Last Updated: March 16, 2020
As concerns around coronavirus (COVID-19) increase in the U.S. and around the world, we'll be curating this post to give you information about COVID-19, how you can prepare for it in your program(s), and more.
We know many people in the education community are concerned and looking for information on how to handle and discuss this evolving situation. Please consider sharing these resources in your organization.
We'll be adding more resources to this blog post as they come in so bookmark the page to stay up-to-date.
This guide from the Center for Disease Control (CDC) helps programs plan, prepare, and respond to the coronavirus. It explains what steps programs should follow depending on the status of COVID-19 in their community, cleaning and disinfection recommendations, FAQs for administrators, and more.
The Harvard Health Blog discusses how to provide information on the coronavirus to children and questions they may have.
Chalkbeat discusses the challenges of making sure all students have equal access to remote learning. They also bring up some alternatives schools can consider instead of going online.
Stay up-to-date on school closures in your local community and state so you can make informed decisions for your organization. Edweek is updating this map twice a day and indicating whether a school is scheduled to close, currently closed, or reopened. This map covers both public and private schools in the U.S.
The Community Action Program Legal Services (CAPLAW) released considerations that Head Start employers and providers can use while assessing the current coronavirus situation. This is helpful for those who are looking for information on paid and unpaid leave, employee travel, educating employees on the coronavirus, and more.
A checklist from the Department of Health and Human Services (HHS) that details how to plan for a flu pandemic, how to coordinate program closings, infection control policies, and how to communicate your plan to employees, families, and members of the community.
Digital Promise is compiling resources related to online learning, issues surrounding it, and questions to consider if you're implementing it.
In addition to the above, if you're looking for free CLASS resources you can use as a teacher, coach, or observer, we have a huge variety of e-books, research, videos, and webinars available on our site. This is a stressful time and we're here to support you in any way we can. Please contact us with any questions or concerns you may have.
So much has changed in the world of early childhood education since a global pandemic became part of our reality. School districts, families, child-care centers, home centers, state agencies, and federal agencies have been scrambling to keep up with what caring for young children looks like under new regulations. The statewide agency I work for consists of both federal (Head Start) and state-funded programs, and I’d like to share what guidance we’ve created for staff around changes in the day-to-day routine.*
As a classroom teacher, I always viewed the start of a new school year with a lot of excitement and a bit of trepidation. Excitement because I loved meeting a new group of children and looked forward to getting to know them and supporting their learning. Trepidation because I was never quite certain what curveballs might be thrown my way.
In the wake of the widespread civil unrest after the killing of George Floyd, the national conversation about the inequities in the educational opportunities provided white students and students of color has been amplified. Due to racial and socioeconomic segregation, Black students, and other students of color, are more likely to attend poorly funded schools. EdBuild, a non-profit focused on fair and equitable school funding, reports that high poverty school districts that predominantly enroll children of color receive on average, $1,600 less per student than the national average. By their calculations, there is a $23,000,000,000 gap between funding for schools that primarily serve high poverty Black students and those that predominantly serve white students. Schools that predominantly serve high poverty white students, only receive $1440 less per student (EdBuild, 2019).
I recognize and admit to having a chip on my shoulder about the field of early childhood education - and, at times, disbelief that others may not see that period of time as the power-packed years in our developmental timeline which can lay the groundwork and set the course for much of the rest of our lives.