Continuity of Learning During COVID-19 Resource Database

The U.S. Department of Education released a new resource to provide information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations. This resource includes many real-world examples of how the recommendations are being put into action by schools, communities, and states across the country.

AACTE conducted surveys in April 2020, October 2020, and September 2021, asking members about the impact of the COVID-19 pandemic on their educator preparation programs. All three surveys were representative of AACTE’s membership. This report describes how conditions have changed since 2020, highlighting the lasting effects of the pandemic

Guidance on remote assessment during the COVID-10 pandemic.

This tipsheet includes suggestions and resources to help you take care of yourself so you can support your child.

Helping your child during the pandemic provides families with a few strategies to help their child cope during the pandemic. Programs and professionals are encouraged to post this resource on their web sites or share through social media.

Tips for helping your child during the pandemic provides families with suggestions and resources for helping their child cope with stress, changes, and staying at home.

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.

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 developed by Sarah Thorud, Elementary Reading Specialist from Clatskanie School District in Oregon focuses on implementing screening and progress monitoring virtually. It includes guiding questions and considerations for implementation, video examples, and a sample sign-up sheet for screening and progress monitoring students virtually.

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.

Brief guidance provided on how to administer and collect implementation capacity assessments and other implementation assessments virtually.