Continuity of Learning During COVID-19 Resource Database

This Voices From the Field piece includes a discussion with Amy Campbell who has been working with students who experience moderate to profound impact from expressive and receptive communication barriers as well as other disabilities or conditions (e.g., Down syndrome, cerebral palsy, autism) as a special education teacher for the past 12 years in the Camas School District in southwest Washington state. In the piece she highlights how she has adapted her instruction to support students during Spring 2020.

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.

COVID-19 has caused an unexpected rapid transition to online content delivery for many. Thankfully, there are already many great resources on how to effectively teach online. Here we’re sharing some of our favorite resources.

This presentation was delivered by Dr. Tessie Rose Bailey as part of the Colorado Multi-Tiered System of Support Virtual Summit 2020. In the presentation, Dr. Bailey focused on considerations for providing virtual intervention and progress monitoring and highlights resources developed by the National Center on Intensive Intervention

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.

In this webinar, Susan Barrett highlights the challenges presented by the current context and emphasizes the importance of supporting the social and emotional needs of all. She shares specific suggestions for supporting students, promoting staff wellness, and compassionately navigating the current context.

Progress monitoring allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. This FAQ collection includes considerations for data collection and analysis for schools to consider as they rethink their progress monitoring approach due to the COVID-19 pandemic. Guidance from vendors on the academic and behavior progress monitoring tools charts are included.

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.

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.

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

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.

Need key strategies on educational and transition planning for deaf students? A flexible, positive approach along with resources, tip sheets, and toolkits can support for Fall 2020 and beyond.

This one stop shop for all resources to support deaf students during COVID pulls together NDC technical assistance and dissemination activities on issues related to accommodations, communication, face masks, online learning, transition, and coordination of services. This web portal is updated weekly with new products and critical information to address ongoing concerns and needs in the field, with resources offered in English, Spanish, and ASL.