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This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Learn more about the EdResearch for Recovery Project and view the set of COVID-19 response-and-recovery topic areas and practitioner-generated questions here. The central question of this brief is: How can schools and districts monitor students’ social and emotional well-being across the year?
Pivoting Amid COVID-19
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The educators of Ayer Elementary in Fresno Unified School District began their continuous improvement journey in 2016. The stability of their underlying organizational conditions to engage in improvement work—a shared purpose, mutual trust, structures and resources that foster collaborative work, and preparation and mobilization of improvement capabilities—was put to the test as their focus pivoted in response to the COVID-19 crisis. This practice brief describes ways in which Ayer Elementary continued to invest in short- and long-term improvement practices to strengthen student engagement...
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With the context of schooling so disrupted, many traditional methods of grading have been disrupted as well. For example, counting student participation or completion of practice work is difficult when students have unequal access to the internet for class time. What can research tell us about grading and assessment practices schools could use in the year ahead? This brief discusses grading and assessment practices that research suggests have the flexibility needed during this time of disruption, to support student learning and measure that learning in a meaningful way. Its goal is to support...
A Rural District’s Response to COVID-19
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COVID-19 has disrupted California’s education system in fundamental ways. Districts across the state are quickly creating strategies to serve all students, and many are designing their response around the needs of their most vulnerable students. This brief highlights the response of Mother Lode Union School District (MLUSD) to the COVID-19 pandemic, in which district staff and teachers were able to collaborate—despite the unprecedented crisis—to meet student needs.
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Students suffer learning losses over the summer holiday in the best of circumstances; the COVID-19 school closures are likely to intensify that effect. While it is impossible to know at this point to what degree learning loss will be impacted by this extraordinary circumstance, research demonstrates that academic “slide” is typically observed most in math and, to a somewhat lesser extent, reading. Given the current limitations on in-person learning, schools can consider online summer programs as well as ramped-up assessment; targeted and differentiated instruction; and one-to-one tutoring...

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COVID-19 presents an array of challenges for school districts. In this brief, we share some promising practices learned from California’s Pajaro Valley Unified School District (PVUSD), particularly in the areas of family engagement and instructional access for English learners. Annually, Pivot Learning and its subsidiary Consortium on Reaching Excellence in Education (CORE) work with nearly 100 school districts in California and nationally. PVUSD, a long-time partner of Pivot Learning and CORE, is a member of the national League of Innovative Schools and a model of inclusive, data-driven...