The quest to educate students in the K–12 and higher education systems during the COVID-19 pandemic continues. Today’s Federal Flash covers four coronavirus-related issues: (1) recommendations from U.S. Secretary of Education Betsy DeVos on further flexibility under the Individuals with Disabilities Education Act (IDEA), (2) federal relief for state education agencies to support K–12 schools, (3) new competitive grant funding for states to “rethink” K–12 education and workforce preparation, and (4) COVID-19’s effect on completion of the Free Application for Federal Student Aid (FAFSA^®).

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Within forty-eight hours of closing schools to protect students, staff, and the community from the spread of the novel coronavirus (COVID-19), district leaders in Rowland Unified School District (California) (RUSD) rolled out their plan for educating students remotely.

As governors extend stay-at-home orders to slow the spread of COVID-19, thirty-four states and counting have mandated or recommended that schools remain closed for the rest of the school year, affecting 38.6 million children.

In today’s Federal Flash, we’ll discuss three coronavirus-related issues: funding for governors to support education, new legislation to close the homework gap, and the clash between special education administrators and advocates regarding waivers from the Individuals with Disabilities Education Act (IDEA) during the pandemic. We’ll also cover the federal court decision vacating the Trump administration’s efforts to roll back Obama-era nutrition standards for school meals and the U.S. Department of Education’s (ED’s) proposal to give educators vouchers or stipends to choose their own professional development courses.

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On this edition of the Federal Flash, we’re taking a deeper look at the funding and flexibility included in the stimulus bill passed by Congress and the steps the U.S. Department of Education (ED) is taking to implement it. But first, a quick reminder to check out all4ed.org/coronavirus, our online hub for resources related to the pandemic.

Loyal viewers might notice that this Federal Flash, just like so many other aspects of daily life, looks a little different. With All4Ed staffers staying home like most Americans, we are committed to continue sharing the most critical education updates with you from our home offices, kitchen tables, and comfiest armchairs. We’ve also created a webpage for all of our coronavirus-related resources and information at all4ed.org/coronavirus.

English language learners (ELLs) have been in the margins for many years. Typically, they have been the responsibility of an English as a Second Language (ESL) teacher or a few dual-language teachers. Yet, as schools now experience increased numbers of ELLs, and face accountability from the district and federal government for their performance, educators are looking for evidence-based solutions to support the academic achievement of ELL students. One solution that has been quite successful is the whole-school approach to ELL academic success.

In today’s Federal Flash, we’ll discuss what federal policymakers are doing to support students in the midst of school closures due to the coronavirus. We’ll cover action being taken in Congress, the Federal Communications Commission, and the U.S. Department of Education.

Schools and classrooms across the country buzzed with excitement on February 27, 2020, as thousands of educators and students celebrated the ninth annual Digital Learning Day (DLDay).

While this year’s celebrations are over for now, three themes emerged from last week’s revelry:

Federal Flash, discusses Education Secretary Betsy DeVos’ testimony before the House Appropriations committee, funding for rural schools, where the unions are lending their support in the Democratic Presidential primary, and this year’s Digital Learning Day.

Where does my love for Edgecombe County (NC) Public Schools (ECPS) begin? Like our leaders who approach their jobs with head and heart, it is rooted in the dedication and commitment to “Futures Reimagined” for our scholars. Under the leadership of Superintendent Dr. Valerie H. Bridges, ECPS is committed to preparing scholars with the necessary tools to design their own futures, navigate change, and make the world a better place. Meanwhile, through its EQUITY VISION, the district is committed to making ECPS a place where opportunities are no longer predicted by social, cultural, or economic factors. One of many ways we achieve this goal is through a magical partnership of technology and innovation.