The goal of the career readiness implementation plan is to build capacity within the district and schools. The certification of local specialists will be a connection point and driver for schools to shift their mindset towards incorporation in all instructional disciplines. Local specialists will show evidence and how education links with career development, ultimately building career readiness for all students.
Each week, NREA and the I Am A Rural Teacher Campaign share how vast rural America is. Check out our 50 States highlight on Facebook: facebook.com/iaartcampaign Are you an Ohio rural teacher? We'd love to hear from you, Ohio Small and Rural Collaborative! If you're from another state, your feature is coming soon, so submit today at http://bit.ly/iaartsubmit. We are also asking rural communities to share how COVID-19 is impacting them and how teachers and teacher-leaders are adapting. You can share yours here: bit.ly/iaartcovid Feel free to contact Hailey Winkleman, the NREA Advocacy Liaison for this campaign, at email@example.com with any questions about submitting your story.
Coronavirus hotspots at meatpacking plants – especially in the Midwest – are a major source of Covid-19 in most of the rural counties with the worst infection rates.
Fourteen of the 25 counties with rural America’s highest infection rates link the spread of the virus back to food-processing facilities. Prison and nursing homes were the other major sources of infections in the 25 rural hotspot counties.
The Daily Yonder calculated the infection rate for the nation’s 1,977 rural counties. For the 25 rural counties with the highest rates of coronavirus infection, we searched local and state news sources for reports on those counties.
We are living in a new world, a world racing online as social distancing forces many of us to work, communicate and connect in new ways. In the United States alone, state and local directives have urged 316 million Americans
to stay in and, when possible, work from home. As communities around the world adapt to a world with COVID-19, broadband connectivity and access are more critical to our lives and livelihoods than ever before.
Broadband already powers much of our modern lives, but COVID-19 has acted as an accelerant, a fuel of sorts that has driven many essential activities online. All learning, services, commerce, most workplaces and daily interactions online require a high-speed connection to the internet. Those without access to this online world – more than 18 million Americans with 14 million living in rural areas
, according to the Federal Communications Commission – risk falling farther behind. While 18 million is a big number – more than the entire populations of Indiana, Iowa and Tennessee combined – a new study
has found that the actual number of people lacking access to broadband in the US is closer to 42 million.
School is about to be out for summer.
Spring 2020 was a semester like no other after Oklahoma schools switched to a distance learning environment to combat the spread of COVID-19.
But another semester like this one is unlikely next year. Earlier this week, the State Department of Education laid out several options
for school calendars that should prevent massive closures and a statewide shift to distance learning.
Those options include staggering start dates for grades, building in virtual days of instruction, starting school early, adding night classes or Saturday school and taking more and longer breaks throughout the year.
When schools in Owsley County, Ky., closed in early March, James Barrett hopped on his bus each morning to deliver meals to hundreds of students.
Then the special education teacher, who is also a bus driver for the rural district, would head home and log in for Zoom meetings with his high school special education students—some of whom have 3rd- and 4th-grade level skills in reading, writing, and math.
Across the country, widespread school closures have upended special education, which is administered through carefully constructed plans called Individualized Education Programs and require extensive services that are not easily transferred to the internet, even for families who have access.
And, while each student in Owsley County has access to high-speed internet, that does not mean they have it at home. In this rural community where the median household income is $15,805, the third lowest in the nation, not everyone can afford the $50 per month fees.
In 1936, roughly 90% of America’s urban areas had access to electricity, while roughly the same proportion of rural America was still in the dark. The Rural Electrification Act, signed that year as part of President Franklin Roosevelt’s New Deal, turned on the lights in isolated rural areas.
As the coronavirus pandemic lays bare America’s digital divide, some advocates argue that now is the time to make a big, bold investment in the country’s broadband infrastructure.
“If there was ever a moment to do the rural electrification of our time, this is it,” said Matt Dunne, executive director of the Center on Rural Innovation in Hartland, Vermont.
As some communities in the United States open K-12 schools, CDC offers the following considerations for ways in which schools can help protect students, teachers, administrators, and staff and slow the spread of COVID-19. Schools can determine, in collaboration with state and local health officials to the extent possible, whether and how to implement these considerations while adjusting to meet the unique needs and circumstances of the local community. Implementation should be guided by what is feasible, practical, acceptable, and tailored to the needs of each community. School-based health facilities may refer to CDC’s Guidance for U.S. Healthcare Facilities and may find it helpful to reference the Ten Ways Healthcare Systems Can Operate Effectively During the COVID-19 Pandemic. These considerations are meant to supplement—not replace—any state, local, territorial, or tribal health and safety laws, rules, and regulations with which schools must comply.
A significant amount of my dissertation research finds that a number of people in local communities do not believe administrators when they claim cuts to programs are necessary, when people question salaries, benefits, and don't understand state mandates. The back fire effect emerges especially hard when data presented runs counter to a group's "gut feelings" and often harden the incorrect belief. It takes a dedicated amount of work and a long term process to tell the story in a way that can move people's opinions.