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Title: Impacts of COVID-19 on Community College Efforts to Improve Students' Mental HealthAuthor: Diane Mussoline

Despite rising enrollment for first generation college students (FGCS) and Hispanic FGCS, there is a disparity in college graduation rates across the United State compared to other groups. FGCS and Hispanic FGCS have historically been faced with more factors that disrupt higher education success. In 2020, the COVID-19 pandemic exacerbated the issues faced by FGCS and Hispanic FGCS. This study examines the impact of the pandemic on FGCS and Hispanic FGCS at community colleges. Quantitative methodology was employed and used ex post facto data from a large survey (N=4,870) administered by the Center for Community College Student Engagement in fall of 2020 at 38 community colleges, dispersed across the United State. The findings showed statistically significant differences supporting that FGCS had more obstacles and engaged less with support networks than their non-FGCS counterparts during the pandemic. The study also examined Hispanic FGCS compared to White FGCS and found few differences between the groups during the pandemic among the variables examined. The study provides a baseline that can be used in future research to assess how well FGCS are recovering from their pandemic challenges.

The main National Reference Test (NRT) outcomes, reported in the 2021 National Reference Test Results Digest (ED627839), show overall performance on the NRT in English and mathematics over time indicating how the subjects may have been impacted as a whole. This study provides additional analysis of the NRT 2020 and 2021 data to explore whether different areas of the curriculum have been differentially impacted by the disruption to teaching as a result of the COVID-19 pandemic. This may highlight areas that were more difficult to learn at a distance, were given a lower priority than others, or required more explicit teaching of concepts and/or skills. Key findings include: (1) There was no evidence of any clear differences across the English curriculum areas, suggesting that performance on the NRT in 2021 was comparable to that of 2020 across all areas of the English curriculum assessed in the NRT; (2) Performance fell by a similar amount for all areas of the curriculum in mathematics between 2020 and 2021, suggesting that the disruption to teaching and learning caused by the pandemic did not have differential impact across the curriculum; and (3) The absence of a clear pattern in changes in performance at the curriculum level for English and mathematics is perhaps unsurprising given that the extent of COVID-19 pandemic-related disruption was variable at the school, class and even student level. [For the related appendices, see ED627841. For the first report, see ED627842.]

Throughout the school year, recommendations were revised several times to reflect what was currently known about the SARS-CoV-2 virus and best public health practices as recommended by the Centers for Disease Control and Prevention (CDC) and the Wisconsin Department of Health Services (DHS). The situation surrounding the COVID-19 pandemic continues to evolve. Wisconsin schools responded to new variants (Delta and Omicron). This guidance is reflective of DPI's commitment and focus on equity, both educational and health equity. Wisconsin Department of Public Instruction (DPI) understands that keeping students healthy is how they keep their educators healthy, their families healthy, their communities healthy, and their health care system able to care in times of need. Students need to be healthy and safe in order to learn. DPI calls on districts and schools to use evidence-based practices in conjunction with scientific and public health principles to keep all students and staff safe and schools open to in-person instruction. The DPI calls on districts to ensure that those that remain vulnerable to COVID-19 receive the accommodations necessary to mitigate their risk. The DPI continues to work in consultation with the DHS while following the recommendations of the CDC to develop guidance for school district boards of education, school administrators, and school healthcare professionals.

The COVID Social Mobility & Opportunities (COSMO) study is a new national cohort study generating high-quality evidence about how the COVID-19 pandemic has affected socio-economic inequalities in life chances, both in terms of short- and long-term effects on education, wellbeing, and career outcomes. A representative sample of young people in England who were in Year 11 in the 2020-2021 academic year were invited to take part in the survey, with the aim of following them as they progress through the final stages of education and into the labour market. As part of the Wave 1 findings of the COSMO study, researchers examined the education and career plans of the COSMO cohort when they were in Year 12 (aged 16-17). This briefing presents the analysis of new data from COSMO Wave 2, which raises concerns that some of the instabilities in young people's educational trajectories brought about by the pandemic have become embedded. Those who changed their plans due to the pandemic are also more likely to report that their main education/employment activity had changed between Years 12 and 13. Findings from COSMO suggest that there is a marked difference in access to career-related information, advice and guidance (IAG) between those studying at further education (FE) colleges and other state schools and sixth form colleges. Only around one in twenty young people are currently engaged in an apprenticeship scheme. The vast majority of young people say that they plan on studying at university. The percentage of the cohort reporting that their main activity is studying at school/college dropped by five points compared to the same time last year. Those with parents in routine/manual occupations are twice as likely to have left education after Year 12 as those from professional/managerial households.

The COVID Social Mobility & Opportunities (COSMO) study is a new national cohort study generating high-quality evidence about how the COVID-19 pandemic has affected socio-economic inequalities in life chances, both in terms of short- and long-term effects on education, wellbeing, and career outcomes. A representative sample of young people in England who were in Year 11 in the 2020-2021 academic year were invited to take part in the survey, with the aim of following them as they progress through the final stages of education and into the labour market. Even though many areas of life have largely returned to normal following the pandemic, the long-term trend of worsening mental health and wellbeing of young people is an ongoing issue. This research briefing examines this using data from wave 2 of the COSMO study, collected when participants were aged between 17 and 18. Symptoms of psychological distress--as measured by the General Health Questionnaire (GHQ-12)--are considered, as well as other aspects of wellbeing like bullying and harassment. Use of mental health support services and satisfaction with school support are also analysed. Additionally, indicators of physical health are presented, including self-reported general health, long-term illness, and incidence of long COVID. The mental health section of this briefing highlights the experiences of young people who report a gender identity other than male or female ("non-binary+"), given previous evidence of increased psychological distress for this group. This briefing also presents differences by sexual orientation (newly available in COSMO wave 2), given previous evidence suggesting mental health problems are more likely for LGBQ+ individuals. The scale of the COSMO study, combined with the increasing reported prevalence of non-binary identities and LGBQ+ sexualities, provides sufficient sample sizes to look at these groups whose experiences are often not possible to report in smaller studies.

Unless otherwise noted, data and charts in this report are based on surveys conducted between October 12, 2021 and January 16, 2022 among a sample of 998 special education parents and 3,716 non-special needs parents. The interviews were administered online and the data were weighted to approximate a target sample of Parents based on gender, educational attainment, age, race, and region. Among the key findings are: (1) A very large proportion of special education parents -- two out of three -- say they prefer having their child be schooled at home at least one day per week. This is a slightly higher proportion than that of non-special needs parents; (2) Special education parents are much more likely than other parents to report they have a child in a learning pod or receiving tutoring outside of school; (3) Compared to other school parents, special education parents are more likely to feel various resources such as individualized learning plans and access to mental health supports and counseling will be beneficial to their children; and (4) Special education parents have a wide range of schooling preferences, regardless of financial costs or transportation factors. This report highlights: (1) COVID-19 and schooling; (2) views on K-12 education; (3) school choice policies; and (4) the survey profile and demographics.

The National Reference Test (NRT) is uniquely placed, as a Key Stage 4 assessment which directly measures performance over time, to contribute to the evidence on the impact disruption due to the COVID-19 pandemic. The study in the main report provides additional analysis of the NRT 2020 and 2021 data to explore whether different areas of the curriculum have been differentially impacted by the disruption to teaching as a result of the COVID-19 pandemic. The following appendices accompany the main report: (1) Profile plots for all assessment objectives and subject areas; (2) Proportions, p-values and mean scores; and (3) Gender and proportion of booklet score. [For the main report, see ED627840.]

Each year the National Reference Test (NRT) reports the proportions of students achieving at or above three key GCSE grades in English and mathematics. The NRT is therefore uniquely placed as a Key Stage 4 assessment which compares performance directly at ability level, to contribute to the evidence on the impact of disruption to education due to the COVID-19 pandemic. The main NRT outcomes, reported in the 2021 National Reference Test Results Digest (ED627839), show overall performance on the NRT in English and mathematics over time indicating how the subjects may have been impacted as a whole. This report describes whether the gaps in performance between students and schools, based on a range of demographic and attainment variables, changed significantly between 2020 and 2021. Two key themes were explored as part of this research: socio-economic factors and prior performance. Additionally, the analysis included a range of other demographic factors at both student- and school level that could potentially play a role in explaining how the impact of disruption due to the pandemic may vary across the population.

President Biden is committed to seeking and providing the necessary resources to support the safe operation of institutions of higher education (IHEs) and addressing the ongoing impacts resulting from the COVID-19 pandemic on higher education students, adult education students, faculty, and staff. In Volume 3 of this Handbook, a series to support the safe reopening and operation of K-12 schools and IHEs, the Department of Education addresses several priority areas of interest to the higher education community with an eye towards both a response and a recovery that leaves the Nation's students and IHEs stronger than before the COVID-19 pandemic began. These priorities include: (1) Practices to aid IHEs in implementing the Centers for Disease Control and Prevention (CDC) "Guidance for Institutions of Higher Education (IHEs)" and resources by identifying common prevention strategies and providing examples of actions IHEs can take with Higher Education Emergency Relief Fund (HEERF) grant funding; (2) Institutional responses to ongoing challenges and potentially lasting impacts on underserved populations, including the transition to online learning and the provision of basic needs; (3) Ways in which IHEs have already been and can continue to be sources of support to their communities' ongoing response and recovery from the pandemic; and (4) A catalog of the resources and administrative flexibilities offered to IHEs as they address rapidly changing conditions and needs on the ground, including resources that support both students and IHEs under the American Rescue Plan (ARP). This document is intended to provide clarity to the public regarding existing requirements under the law or agency policies. [For "ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01," see ED614453. For "ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs. OPEPD-IO-21-02," see ED614454.]

Unless otherwise noted, data and charts are based on surveys conducted between July 14 and October 16, 2021 among a sample of 1,007 special education parents and 3,648 non-special needs parents. The interviews were administered online and the data were weighted to approximate a target sample of parents based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Both special education parents and non-special needs parents have had similar levels of comfort with their child returning to school in the first months of the new school year; (2) Two-thirds of special education parents would like to have their child be schooled at home at least one day per week; and (3) Compared to non-special needs parents, special education parents find much more value in resources aimed to help their child--especially individualized learning plans, additional summer school offerings, and additional school days on the weekend. This report highlights findings related to: (1) COVID-19 and schooling; (2) views on K-12 education; (3) school choice policies; and (4) the survey profile and demographics.

Families have been faced with new challenges and uncertainties during the unprecedented times when the world came to a standstill due to COVID-19 in March 2020. The pandemic caused a shut-down of schools and a shift to a remote learning environment with little chance to prepare and understand learning expectations from schools and other educational programs. As a result, family literacy programs were in a position to simultaneously support adult and young learners during this time. The purpose of this guide is to highlight changes in education due to the pandemic and to discuss how to support families now and in the future. Recommendations are provided for family literacy programs related to sustaining and adapting adult education, parent education , and interactive literacy in a blended learning environment, while simultaneously supporting the adult's and child's learning.

Coronavirus Disease 2019 (COVID-19) has exacerbated existing inequities and inadequacies across a range of social structures, including our nation's education system. The pandemic has also had a more damaging impact on communities and people of color, including many who already faced health challenges. Congress has provided significant federal funding, including most recently through the historic American Rescue Plan Act of 2021 (ARP), to support the safe reopening of schools. Volume 2 of the handbook focuses on research-based strategies to address the social, emotional, mental-health, and academic impacts of the pandemic on students, educators, and staff, such as how to address any potential anxiety or depression some may face as a result of the COVID-19 pandemic and nearly a year of remote learning. Strategies in this volume can be supported by funding under the ARP. Each section provides strategies and considerations for meeting the needs of underserved students. The sections include: (1) providing school meals regardless of educational setting; (2) meeting the social, emotional, and mental-health needs of students; (3) providing all students with access to a safe and inclusive learning environment; (4) accelerating learning through in-classroom instructional approaches, tutoring, and expanded learning time; (5) supporting equitable access and effective use of technology for teaching and learning; (6) using data about students' opportunities to learn to help target resources and support; (7) addressing resource inequities; (8) stabilizing a diverse and qualified educator workforce; and (9) supporting educator and staff well-being. [For "ED COVID-19 Handbook, Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools. OPEPD-IO-21-01," see ED614453.]

This is the first volume in the U.S. Department of Education (ED) COVID-19 Handbook, a series intended to support the education community as schools reopen. This series will provide tools to aid educators in implementing Centers for Disease Control and Prevention's (CDC's) Operational Strategy for K-12 Schools Through Phased Prevention (K-12 Operational Strategy) by addressing common challenges and providing practical examples. This volume provides applicable strategies to promote universal and correct use of masks in schools by utilizing signage and school announcements to remind students and staff how to use masks. This volume guides educators through working with students with disabilities who cannot wear a mask or safely wear a mask, consistent with CDC guidelines. It also details a variety of practical ways that educators and schools can practice physical distancing to mitigate the spread of COVID-19, including: (1) grouping students into a pod that stays together all day with their core teacher (and any aide or student teacher who is present), including for lunch and recess; (2) using cafeterias and auditoriums for classes; (3) staggering the use of communal spaces and reconfiguring bell schedules to minimize foot traffic; and (4) for transportation to school, seating one student per row and assigning each bus rider to a designated seat that is the same every day. A successful school reopening strategy requires engaging the entire school community to promote actions that will lead to a safe learning environment for all educators, staff, and students. This handbook lays out a roadmap for who should be at the table and suggests ways that school leaders and educators can conduct individual outreach activities and use surveys and virtual town halls to engage the community in an effort to reopen schools. [For "ED COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs. OPEPD-IO-21-02," see ED614454.]

As school buildings plan to fully reopen according to decisions made in collaboration with local public health departments, education agency leaders and safety planning partners are implementing protocols for preventing or mitigating infectious disease transmission. Federal agencies have created a variety of resources and tools to help organizations, including schools and school districts, understand the mitigation strategies they can consider implementing to protect students, staff, faculty, and visitors from the COVID-19 pandemic. This Fact Sheet discusses a variety of considerations for education agencies as they explore the use of masks and PPE in the school setting, including understanding recommended types of PPE based on membership and the role different people within the school community play (e.g., school nurses may require full body coverings, administrators may opt to integrate plastic barriers in main offices, food service personnel may be required to wear face masks and gloves); purchasing issues with access and availability; proper usage and disposal of masks and PPE; and ensuring that the needs of those with access and functional needs are met when developing proper use protocols and trainings.

CDPHE [Colorado Department of Public Health and Environment], CDE [Colorado Department of Education] and the Governor's Office worked together to develop this guidance for Local Public Health agencies (LPHAs) and districts as they develop school plans. The guidance has been drafted in light of evolving scientific knowledge about the spread of COVID-19 among children and in schools, as well as real-world disease control knowledge acquired through months of experience at the state and local level. Input has been solicited from both internal and external stakeholders, and their invaluable comments and suggestions have been instrumental in developing practical, broadly applicable guidance. The guidance is organized by the level of COVID-19 incidence in the community: Stay at Home (high level of COVID-19), Safer at Home (mid-level of COVID-19), and Protect Our Neighbors (lower level of COVID-19). [This guidance was co-produced by the Colorado Department of Public Health & Environment.]

This guide provides ideas for class and personal exercises using the research findings from the second report in the two-part series, "Visual Messaging of the Coronavirus News Story." The ideas and prompts in the guide are for different steps of inquiry and were designed to build news literacy and strengthen information agency using the report as a platform for discussions, activities, and assignments. They can be adapted to work across a variety of online or in-person synchronous or asynchronous learning situations. In addition, there is a set of Learning Activity slides with full instructions that are ready to integrate into online materials. While the resources are geared toward COVID-19, the learning ideas can be adapted to other topics. [Illustrations by Jessica Yurkofsky. For "Visual Messaging of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage," see ED613518.]

This guide provides a wide variety of information literacy and news literacy lessons. It offers activities and discussion prompts that support learning in virtual or physical classes based on the first report, "The Shape of the Coronavirus News Story." The ideas and prompts in the guide are for different steps of inquiry and were designed to build news literacy and strengthen information agency using the report as a platform for discussions, activities, and assignments. They can be adapted to work across a variety of online or in-person synchronous or asynchronous learning situations. In addition, there is a set of Learning Activity slides with full instructions that are ready to integrate into online materials. While the resources are geared toward COVID-19, the learning ideas can be adapted to other topics. [Illustrations by Jessica Yurkofsky. For "The Shape of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage," see ED613497.]

Schools, working together with local health departments, have an important role in slowing the spread of diseases and protecting vulnerable students and staff, to help ensure students have safe and healthy learning environments. This guidance will help public and private child care programs, K-12 schools, and their partners understand how to help prevent the transmission of COVID-19 within child care and school communities and facilities. It also aims to help child care programs, schools, and partners react quickly should a case be identified. The guidance includes considerations to help administrators plan for the continuity of teaching and learning if there is community spread of COVID-19. It is organized into three categories based on the level of community transmission: (1) when there is no community transmission (preparedness phase); (2) when there is minimal to moderate community transmission; and (3) when there is substantial community transmission. Guidance is also provided for when a confirmed case has entered a school, regardless of the level of community transmission. All decisions about implementing school-based strategies (e.g., dismissals, event cancellations, other social distancing measures) should be made locally, in collaboration with local health officials who can help determine the level of transmission in the community. This interim guidance is based on what is currently known about the transmission and severity of coronavirus disease 2019 (COVID-19). The US Centers for Disease Control and Prevention (CDC) will update this guidance as needed and as additional information becomes available.

The World Health Organization (WHO) has made the assessment that COVID-19 (coronavirus) can be characterised as a pandemic and the virus has now spread to many countries and territories. While a lot is still unknown about the virus that causes COVID-19, we do know that it is transmitted through direct contact with respiratory droplets of an infected person (generated through coughing and sneezing) Individuals can also be infected from touching surfaces contaminated with the virus and touching their face (e.g., eyes, nose, mouth). There is currently no evidence to support transmission of COVID-19 associated with food. The COVID-19 virus may survive on surfaces for several hours, but simple disinfectants can kill it. While COVID-19 continues to spread it is important that communities take action to prevent further transmission, reduce the impacts of the outbreak and support control measures. The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students and staff who may have been exposed to the virus. It is important to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination. The purpose of this document is to provide clear and actionable guidance for safe operations through the prevention, early detection and control of COVID-19 in schools and other educational facilities. The guidance, while specific to countries that have already confirmed the transmission of COVID-19, is still relevant in all other contexts. Education can encourage students to become advocates for disease prevention and control at home, in school, and in their community by talking to others about how to prevent the spread of viruses. Maintaining safe school operations or reopening schools after a closure requires many considerations but, if done well, can promote public health. [This report was co-produced by the International Federation of Red Cross and Red Crescent Societies (IFRC).]

Rapid change became the norm in March 2020 when the wave of campus transitions began due to COVID-19. While some institutions started the move to remote education as early as February, others held off on transitions until May. Campuses faced another type of transition as plans for re-opening in the fall were underway amid the fluctuating reports of progress and setbacks in containing COVID-19. During this time of uncertainty, the Association on Higher Education And Disability (AHEAD) gathered data to help the higher education community be more aware of barriers to access for individuals with disabilities, as well as share promising practices within the postsecondary environment. AHEAD is also interested in the experiences of professionals who are supporting students with disabilities and engaging with leadership in campus transition efforts. In spring 2020, a survey was distributed to gather information from higher education professionals who work with college students with disabilities. These individuals offer a unique vantage point about the status of "campus" accessibility, in tune with student experiences and challenges, and possessing a unique institutional perspective on what is taking place.

This eighth annual report updates the key indicators of high school to college transition, persistence, and completion outcomes for high school graduates of 2019 and earlier. In addition, this year's report features a first look at the effect of COVID-19 on the immediate college enrollment rate of the high school graduating class of 2020. The COVID-19 Special Analysis 2020 estimates the impact of the pandemic on high school graduate numbers as well as the immediate postsecondary enrollment pathways for the graduating class of 2020. Analyses are based on a fixed panel of both high schools and colleges (the same subset of high schools and the same subset of colleges that reported data to the Clearinghouse within the same early time frame across all three comparison years, 2018-2020). The preliminary High School Benchmarks report for the class of 2020 shows that graduates of higher-income, low minority, and suburban high schools continue to demonstrate higher levels of college enrollment than their counterparts from low-income, high minority, and urban high schools. During COVID-19, enrollment gaps not only remain, but disparities are magnified particularly for students from low-income high schools. Based on preliminary data, there is little evidence that COVID-19 impacted high school graduation rates, but emerging evidence that the pandemic has impacted immediate college enrollments considerably, especially for low-income students, and particularly their access to public colleges. [For the 2019 report, see ED601213.]

In spring 2020, the Association on Higher Education And Disability (AHEAD) reported on the perspectives of higher education professionals at the onset of the pandemic. In the early days of rapid transition to remote instruction and student services, professionals who work with disabled students reported widespread barriers to access that exceeded the experiences of the general student population. In January 2021, AHEAD once again surveyed the membership of higher education professionals to get an update on persisting barriers to campus access and to learn about emerging modifications and strategies that hold promise for shaping inclusive campus practices in the future. Nine months into the pandemic, questions remain related to campus accessibility and student support. What have higher education professionals observed about student experiences and challenges? What stressors and supports do higher education professionals continue to face in their own work? The findings reflect the experiences and resiliency of the professionals in this challenging time.

From a provider perspective, co-creation has contributed to design more personalized, authentic and memorable destinations and experiences. However, the COVID-19 outbreak may have changed consumers' interest in high-contact and interactive activities, related to long-demonized behaviors (touching and close interplay). In a wine tourism context and based on a cost-benefit approach, the here proposed model explains consumers’ intentions to participate in high co-creation tourism activities (HCCTA) during and after the pandemic, contrasting perceived risks (costs) with expected enjoyment (benefit). Activity setting (indoor or outdoor) and two individual characteristics (age and fear of COVID-19) are analyzed as antecedents of physical risk perception. The “antecedents – costs-benefit – intentions” model was tested using PLS-SEM, with data extracted from scenario-based surveys (1299 responses) applied during the COVID-19 pandemic. Results show that perceived risks and expected enjoyment affect intentions to participate in HCCTA, while participation avoidance may be coming to an end with the alleviation of the pandemic. However, additional personal and external conditions may reinforce perceived risks. The study provides new insights regarding these dynamics for HCCTA, relevant to both theory and practice, particularly in times of health risk related to person-to-person interaction.

This document is designed to assist districts, administrators, and educators with all phases of the West Virginia COVID-19 2020 reentry planning process. This is a living, iterative, document that will be updated regularly to best benefit those associated with the grade six through grade twelve education community in West Virginia. This document includes four sections: (1) Equity, Structure and Logistics; (2) Grade 6-12 Instruction, Interventions and Assessments; (3) Grades 6-12 Professional Learning; and (4) Extended Learning Opportunities.

As the nation grapples with the COVID-19 pandemic, the families of English learners (ELs) have experienced disproportionate distress with the shuttering of schools and the economic crisis. The reality of what many EL and immigrant families have faced during the pandemic must be incorporated at the outset into any planning for the reopening of schools to ensure appropriate supports for English learners and their families. The failure to address the needs of these students in the reopening of schools would jeopardize the educational outcomes of a sizable portion of students and the overall recovery efforts of districts across the country. This guide is the ninth in a series developed by the Council of the Great City Schools to help districts as they prepare to reopen schools--whatever that may look like--in the 2020-21 school year. Many of these guides identify some EL-specific needs and challenges. This guide addresses the issues facing families of English learners in greater detail. It also includes some of the lessons that districts have learned while working to support their English learner and immigrant communities during school closures. The EL-focused recommendations in this report also reflect a "systems approach" consistent with the findings and recommendations of the Council's seminal report, "Succeeding with English Language Learners: Lessons Learned from Urban School Districts." The suggestions made in this document build on the notion of shared responsibility across school district departments and the importance of a well-articulated curriculum for the success of English learners; and it covers a range of areas: screening and placement, instructional practices and technology, English language development, staffing, professional development, assessment, and family engagement. [For "Succeeding with English language learners: Lessons learned from the Great City Schools," see ED508234.]

This Stage Two Academic Re-entry guidance builds upon the Stage One guidance that was issued by the Kentucky Department of Education (KDE). Stage Two focuses on support on meeting the academic needs of learners through the formative assessment process. Formative assessment is a critical component of a balanced assessment system that can greatly impact student achievement. The process of eliciting, interpreting and using evidence as part of ongoing teaching and learning allows teachers and students to make adjustments focused on closing the gap between students' current level of understanding and the intended learning outcomes. Due to the extended remote learning that occurred during the spring of 2020, students may have more gaps than typically expected in their understanding of grade-level standards from the 2019-2020 school year. For teachers to meet the needs of their students and to close gaps, it is imperative that educators identify and implement evidence-based practices for incorporating formative assessment into their daily instructional routines. The minute-by-minute, daily and weekly use of formative process provides teachers with the information they will need to make instructional adjustments that moves learning forward for all students. The purpose of this guidance is to: (1) Define formative assessment and explain the benefits for students and teachers; (2) Describe four key strategies that support the formative assessment process; and (3) Identify instructional approaches for taking responsive action to address the needs of all learners. [For "COVID-19 Considerations for Reopening Schools: Academic Re-Entry, Stage One--Drafting an Adjusted Curriculum," see ED611882.]

Returning to school during a global pandemic brings a new level of anxiety for everyone involved. Even though most children are very resilient to COVID-19, many parents/guardians have valid concerns that the student could carry the virus home to vulnerable family members or others living in the home. The decision to return to school is dependent on the capability of the district to maintain a safe and healthy environment. The Kentucky Department of Education (KDE) has developed this guidance document as a companion piece to the Kentucky Department for Public Health's "Guidance on Safety Expectations and Best Practices for Kentucky Schools (K-12)." It is intended to be a guide for local school districts when developing and adapting their return-to-school plans. This is not a "one size fits all" guide and is based on best practice guidance and information from relevant state and federal agencies. This document includes considerations for workplace health and safety including: (1) health and safety team; (2) health resources and support; (3) mitigation strategies; (4) employee health and wellness; and (5) student health and wellness. [For "Guidance on Safety Expectations and Best Practices for Kentucky Schools (K-12). Interim Guidance," see ED611968.]

As districts in Kentucky look forward to the start of the 2020-2021 school year, food service staff need to begin planning for necessary adjustments to food service. Multiple scenarios are being considered for the upcoming school year. There have been many questions about how best to accomplish this amid the COVID-19 pandemic and the unknown circumstances that likely will exist in the fall. The guidance presented in this report will assist schools and districts in their planning for the delivery of food services during the 2020-2021 school year.

Everyone agrees that school in the fall cannot look the same as it did before the pandemic. Education leaders must organize people, time, and money to make up for learning losses, help students reconnect with schooling, support students' increased social and emotional needs, respond to physical distancing and sanitation requirements, and provide for teachers and students who don't feel safe attending school or who contract the virus. In this ERS Briefing, we outline a process for school district leaders to choose and adapt the "COVID Comeback School Models" that are right for their communities. We also have a calculator that helps district leaders understand the high-level configuration of models that is feasible given staffing and facilities constraints as well as key trade-offs and resource shifts. These steps are designed to build on assessments made by school systems to understand technology, transportation, physical plant and operational issues associated with physical distancing, as well as engagement with families, educators and partners about how students and adults could interact in a shared physical environment this fall. They help district leaders design a coherent approach, built on careful resource trade-offs, to develop in-person, remote and hybrid models of school for the fall.

This document from the Kentucky Department of Education (KDE) provides guidance on initial steps for how educators can plan and prepare for addressing knowledge gaps due to extended remote learning as a result of the COVID-19 emergency. The purpose of Stage One is for grade-level or course content teams to: (1) Analyze their 2019-2020 curriculum to make adjustments to the 2020-2021 curriculum to address potential knowledge gaps for incoming students due to extended remote learning; (2) Identify areas for potential gaps for 2019-2020 students to share in vertical conversations; and (3) Draft an adjusted curriculum for the 2020-2021 school year. This document offers a graphic organizer to assist educators in completing these tasks.

In the first chaotic days of the crisis, schools across the United States organized to assemble and distribute instructional materials and to make a rapid transformation from school-based to home-based learning. the impact of this crisis on all students is significant. As districts resume instruction in the upcoming school year, they will not only need to address the significant social and emotional toll that the crisis has taken on children, but also widespread unfinished learning and learning losses sustained in the wake of school closures. A companion document--"Addressing Mental Health and Social-Emotional Wellness in the COVID-19 Crisis"--provides a collection of resources and guidance for creating learning environments that are physically and psychologically safe for students and staff. In particular, that document promotes a proactive and inclusive approach to communication, outreach, and intervention, as well as shared ownership of the mental health and social and emotional wellbeing of all students. This guide focuses more directly on the instructional challenges posed by school closures. In particular, it presents district curriculum leaders and staff with an instructional framework for addressing unfinished learning and learning losses, as well as a review of essential skills and content in English language arts and mathematics to support access to grade-level content in key grade transitions for all students. Additional resources for districts to consult as they design and implement their curricular materials for the coming school year, including further information on Universal Design for Learning (UDL) to ensure that grade-level content is accessible for all students are also provided. [For the companion document, see ED615352.]

While the usual transitional concerns will be present when schools reopen, it is anticipated that this fall's return to school will be particularly challenging. Teachers and administrators should operate on the assumption that everyone, (students, families and staff) will have experienced some degree of anxiety and stress, uncertainty, illness, grief and loss. Some will have been ill themselves, some will be grieving for a relative or friend who died, if not by illness, possibly from an accident or even suicide or violence. Some will have experienced hunger, abuse, neglect, evictions, domestic violence and/or community violence. For some students, the experience of social distancing and being home during COVID-19 will have been traumatic. Schools will likely see an increased number of learning, behavioral and emotional problems, from more students. For those who already have emotional and behavioral challenges, these could be exacerbated. Existing disparities also will be more pronounced. Stressors from the transition back are likely to intensify and may impact learning and teaching. This guidance document addresses planning considerations for the social and emotional wellbeing of students and staff during the transition when schools reopen. [This guidance is an adaptation from Volume 25 of the UCLA School Mental Health Project. For "Restructuring Education Support Services and Integrating Community Resources: Beyond the Full Service School Model", see EJ590904.]

While the usual transitional concerns will be present when schools reopen, it is anticipated that this fall's return to school will be particularly challenging. Teachers and administrators should operate on the assumption that everyone, (students, families and staff) will have experienced some degree of anxiety and stress, uncertainty, illness, grief and loss. Some will have been ill themselves, some will be grieving for a relative or friend who died, if not by illness, possibly from an accident or even suicide or violence. Some will have experienced hunger, abuse, neglect, evictions, domestic violence and/or community violence. For some students, the experience of social distancing and being home during COVID-19 will have been traumatic. Schools will likely see an increased number of learning, behavioral and emotional problems, from more students. For those who already have emotional and behavioral challenges, these may be exacerbated. Existing disparities also will be more pronounced. Stressors from the transition back are likely to intensify and may impact learning and teaching. This guidance document addresses planning considerations for the social and emotional wellbeing of students and staff during the transition when schools reopen.

This interim guidance is based on what is currently known about the transmission and severity of coronavirus disease 2019 (COVID-19). The US Centers for Disease Control and Prevention (CDC) will update this guidance as needed and as additional information becomes available. This interim guidance is intended for administrators of public and private institutions of higher education (IHE). Institutions of higher education (IHE), working together with local health departments, have an important role in slowing the spread of diseases, and protecting vulnerable students, staff, and faculty to help ensure a safe and healthy learning environment. Guidance for IHE is organized into three categories based on the level of community transmission: (1) when there is no community transmission (preparedness phase); (2) when there is minimal to moderate community transmission; and (3) when there is substantial community transmission. IHE administrators are advised to consult with their local health department to determine what level of transmission is currently occurring in their community. Guidance is also provided for when a confirmed case has entered an IHE, regardless of community transmission. All decisions about implementing IHE-based strategies (e.g., class suspensions, event cancellations, other social distancing measures) should be made in collaboration with local health officials.

This guide is intended to inform school district leaders about the federally identified risks associated with a new coronavirus that is now present in the U.S., known as "COVID-19," and to provide a checklist of issues school leaders should consider when planning for any such crisis in the community. School systems can be proactive and plan to respond in a flexible way to a public health threat. Schools and school districts can refine their business operation response plans. School administration, including health services leadership, must be involved in the planning process, which includes partnering with local public health authorities, updating infectious disease pandemic plans, and sharing essential communication strategies. School nurses are critical members of the planning team and should participate in the planning process. [The National Association of School Nurses (NASN) provided input and collaboration on this report. For "Fostering Safer Schools: A Legal Guide for School Board Members on School Safety," see ED626160.]

Urban school districts will face a number of new and unprecedented challenges in the 2020-2021 school year. In addition to safely reopening schools, planning for the likelihood of future rolling school closures, redesigning instructional delivery models, and effectively addressing unfinished learning and learning losses among students, schools will need to address the significant social and emotional toll that the crisis has taken on children and adults alike. Districts will need to create learning environments that make students and their teachers feel safe and socially and emotionally supported as they return to school. To meet these needs, significant restructuring and reallocation of resources will be necessary, as social-emotional learning and mental health have traditionally been blindspots for many school systems. In general, addressing the mental health needs of students is not universally understood or embraced as the central work of schools or districts. Efforts in this area have been relegated to siloed mental health, social-emotional learning (SEL), and student services departments, working without sufficient resources, coordination, or access. But as anyone who works with students can attest, attending to the mental health and social-emotional wellbeing of students is not an external consideration--it is a necessary condition for learning. In the context of COVID-19, it is going to become an even more pressing consideration in how schools educate and support students, as districts will need to prioritize the emotional wellbeing of students as they re-engage them in academic content. This guide presents a set of overarching principles and strategies to address the social-emotional and mental health needs of both students and adults. It then highlights some of the key efforts being undertaken and resources being offered in a set of districts that we have identified as leaders in the field: Broward County Public Schools (FL), the Cleveland Metropolitan School District (OH), the Los Angeles Unified School District (CA), and Tulsa Public Schools (OK). The end of the guide provides a list of academic and district experts in the field of social-emotional learning and behavior and mental health.

Public health nurses are leaving the workforce, and few studies exist that examineresiliency perspectives among this specialty, community-focused population of frontline nurses. The COVID-19 pandemic created an unprecedented era in public health worldwide. The researcher used a quantitative research design to explore public health nursing viewpoints on resiliency during the pandemic. The quantitative approach aids in understanding the complexities of nursing resilience and implications for the development of supportive interventions, and public health policies needs during the pandemic, for future programming. This study is significant in that it gives a platform to public health nurses on the frontline who have been overshadowed in previous studies. The study utilized an online Survey Monkey evaluation tool which included: the Mindful Self-Care Scale (33-Item), the Resilience Scale (14-Item), and a researcher-designed questionnaire (22-Item). Findings from the study include a positive correlation identified between public health nurse self-care practices and resilience, specifically self-compassion and purpose. Age was the only demographic variable significant in relation to job satisfaction, specifically age group 31-45 years of age. A positive correlation was identified between Job Satisfaction and QOL Home and Work. Resiliency could not predict or explain public health nurse job satisfaction and/or risk for attrition.

Background: Rapid development and implementation of vaccines constituted a crucial step in containing the COVID-19 pandemic. A comprehensive understanding of physiological responses to these vaccines is important to build trust in medicine. Objective: This study aims to investigate temporal dynamics before and after COVID-19 vaccination in 4 physiological parameters as well as the duration of menstrual cycle phases. Methods: In a prospective trial, 17,825 adults in the Netherlands wore a medical device on their wrist for up to 9 months. The device recorded their physiological signals and synchronized with a complementary smartphone app. By means of multilevel quadratic regression, we examined changes in wearable-recorded breathing rate, wrist skin temperature, heart rate, heart rate variability, and objectively assessed the duration of menstrual cycle phases in menstruating participants to assess the effects of COVID-19 vaccination. Results: The recorded physiological signals demonstrated short-term increases in breathing rate and heart rate after COVID-19 vaccination followed by a prompt rebound to baseline levels likely reflecting biological mechanisms accompanying the immune response to vaccination. No sex differences were evident in the measured physiological responses. In menstruating participants, we found a 0.8% decrease in the duration of the menstrual phase following vaccination. Conclusions: The observed short-term changes suggest that COVID-19 vaccines are not associated with long-term biophysical issues. Taken together, our work provides valuable insights into continuous fluctuations of physiological responses to vaccination and highlights the importance of digital solutions in health care.

Today, as educators are transitioning into a new phase of planning for an uncertain summer and fall, they can be more thoughtful about how to deliver high quality online learning. On the positive side, online delivery as an instructional modality is not new. In fact, many colleges and universities have been developing and delivering successful online programs for years. However, despite the growth in online learning, research on student, faculty, and institutional readiness for online learning makes it clear that educators and institutions need more help understanding how to effectively design, develop, and deliver high-quality instruction online. This need is greatest for educators at institutions serving low-income students, first-generation students, and students of color who will likely be disproportionately affected by the current crisis because they lack access to needed resources and technology. This playbook is designed to serve as a concise guide in addressing faculty needs for online course design, teaching, and continuous improvement. This guide will provide teachers with the information they need to get started (and keep going!) at any level, along with resources for more in-depth information or assistance. [This playbook is a collaboration between the Online Learning Consortium (OLC), the Association of Public and Land-grant Universities (APLU), and the Every Learner Everywhere Network.]

AASA, The School Superintendents Association, is committed to supporting superintendents and other school district leaders throughout the country during this challenging and unprecedented time. The following report presents a synthesis of the Guidelines for Reopening Schools recommended by superintendents throughout the United States as part of an ongoing AASA task force.