Continuity of Learning During COVID-19 Resource Database

In this webinar, Dr. Anita Archer teaches high leverage instructional practices for in-person and remote learning. Consistent with an explicit instruction approach, Dr. Archer demonstrates each practice, actively engages her audience, and sets educators up to successfully pivot their effective instructional practices into the current content.

Families can use this resource to make a family schedule, choose family expectations, and make a plan to teach, remind, reward, and respond to behavior at home.

Brief guidance provided on key questions to consider when planning purposeful adaptations to evidence based practices for new contexts such as online learning or blended learning environments.

Grade level standards-based curriculum can be taught through authentic learning activities at home. This resource shows teachers and parents how to collaborate to support a child’s progress on his or her individualized goals at home.

This resource focuses on how to use inclusive practices in online environments and highlights how the best practices for including special populations are also the best practices for all students. There are also considerations for teachers around planning inclusive online learning.

Communication is necessary whether students are schooling at home or in school. This resource describes what teachers can do to support students who are using Augmentative and Alternative Communication (AAC) even when they are not in the same location as the student.

This resource discusses how schools can plan for transitioning students with significant cognitive disabilities back into their schools after distance learning. The resource focuses on relationships, communication, and data.

School is starting or just around the corner! Here are some tips for families and teachers to prepare for the first week of school, whether it be in-person, online, or hybrid learning.

How do we provide instruction at school, at home during distance learning and, if needed, pivot between the two environments for students with significant cognitive disabilities? The TIES Center's 5C Process and Learning Matrices focuses on meaningful learning for students in inclusive environments and helps to make transitioning between instruction at school and at home during distance learning straightforward and easier for both schools and families.

We have talked with many administrators, advocates and teachers and a pressing concern is “How do you collect data for students with significant cognitive disabilities when you are not in the same room?” This resource offers some suggestions.

This resource can help educators create and modify online learning experiences to engage all their students, including students with complex learning needs.

Many classrooms use morning meetings to check-in with students and lay out the goals of the day, and this is still possible with asynchronous distance learning or work packets that go home. See elementary and middle school examples of a morning meeting check-in.

This overview is intended to communicate a framework for supporting all students (including those with significant cognitive disabilities) to actively engage with classmates, learn grade-level general education curriculum, and learn other essential skills.