Continuity of Learning During COVID-19 Resource Database

School and District leadership teams can download and use this resource to develop their own plan for welcoming staff back to school in Fall 2020 and providing 2 days of professional development.

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.

In this article, online instructors offer wisdom they've gathered -- what to do and what not to do -- from years of experience teaching in the modality.

In this article, to help schools and school systems navigate the sudden transition to distance learning, FutureEd Director Thomas Toch explored the new education landscape with Brad Rathgeber, the head of school and chief executive of One Schoolhouse, a highly regarded, nonprofit online school that partners with 160 public and private schools worldwide to supplement their school-based instruction and to provide professional development for faculty members working in the online space.

This article provides an overview of the experiences of a range of teachers who are using technology in their classrooms and recommendations on digital learning strategies.

Official communication from the US Department of Education with policy and guidelines for serving students with disabilities during disruptions to education caused by COVID-19.

This article explains instructional scaffolding and how it can be implemented in a virtual learning environment.

Official communication from the US Department of Education with policy and guidelines for ensuring and maintaining student privacy during online and virtual learning.

This checklist for the American Federation for Teachers (AFT) outlines the steps teachers and school leaders should take to ensure learning can continue as instruction shifts to virtual platforms.

This document provides information on digital tools and practical examples that educators can use both to create a personalized learning environment for students and to focus that learning on skills needed for success in the 21st century.

This infographic depicts the National Standards for Quality (NSQ)’s K-12 online and blended learning community openly licensed standards to help evaluate and improve online courses, online teaching and online programs.

This article from the Council for Exceptional Children (CEC) describes specific considerations and strategies for parents when supporting their students with disabilities in beginning online instruction.

Students experiencing trauma, such as from public health crises, weather disasters, or other upsetting events, may have been exposed to unpredictable schedules, inconsistent supervision, or food insecurity and desperately need school to be their safest, most predictable, and most positive setting, especially if they have been displaced or are without utilities or basic comforts. Multi-tiered Systems of Supports (MTSS), such as PBIS, are ideal frameworks for implementing strategies to support students coming back to school and to prevent and address further challenges. We recommend the following six strategies for school teams to ensure a safe, predictable, and positive school year. These strategies are beneficial for all students if the school has been closed, as well as for individual students returning from extended time away from school.

One of the key principles of Positive Behavioral Interventions and Supports (PBIS) is to focus on building prosocial skills, not simply attempting to eliminate challenging or problem behavior. We encourage all schools to continue that focus, as well as other key principles of PBIS, as you address the COVID-19 pandemic. The following are a few simple recommendations educators can embed across a continuum of supports.