(Re)OpeningUpdated August 5, 2020, 4:22 PM
These resources support the complex planning and preparation necessary as states consider re-opening schools, child care centers, and increasing in-home services following the initial wave of the COVID-19 pandemic.
State Guidance and Plans
Review of State School Reopening Plans and Implications and Suggestions for State Funded Pre-K Programs
This National Institute of Early Education Research (NIEER) paper provides a scan of 51 state education reopening plans and the degree to which pre-K guidance is included and how states can revise their plans to more intentionally include pre-K. Some of the paper’s key takeaways include priority being given to younger grades and include implementation of health and safety protocols and technology use expectations being specified along with activities and materials that do not require devices for pre-K programs with remote learning.
This state guidance for increasing home visits and in-person services in the wake of the COVID-19 pandemic covers health and safety precautions for staff to return to offices, family homes and other natural environment settings.
This document from the Connecticut Department of Education is provided for local educational agencies (LEAs) as they begin planning for the fall. Addendum 2 on page 51 includes COVID-19 Guidance and Considerations for Preschool Located in Public Schools dated July 27, 2020.
This guide from the Ohio Department of Education identifies essential questions to consider while developing a reopening plan. Developed with the help of early childhood teachers, administrators and regional technical assistance providers, the guide contains general information relevant to the reopening of all early learning programs. Topics include health and safety, reopening discussion questions for local decision-making, and content-specific information related to Preschool Special Education, Head Start, and Early Childhood Education Grants.
Social-Emotional Resources from NCPMI
This document from NCPMI is designed to guide the Program Leadership Team around considerations for supporting children, families, and staff as they return to the program. The guidance includes Pyramid Model practices you know and encourages you to think about those strategies from a trauma-informed perspective. While the leadership team may not know who among children, families, and staff have or are experiencing trauma, a trauma-informed approach guides programs in providing a safe and nurturing environment where children, families, and staff can build resilience, feel safe, and recover.
This colorful greeting board uses photographs of children to demonstrate ways to greet each other while maintaining social distancing. The examples are in English and Spanish, and include are air hug, elbow bump, and thumbs up.
Re-establishing relationships after the extended break from COVID-19 may require additional strategies for practitioners who work with infants and toddlers. This tip sheet challenges practitioners to think about ways to help children reconnect and transition back to the classroom, and support children's social and emotional development after being away from the program.
This one-page tip sheet helps preschool practitioners intentionally plan and think about how to support children’s use of social and emotional skills. These skills are important to re-teach or remind children after being away from the classroom. Focus areas include: schedules and routines, supportive conversations, expectations and rules, positive descriptive feedback, and emotional support.
Guidance from National Organizations
The CDC reminds communities of the principles to keep in mind as schools reopen during the COVID-19 pandemic. In addition to maintaining a safe environment as students, staff and administrators return to school, these resources also help schools prepare if someone gets sick.
These COVID-19 planning considerations by the AAP offer key principles for school re-entry policies and the continued adherence to federal and state guidelines on newborn screening.
- Guidance Related to Childcare During COVID-19
- Guidance for School Re-entry
- Return to In-person Education in Schools
CSSO outlines decisions chief state school officers will need to make before students can re-enter school buildings, emphasizing physical safety, mental health and academic success.
ELCLKC has assembled a page of guidance on opening and operating in-person services, which includes re-opening considerations, and a series of webinars on caring for children during COVID-19.
These strategies for state directors of special education to consider as they continue to guide their state towards a successful start of the upcoming school year and offers clarification on the various types of service delivery models that have occurred and/or may continue to be part of discussions across the country throughout the COVID-19 pandemic.
- Issue Brief #1: A Successful Launch of the 2020-2021 School Year for Students with Disabilities
- Issue Brief #2: Least Restrictive Environment in the Wake of COVID-19