Continuity of Learning During COVID-19 Resource Database

Scripted story to help families explain to children why they have to stay home during the pandemic.

Use this scripted story to teach a child about the why and how to wash hands.

Use this visual choice board to help young children select and use a classroom greeting while maintaining social distancing.

Programs can use this form to gather information from families as to the impact from the pandemic and best ways to support the child and family.

This document is designed to guide the Program Leadership Team around considerations for supporting children, families, and staff as they return to the program. The guidance includes Pyramid Model practices you know and encourages you to think about those strategies from a trauma-informed perspective.

As early childhood programs work on re-opening, they can use these online communication and phone scripts to help guide your conversations with families.

Here are tips and ideas for helping children identify emotions when your face, your most expressive feature, is covered by a mask. Use these strategies to let children know that behind the mask, a kind and warm expression is still there!

This scripted story helps to explain to children the how, why, and when of wearing face masks.

Use this tip sheet to help practitioners of infants and toddlers intentionally plan and think about how to reconnect, help children transition back to the classroom, and support children's social and emotional development after being away from the program.

The Unified Young readers Club is a great inclusive activity for a younger audience and accompanies Special Olympics Young Athletes play with books and study guides that support teachers as they address such topics as inclusion, awareness, friendship, bullying, and acceptance to audiences of both students with and without intellectual disabilities. Each book has a theme that relates to multiple state academic standards, and aligns with the precepts of positive school climate initiatives.

The purpose of Inclusion Tiles is to support understanding of the true meaning of diversity and meaningful inclusion. Meaningful inclusion is hard to put into words and action, and these tiles help to start the conversation and support people of all ages along their inclusion journey.

These videos illustrate how parents and grandparents can implement the NCII reading and mathematics sample lessons to provide additional practice opportunities. In addition to the video examples, a tip sheet is available to help parents implement the lessons.

This video and tip sheets provide an example and strategies for how educators can implement the NCII reading and mathematics sample lessons through virtual learning. The video illustrates a sample lesson using explicit instruction principles being delivered by an educator virtually and the tip sheets provide considerations for educators delivering instruction and how they can collaborate with families to provide additional practice opportunities using the sample lessons.

This Voices from the Field video shares the experiences of four teachers in the Exceptional Children department in Charlotte-Mecklenburg Schools as they adjusted to delivering instruction during COVID-19 restrictions. They discuss the importance of communicating with families, how they have adapted virtual instruction and used instructional materials, their thoughts for continuing efforts in fall 2020, and their advice for other teachers.

This resource was developed by a coalition of projects that are funded by the Office of Special Education Programs in response to requests from state and local educational agencies and parents about how to hold and participate in virtual individualized education program (IEP) meetings. While intended to meet a need during the COVID-19 pandemic, the content is designed to have broader applications.