As schools develop plans for summer and fall 2021 programs, attention needs to be given to addressing learning gaps and mental health needs of students and staff.
The Virginia Department of Education has developed checkpoints to assist leaders and staff as they consider guiding questions, assess and allocate available resources, and deploy plans to meet the needs of all students.
- Student & Staff Wellbeing Checkpoint (PDF)
- Considerations for Learning Loss Checkpoints (PDF)
- Curriculum Checkpoint (PDF)
- Instruction Checkpoint (PDF)
- Assessment Checkpoint (PDF)
- Remediation Checkpoint (PDF
Educators should be prepared to gather new data upon students returning to school in whatever format instruction is taking place (virtual, hybrid, or in-person). This includes:
- Reviewing data to determine previously learned skills.
- Observing inconsistencies in performance.
- Determining the ability to demonstrate previously mastered or partially acquired skills present pre-COVID closure (VDOE, 2021).
The U.S. Department of Education (Department) has released the COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students’ Needs to provide additional strategies for safely reopening all of America’s schools and to promote educational equity by addressing opportunity gaps that have been exacerbated by the pandemic.
IEP teams can utilize a decision making process; teams can review documentation regarding educational opportunities provided and answer the questions provided in a decision process.
COVID recovery services should be unique, individualized to the student, and determined by the IEP Team. Educators should carefully document the COVID recovery services provided to students with disabilities and monitor and track individual student progress. Determination of COVID recovery services is a collaborative effort of the parents and other members of the IEP Team.
COVID recovery services can be limited in time and scope and therefore, as always, the student’s progress should be closely monitored, and data should be collected in the manner in which it is identified in the IEP. Use the resources listed below as you make education decisions for students returning to school following COVID distance learning services.
Resources for Providing Recovery Services
Resources for Administrators
- EXTENDED SCHOOL YEAR SERVICES Implementing the Requirements of the Individuals with Disabilities Education Improvement Act, 2004 and Federal Regulations (VDOE)
- The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement (Collaborative for Student Growth)
- Kick-start fall planning: 4 principles for instructional leaders (NWEA)
- Responsive Lesson Planning Template
- Sample Data Analysis Matrix Template – CCPS
- 27 Easy Formative Assessment Strategies for Gathering Evidence of Student Learning
- Virtual Learning for Students with Significant Disabilities
Behavior and Social-Emotional Resources
- Helping Traumatized Children Learn and The Impacts of Trauma on Learning, Part 1: Academic Performance (video on same page)
- CASEL CARES: Teacher Reflections That Will Last Beyond the Pandemic
- Center on the Social and Emotional Foundations for Early Learning
- My Teacher Wants to Know Welcoming students back to school following distance learning.
- Spotsylvania County Public Schools FBA/BIP Work Book (PDF) to assist schools in completing FBAs and BIPs
Navigating Virginia Education in Uncertain Times, Virginia Department of Education Newsletter, April 2021