid Resources
Best Bets for After School
Best Bets for After School
Best Bets for After School

This guide has recommendations for parents on how to find and select after-school activities by grade level (K-8).
Rapid Resources
COVID-19 and Emotional Wellness
COVID-19 and Emotional Wellness
COVID-19 and Emotional Wellness

This article provides parents resources and recommendations for supporting their child and themselves during COVID-19.
Best Practices
Attendance Awareness Toolkit 2019-2020
Attendance Awareness Toolkit 2019-2020
Attendance Awareness Toolkit 2019-2020

This toolkit includes customizable resources and strategies for schools, community organizations, businesses, and faith leaders to improve school attendance.
Best Practices
San Bernardino Countywide Vision Website
San Bernardino Countywide Vision Website
San Bernardino Countywide Vision Website

The Countywide Vision is a community-based effort to create a county where residents and investors can prosper and achieve well-being. The Countywide Vision website includes the Countywide Vision statement, information on progress being made to achieve the Vision, and resources to help everyone participate in the Vision effort.
Reports
Is Retaining Students in the Early Grades Self-Defeating?
Is Retaining Students in the Early Grades Self-Defeating?
Is Retaining Students in the Early Grades Self-Defeating?

Even in the absence of test-based promotion policies, the extent to which America’s school systems have retained low-performing students in the same grade has varied considerably over time. Proponents of retention have long argued that low-performing students stand to benefit from an improved match of their ability to that of their peers and from the opportunity for additional instruction before confronting more challenging material. They also contend that the threat of being held back and the creation of grade cohorts that are more homogenous in ability could yield benefits even for higher-performing students. In the 1960s, however, concerns that retention hinders the social, emotional, and cognitive development of at-risk students led many educators to call for students to be advanced to the next grade with their peers regardless of their academic performance. Although systematic data are scarce, this push for so-called “social promotion” appears to have reduced the incidence of retention nationwide.
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5 Factors to Consider When Parents Request Grade Retention for Their Child
5 Factors to Consider When Parents Request Grade Retention for Their Child
5 Factors to Consider When Parents Request Grade Retention for Their Child

This 2020 article from District Administrator provides information that might be helpful when parents may want their child to repeat the grade he was in before the COVID-19 outbreak to ensure he doesn’t miss out on any learning. But retaining the student could present more challenges than benefits for him in the long run the author contends.
Rapid Resources
What Research Says About... / Grade Retention
What Research Says About... / Grade Retention
What Research Says About... / Grade Retention

In this 2008 article, Jane L. David shares with readers what research says about the effectiveness of current education reforms. In the coming months, David will examine the research behind such approaches as incentives to attract teachers to high-poverty schools and small learning communities. In framing the issues and drawing conclusions, she will draw on articles from peer-reviewed journals and reports from research institutions as well as her own 35 years of experience studying schools and districts.
Rapid Resources
Is Grade Retention Right for Your Child?
Is Grade Retention Right for Your Child?
Is Grade Retention Right for Your Child?

Grade retention refers to the practice of keeping a child in the same grade for more than one year, typically because of poor school performance. In most cases, parents and educators retain students because they have not mastered the skills needed to be successful at the next grade level. They believe that receiving the same instruction for another year will provide more time for the child to learn the skills and mature physically and intellectually.
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Should My Child Repeat a Grade?
Should My Child Repeat a Grade?
Should My Child Repeat a Grade?

The American Academy of Pediatrics (AAP) believes children are most successful when they are supported to advance grade levels with their peers, when possible, while reasons behind their lack of academic progress are sorted out and addressed. This article provides information on whether grade retention is best for your child.
Reports
Grade Retention and Promotion: Information for Parents
Grade Retention and Promotion: Information for Parents
Grade Retention and Promotion: Information for Parents

Grade retention, also known as nonpromotion, flunking, failing, being held back, or the gift of time, refers to a child repeating his or her current grade level again the following year. Whether used to address low performance and/or behavior problems, research generally has not found favorable achievement or adjustment outcomes for students who are retained. Nevertheless, retention rates have been rising. This trend appears to be heavily influenced by the recent “reform” movement emphasizing national or state-wide educational grade-level standards and accountability and the accompanying grade-level tests to determine which students are promoted to the next grade. The National Association of School Psychologists provides this guide for parents on grade retention. Whatever the reason, if retention is suggested for your child, it is vital that you as a parent make sure you know what options are available and are involved in making decisions about his or her education. By working together, parents and educators can discuss and identify specific strategies to help ensure the educational success of your child.
Reports
Grade Retention Research Brief
Grade Retention Research Brief
Grade Retention Research Brief

Hanover Research reviews literature on the academic, social-emotional, and equity-related effects of grade retention. This research brief also presents potential alternatives to retention and social promotion, and includes case studies of two school districts which have successfully implemented alternatives to grade retention.
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The Educator’s Guide to Copyright, Fair Use, and Creative Commons
The Educator’s Guide to Copyright, Fair Use, and Creative Commons
The Educator’s Guide to Copyright, Fair Use, and Creative Commons

It has never been easier to publish online or consume digital content. This comes with many advantages and can make teaching and learning so much more targeted and impactful. Living in a digital world also brings up many questions — one issue that is very important to understand is copyright.
Rapid Resources
Peardeck-Turn Google Slides into Interactive Lessons
Peardeck-Turn Google Slides into Interactive Lessons
Peardeck-Turn Google Slides into Interactive Lessons

Imagine if you could engage every student in your class, every day. What if you could instantly see who’s confused and who’s ready for more? That’s the power of Pear Deck. And now, with the Pear Deck for Google Slides Add-on, you can add the magic of formative assessments and interactive questions to your presentations right from Google Slides.
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The ABLE Guide (Accessing Blended Learning Education)
The ABLE Guide (Accessing Blended Learning Education)
The ABLE Guide (Accessing Blended Learning Education)

The ABLE Guide adapts content from the Distance Learning Playbook by Fisher, Frye and Hattie (Corwin Press) and focuses on four principles of learning and connects and aligns numerous digital tools to help these principles come to life within different learning environments. The four principles of learning are Relationships, Engagement, Monitor & Feedback and Demonstrating Mastery. In each of the four sections of the ABLE Guide we provide some introductory information, a vignette, some additional insights/information and then a link to a digital toolbox which aligns various digital tools to support implementation of the principle. The ABLE Guide also aligns the four principles to important standards in education. The Guide draws connections between the ISTE (International Society for Technology in Education) standards, the CASEL (the Collaborative for Academic, Social, and Emotional Learning) competencies and the NSQ (National Standards for Quality Online Learning) standards. Links to each of these standards are found in the section for each principle.
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Webisode Wednesdays
Webisode Wednesdays
Webisode Wednesdays

Digital Learning Services will be hosting bi-monthly Webisode Wednesday webinars for educators. Webisode Wednesday Goals: Provide relevant and meaningful professional learning opportunities for educators Elevate county/state-wide educator voices Introduce new educational technology updates/events Opportunities for Collaboration and Networking Follow us on Twitter @SBCSS_Edtech #Webisodewednesday