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Resources and Examples: Learning in the Time of COVID-19

Resources for Reopening Schools

This collection of resources brings together recent and rigorous science to inform school reopening efforts with evidence-based approaches to provide and sustain safe, in-person instruction for students. Visit the website >

Restarting and Reinventing School Report

This framework provides research, state and local examples, and policy recommendations for 10 key areas of education. Read the report >

Learning in the Time of COVID-19 Blog Series

This LPI blog series explores strategies and investments to address the current crisis and build long-term systems capacity. Read the blogs >

Reopening Schools in the Context of COVID-19 Brief

As state and district leaders plan for school reopenings they can look to health and safety guidelines from other countries. Read the brief >

As the COVID-19 pandemic continues, the education field is producing a growing body of useful resources to support student learning and well-being during school closures. This page is updated regularly and curates some of these resources based on the recommendations of our research teams and our partners.

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Safe and Restorative School Reopening

  • Ready Schools, Safe Learners: Guidance for School Year 2020–21 (Oregon Department of Education). Oregon’s state reopening guidance provides direction for districts to “support student-centered project-based educational experiences that ignite student agency, identity, and voice” that others can draw upon.
  • Planning for Re-Entry & Recovery: A Guide for Promoting Equity, Improvement, and Innovation (FourPoint Education). This guide provides a planning tool that emphasizes the importance of family, school, and community partnerships. Specifically, the guide suggests that district and school leaders can maintain a list of key community partners to connect families with, communicate with these partners about re-entry plans, and identify how partners can deploy their resources to help with re-entry and recovery and create a more integrated support system for students.
  • Guidance on Culturally Responsive-Sustaining School Reopenings: Centering Equity to Humanize the Process of Coming Back Together (Metropolitan Center for Research on Equity and the Transformation of Schools). This guide poses questions and practices for policymakers, district and school leaders, and school personnel to consider for engaging in culturally responsive, equitable, and sustainable school reinventions.
  • School Reopening Surveys (Panorama Education). These reopening surveys can invite students and families into the reopening process as well as enable districts to determine those students and families most in need of additional in-person instruction.

Restorative Approaches to Recovering Lost Learning Time

Expanded and Enriched Learning Time

Assessment


Policy and Funding Strategies

  • The Urgency Of Reopening Schools Safely: The decision of when and how to reopen schools is one of the most critical of our times. To do so effectively, we would do well to look at what has worked—and what has not—around the world. Adequate federal funding is also necessary for the additional staff and equipment needed to make schools safe.
  • Districts and states can use CARES Act funds to supplement services and supports funded through the Student Support and Academic Enrichment Grant program. These can include activities to address the social, emotional, and academic needs of students; to increase student access to guidance counselors and social workers (and provide them with the training they need to deliver these services online); and to mount surveys to gauge the mental health and well-being of students and staff during and after the immediate crisis.
  • The National Conference of State Legislature's podcast, "Our American States" features this education-focused episode, "COVID-19: Education, Child Care and Nutrition," which examines public policy to address these critical concerns.
  • How School Funding Cuts Driven by the Coronavirus Could Affect Your State. This Education Week story featuring LPI Senior Researcher and Policy Analyst Michael Griffith features a state-by-state analysis of potential impacts through an interactive tool.
  • CCSSO's Supporting States Amid Coronavirus Outbreak resource page is designed for state education leaders who are working to support schools and districts in their response to the novel coronavirus (COVID-19) outbreak in the United States.
  • National Conference of State Legislatures created a COVID-19 webpage and webinar series designed to help state policymakers make informed decisions while reacting to the rapidly evolving situation.

Distance Learning

Technology and Access

  • How States Are Expanding Broadband Access (The Pew Charitable Trusts). This report identifies and explores promising practices for connecting unserved communities through examples in nine states.
  • Closing the K-12 Digital Divide in the Age of Distance Learning (Common Sense Media). This report, done in partnership with Boston Consulting Group, analyzes the digital divide for America’s k–12 public school students and teachers and provides strategies for moving forward to close the digital divide.
  • Digital Learning Plan (Wyoming). This 2017-2018 framework helped the state achieve 100% broadband connectivity and become the national leader in high-speed access.
  • empowerCLE+ (DigitalC). This nonprofit organization provides a growing number of communities in the greater Cleveland area with $18/month internet access—a potential model for philanthropic partnerships in other states.
  • ISTE Standards for Students (ISTE). This interactive website provides additional detail and illustrative videos on seven standards for leveraging technology. The site helps educators, schools, and districts adopt these standards and put them into practice in order to create authentic learning opportunities that empower student voice and prepare students to be future- ready, lifelong learners.
  • The United Nations Educational, Scientific, and Cultural Organization has created a comprehensive list of educational applications and platforms to help parents, teachers, schools and school systems facilitate student learning and provide social caring and interaction during periods of school closure.
  • Free online conferencing and video platforms for teachers include:
  • EveryoneOn is a national non-profit that collaborates with diverse internet service providers and device providers to connect low-income households to the internet. Connect2Compete (C2C) is EveryoneOn’s flagship program for K-12 students, providing affordable internet to eligible students and families. C2C is offered in partnership with leading cable companies, including Cox Communications and Mediacom.

Curriculum and Teaching Strategies

  • Reopening: Moving Toward More Equitable Schools (EL Education). EL Education’s framework provides guidance and support for schools and districts to help them emphasize authentic learning and assessment regardless of whether school takes place in school buildings or through distance or blended learning. The framework is organized around five domains: empowering leadership, crew culture, compelling curriculum, students as leaders of their own learning, and deeper instruction.
  • Restart & Recovery: Considerations for Teaching and Learning: State Policies and Actions (Council of Chief State School Officers). This document outlines the critical state-level policies and actions that align with each section of the guidance, which include System Conditions, Wellness and Connection, and Academics.
  • Supporting Learning in the COVID-19 Context (Policy Analysis for California Education). This research brief provides 10 recommendations with accompanying resources for implementing distance and blended learning.
  • This collection of resources, curated by Teaching Tolerance, was built from the recommendations of 2,000 educators — more than 98 percent of whom were facing school closures and in need of high-quality resources, including resources around equity. Teaching Through Coronavirus: What Educators Need Right Now
  • The American Federation of Teachers has created a library of resources for teachers and parents broken down by grade level, subject area, and student needs. Free but registration required.

Social-Emotional Learning

  • In a Learning Is Social, Emotional and Academic blog, Lorea Martinez offers parents homeschooling tips to ensure social emotional learning is a part of student learning.
  • Sanford Harmony, a Pre-K-6 research-based social emotional learning program, promotes positive peer relations among students through lessons and activities that encourage communication, collaboration, and mutual respect. These free resources can be used by parents at home to help children express feelings and solve problems together.
  • The National Association of School Psychiatrists has developed a set of materials for schools and districts to support for their students and community around COVID-19 and pandemics.​

Student Health and Well-Being

  • The Pasadena High School Community Schools Initiative created a resource guide of hyperlocal supports for students and families, including physical health and food access resources, and socio-emotional wellbeing
  • Phoenix Union High School District in Arizona launched the Every Student, Every Day initiative so that staff members can contact each of the district’s 30,000 students each day to check in. The initiative includes a framework and protocols to protects privacy.

Supporting Students With Special Needs

  • In response to widespread school closure, a group of special education advocacy and innovation organizations has formed the Educating All Learners Alliance to support the education of students with disabilities during COVID-19. On its EducatingAllLearners.org hub, users can access resources, a community forum, webinars, and more. (Member organizations Council of Chief State School Officers, the National Association of State Directors of Special Education, WestEd, the Council for Exceptional Children, and the National Center for Learning Disabilities).
  • Top 12 Websites For Children With Learning Disabilities is a collection curated by Special Education Degrees.
  • The U.S. Department of Education's "Questions and Answers" document outlines states’ responsibilities to infants, toddlers, and children with disabilities and their families, and to the staff serving these students. Also check out their webinar on ensuring web accessibility for students with disabilities for schools utilizing online learning during the COVID-19.
  • The Center on Online Learning and Students with Disabilities has a wealth of resources focused on making online learning more accessible, engaging, and effective for students with disabilities.
  • The Maine Department of Education has a page for Special Services COVID-19 Resources to help administrators, teachers, and families and caregivers to teach and support students with special needs.
  • Common Sense Media has curated a list of the Best Special Education Applications and Websites based on recommendations by educators who work with students with special needs. Applications support the development of academic and social-emotional skills, as well as sites to assist teachers in providing differentiated learning opportunities.
  • The Council for Exceptional Children has developed COVID-19 Information for Special Educators, including a forum for members on how to adapt IEP services during school closures and a link to a resource page developed by the Council of Administrators of Special Education (CASE).
  • The State Educational Technology Directors Association offers strategies and resources on its site for ensuring that online learning supports students with Individualized Education Plans.

English and Multilingual Learners


Educator Preparation

  • EdPrepLab (EdPrepLab Network). This network of leading-edge teacher and leader preparation programs supports research, policy, and practice aimed at helping practitioners use the science of learning and development to support equitable deeper learning. EdPrepLab offers a practice-based website that provides teaching resources and policy exemplars that enable improvements in educator preparation policy and practice, including strategies for responding to the challenges of COVID-19.
  • Micro-Credentials and COVID-19 (Digital Promise). This curated library of micro-credentials that can be earned outside of the classroom and without students can be used to help educators continue their professional learning during social distancing and beyond.
  • NEA Micro-Credentials in Assessment Literacy (National Education Association). The NEA micro-credentials site was created to make it easier for educators to access professional learning opportunities. The Assessment Literacy certification bank includes six micro-credentials for educators to develop their knowledge and skills to utilize meaningful assessment practices.
  • The American Association of Colleges for Teacher Education (AACTE) has compiled information about its response to the outbreak and links to helpful tools, resources, research, and learning opportunities to assist its members' operations during this time.
  • Bank Street Graduate School of Education's Center for Emotionally Responsive Practice is continuing to virtually support school communities during the COVID-19 pandemic by developing resources for teachers, caregivers, and others looking for ways to enhance the social-emotional element of their online work with children.

Early Learning