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Teacher at the Early Learning Center takes a student's temperature

Resources to support Delaware’s children, teachers, families and schools during the COVID-19 pandemic

Updated October 21, 2020

The novel coronavirus (COVID-19) has sparked much conversation throughout the world and has created opportunities for schools, teachers and families to respond in meaningful ways. Understanding the science behind how the coronavirus originated, spreads and ways to protect yourself are critical to helping schools, teachers and families talk with children about the facts behind coronavirus.   A group of UD faculty members have compiled and vetted this list of external resources for teachers, schools and families to help facilitate these conversations to ensure the science is not lost in translation.  The appearance of external hyperlinks does not constitute endorsement by the University of Delaware of the linked websites, or the information, products or services contained therein.

How do we promote equity during remote/virtual learning?

Practice Brief: Fostering Equity Literacy Among In-Service Teachers

Partnership for Public Education, University of Delaware

This brief, written by Erin Baugher, Chanelle Wilson, and Elizabeth Soslau, provides points of consideration and resources based on research-based practices and experiential knowledge gained from engaging in equity education with in-service teachers.

English-Language Learners Need More Support During Remote Learning

Education Week

Written by Leslie M. Babinski, Steven J. Amendum, Steven E. Knotek, and Marta Sánchez, this article provides leaders and educators with evidence-informed suggestions for providing equitable instruction for English learners.

Virtual Speech Therapy

University of Delaware A UDaily article written by Kelly Bothum features tips for families resuming speech services at school during distance learning from Liz Lucas, a speech-language pathologist (SLP) and clinical instructor in the University of Delaware’s Department of Communication Sciences and Disorders, and Amanda Owen Van Horne, associate professor and director of UD’s Tell Lab.

External Resources

  • PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches The Center on Positive Behavioral Interventions & Supports’ field guide outlines an integrated framework to help schools become more responsive to the families, cultures, and communities for which they are responsible.
  • 3 Principles for an Anti-Racist, Equitable State Response to COVID-19 — and a Stronger Recovery This paper authored by Erica Williams and Cortney Sanders, published by the Center on Budget and Policy Priorities, details a plan for equitable state responses to COVID-19. Their article explains the disproportionate effect of COVID-19 on people of color and provides three principles to guide state policymakers inequitable response and recovery efforts. 
  • Educating all Learners During COVID-19 The Educating all Learners website provides helpful tools such as tips of the week, news articles, and a resource library. Have a resource you like and would like to share? There is an option in the resource library for uploading your resources for others to use as well.
  • There’s No Going Back: Child Care after COVID-19 A blog from The National Association for the Education of Young Children (NAEYC), posted in May 2020, provides six ways leaders can create a more equitable future for early childhood education by addressing preexisting challenges and lessons learned during the pandemic.
  • Access and Equity The Southern Regional Education Board (SREB) identifies actions states, districts, and schools can take to create new systems and processes that promote equity and expand access to quality learning experiences.

How can districts assess and manage missed content?

Incorporating Missing Content into Grade-level Work

Partnership for Public Education, University of Delaware In this webinar, Dr. Faith Muirhead will walk you through a decision-making process designed to help educators provide content support while teaching at grade level. The Coherence Map and 2020-21 Priority Content from Achieve the Core will help you identify which standards may need support, and how to analyze your curriculum while maintaining focus on grade-level content.

External Resources

  • Learning as We Go: Principles for Effective Assessment During the COVID-19 Pandemic This paper summarizes the findings from a panel of assessment experts on diagnostic assessments and their role in helping educators and parents support student learning as we transition back to school.
  • The Impact of COVID-19 on Student Achievement This article by Jim Soland and colleagues explores the effect COVID-19 may have on student achievement. The authors address past precedent and draw parallels between the current context and other reasons students miss school to make predictions about the impact of COVID-19. Implications unique to COVID-19 are discussed.  
  • Learning Acceleration Guide TNTP developed a Learning Acceleration Guide used by DDOE to guide recommendations for how schools should address learning loss. 
  • Adapted Curriculum The Southern Regional Education Board (SREB) has developed suggestions for how schools and districts can adapt their curriculum to scaffold prerequisite skills in new instruction. 
  • Council of Chief State School Officers (CCSSO) Restart and Recovery: Considerations for Teaching and Learning: Academics Guide created by the CCSSO provides input on prioritizing instructional content, curriculum, assessment, and professional learning. The guide supports leaders and educators in answering, what should each student know? How will each student learn this content? How prepared and how well is each student learning this content? How will teachers be prepared to teach this content effectively?

How do I identify, evaluate, and use virtual learning resources and curriculum?

K-12 Online Teaching: Leading Through This Time of Uncertainty

Partnership for Public Education, University of Delaware

Three-part webinar series on leading online instruction during remote learning with Rachel Karchmer-Klein provides information on planning, implementing, and continued development during remote learning.

Reimagining Teaching and Learning for the Fall: A Time for Vital Leadership

Delaware Academy for School Leadership, University of Delaware

This webinar series, presented by University of Delaware faculty member Rachel Karchmer-Klein, is a free learning opportunity for principals and assistant principals as they reimagine and plan for the reopening of school in the Fall of 2020. This three-session program aims to develop building-level administrators’ knowledge of virtual teaching and learning.

External Resources

  • Exploring the Evidence on Virtual and Blended Learning This synthesis from the Research Alliance for New York City Schools examines evidence about virtual and blended learning and accessible tools and packages to support online learning. This information is designed to help schools and districts make decisions about remote learning strategies.
  • Best Evidence on Supporting Students to Learn Remotely, Education Endowment Foundation The Education Endowment Foundation has compiled and assessed 60 systematic reviews and meta-analyses related to remote learning. The findings are summarized into five key implementation strategies.
  • K-12 Quality Matters Rubric Published by Quality Matters, this rubric can be used for creating online or primarily online K-12 courses. This rubric uses eight general standards to guide these classes’ creation and delivery.

How can we address the social-emotional challenges this has created for our students, families, and educators?

Focus on Well-Being: Educator and Parent Self Care in Times of Crisis and Strategies for Supporting Children’s Emotional Well-Being

Partnership for Public Education, University of Delaware Two-part webinar series on well-being during times of crisis, with Tia Barnes and Marika Ginsburg-Block.

Supporting Mental & Social Emotional Health Reentry Toolkit

Delaware Department of Education, the Delaware PBS Project, Project DelAWARE and Local LEA partners Toolkit created to assist districts and schools in assessing, planning and implementing strategies to support student and staff wellbeing and mental health when reopening.

Delaware Academy for School Leadership, University of Delaware

  • Resilience for Teachers and Learners During a Pandemic Resilience for Teachers and Learners During a Pandemic is a free PD offering from DASL. Provided by Amy Pleet-Odle, Ed.D., of Inclusion Focused Coaching. Offerings include video clips with interactive activities and resources. Pandemic school reopening plans, management of trauma triggers, de-escalation, and collaborative strategies for trauma-informed practices are discussed.
  • The Two Sides of the Schoolhouse: Academics and Care Presented by Kalyn McDonough, Jackie Lee, and Dr. Sharon Pepukayi, this webinar series focuses on the “care” side of the schoolhouse, including Delaware data and promising strategies to address health inequities that impact our students’ ability to learn in the classroom. These strategies are designed to make the largest impact on the most significant number of students; thus, they concentrate on adapting the school environment and changing socioeconomic conditions and factors. This webinar provides useful information for decision-making among school leaders and state policymakers.

Delaware Positive Behavior Support Project

  • Using MTSS to Keep SEL a Priority When Reopening Schools Webinar This webinar, hosted on June 25, 2020, by the DE-PBS project with guest presenter, Adriane Simpson, walks through the CASEL Initial Guide to Leveraging the Power of SEL as You Prepare to Reopen and Renew Your School Community. The webinar also provides insight into reopening plans by utilizing an MTSS framework.
  • Behavioral Consultation with Families Webinar This webinar hosted on June 17, 2020, from special guest presenter: Dr. Rose Iovannone, highlights universal parenting practices and includes ways to implement and individualize these practices for families.
  • Virtual Crisis Response Webinar This webinar hosted on May 5, 2020, highlights best practice ideas and advice for virtual crisis response, along with an opportunity to connect with others across the state. Two local educators present on best practices to identify and support students in need during the COVID-19 crisis.
  • Supporting Positive Behavior at Home Collection of articles, handouts, website resources, and videos for parents and caregivers.
  • Supporting Learning at Home Collection of handouts and websites for parents and caregivers.

External Resources

How can we maintain and improve communication with stakeholders?

Selection of District Surveys for Stakeholder Feedback

Center for Research in Education and Social Policy, University of Delaware The Center for Research in Education and Social Policy (CRESP) has identified some example survey instruments for gathering stakeholder feedback.  This tool and list is useful for thinking about how to collect information, what information to gather, and from whom.  For more guidance or technical support, contact Dr. Jeff Klein.

Families and Schools: How Principals Shape Contexts for Engagement

Partnership for Public Education, University of Delaware This brief, authored by Dr. Lauren P. Bailes and UD doctoral student Dilek Eruslu, describes a survey study that sought to understand family trust and engagement with schools. The authors discuss what schools have done to cultivate families’ feelings of trust and school engagement efficacy and conclude with engagement recommendations for school leaders.

External Resources

How are we going to keep students and educators safe?

Should schools reopen? Balancing COVID-19 and learning loss for young children

The Brookings Institution This blog post written by Kathy Hirsh-Pasek, Michael Yogman, and Roberta Michnick Golinkoff explains that universal prescriptions or mandates for in-school learning this fall are misguided and unrealistic. Sadly, there is no risk-free decision about school reopening. Decision Makers must balance the risks of children contracting or spreading COVID-19 with counteracting risks of children falling academically behind and being deprived of social relationships in-school learning. Decisions about whether students should return to school in person must be tailored to fit each specific community and school district.

External Resources

  • What Will It Take to Stabilize Schools in the Time of COVID-19? This article, authored by Michael Griffith, posted to the Learning Policy Institute’s website on May 7, 2020, discusses the financial stabilization of schools during and after COVID-19. This resource includes a calculator for determining increased costs, losses in revenue, and total effect. 
  • Return to School Roadmap The Return to School Roadmap is an evidence-based resource designed to help leaders think about the challenges involved in reopening. Based on public health safety practices, this roadmap builds a foundation for healthy practice to continue after COVID-19 has passed.  
  • The National Center for Pyramid Model Innovations: COVID-19  The National Center for Pyramid Model Innovations has provided multiple resources for parents and caregivers. Available in both English and Spanish, these guides include hand washing instructions, general tips, and how to talk to children about the pandemic.
  • Council of Chief State School Officers (CCSSO) Restart & Recovery: Addressing Building safety, Cleaning & Monitoring Guidance from the CCSSO addressing building safety, cleaning, and monitoring. Global perspectives, domestic government guidance, roadmaps to safe reopening, and application examples are provided. This resource draws on a resource created by the Council of Chief State School Officers (CCSSO) that is based on official guidance from multiple sources to include: the Centers for Disease Control and Prevention, the White House, American Academy of Pediatrics, Learning Policy Institute, American Enterprise Institute, Rutgers Graduate School of Education, the World Health Organization, the Office of the Prime Minister of Norway as well as the departments of education/health and/or offices of the governor for Idaho, Montana, New York, Texas and Washington, DC. 

Delaware Department of Education (DDOE)

Resources

Educational Technology Office Hours

University of Delaware Join Educational Technology faculty and students in the School of Education for informal, online professional development sessions and discussions designed to help K-12 educators with remote instruction. These free, participant-driven sessions will be available every other Wednesday, 4:00–5:00 pm (EST), through December 16, 2020.

  • Delaware Institute for Excellence in Early Childhood: DIEEC COVID-19 Resources
  • NPR: Coronavirus Information Comic (Ages young children to adult) A useful resource for all ages developed with information from experts from the University of Illinois School of Social Work, LSU Health Sciences Center in New Orleans, and the National Institute of Mental Health.
  • Cincinnati Children’s Hospital: How Germs Spread | Explaining the Science for Kids Video (2:04 min)
  • BrainPop: Coronavirus Video (4:11 min) Background on the shape of the coronavirus, how it’s contracted, and symptoms that can occur. Resources for following what is happening around the world regarding the virus.

UD Response Team

 

Biden School of Public Policy & Administration

 

College of Education & Human Development

 

Center for Disabilities Studies

 

Cooperative Extension

 

Center for Research in Education & Social Policy

 

Delaware Academy for School Leadership

 

Center for Excellence and Equity in Teacher Preparation

 

Delaware Institute for Excellence in Early Childhood

 

Human Development & Family Sciences

 

Institute for Public Administration

 

New Directions Early Head Start

 

Partnership for Healthy Communities

 

Partnership For Public Education

 

Professional Development Center for Educators

 

School of Education