Continuity of Learning During COVID-19 Resource Database

This lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades using a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. The collection, adapted from content developed by the University of Florida Literacy Institute, includes a tip sheet, a video examples, and slides illustrating the lesson.

In this lesson Carla Jo Whatley, a First Grade Teacher at Ferris Intermediate in Ferris ISD in Texas, illustrates how to use virtual manipulatives within a math lesson synchronously or asynchronously. The collection includes a tip sheet, two video examples, and slides with virtual base ten block practice examples.

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 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.

This Voices From the Field piece includes a discussion with Laura Hamby and Ann Jolly from the Exceptional Children department in Charlotte-Mecklenburg Schools about how they have addressed teaching and learning challenges related to COVID-19 restrictions. They shared some of the strategies they implemented during Spring 2020 to support special educators in their districts to meet the needs of students with disabilities and their families.

NCSI presented a multi-part webinar series sharing best practices for state special education leaders to make the best use of available resources during the coronavirus (COVID-19) pandemic. NCSI and invited experts shared information to help state leadership teams make informed decisions amid current circumstances, ensuring leaders are poised to continue high-quality educational programming for students and families.

To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches.

This lessons includes a tip sheet, slides with activities, and supplemental materials that are associated with finding the area of various polygons, the area of circles, and the relationship between the area formulas, as well as a final activity exploring the area of a parallelogram and the area of a circle. This unit was created by Robert Stroud from Westerly Public Schools in Rhode Island to support making the connections between various polygons and their areas rather than just providing formulas to compute.

This resource focuses on tools for making math notation more accessible to learners through the use of text-to-speech, handwriting recognition and other supports that can be installed on the devices families have at home to support continuity of learning.

This resource focuses on the accessibility supports already available on the devices many families may already have in their homes to support continuity of learning with accessible educational materials.

This lesson, featuring Karen McWilliams, a 504 Coordinator and Dyslexia Teacher in Rochelle ISD in Texas, supports educators in using technology to teach foundational reading skills to students in elementary grades using a variety of facilitated activities to support phonemic awareness, phoneme–grapheme correspondence, irregular and high-frequency words, writing, and connected text. The collection, adapted from content developed by the University of Florida Literacy Institute, includes a tip sheet, a video examples, and slides illustrating the lesson.

Find tip sheets and blog posts on how to use storybook conversations to engage in STEM learning with young children. The tip sheets include question prompts, related activities, and adaptations.

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.

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.