The Universal Design for Learning (UDL) framework, formative assessment strategies, student data, and individualized or small-group instruction can help educators provide quality instruction for students with in distance learning.

In this guest blog on the National Center for the Improvement of Educational Assessment’s CenterLine, the authors share their perspective on how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall.

In this Brookings Brown Center Chalkboard blog, James Soland shares new research projections on potential impacts of COVID-19 school closures on student achievement, how wide the range in achievement might be between high and  low-performing students, and what this may mean for educators.

What can educators do right now to address the potential learning shortfall from COVID-19 school closures in the fall and help students catch up? Here are seven recommendations.

Education Commission of the States blog. Research on seasonal learning and summer loss offers some insights that can help state leaders understand, plan for and address some potential impacts of this extended pause in classroom instruction.

“Given NWEA’s depth of research and our partnerships with other mission-driven organizations, we’re in a unique position to offer valuable insights to the education community as we navigate through this crisis”, says CEO Chris Minnich. “Together, we can mitigate the impact on kids—especially for those most vulnerable in our population—and continue our efforts to narrow opportunity gaps.”

As COVID-19 pushes us toward distance learning, we can make small adjustments to online instruction to better meet the specific learning needs of students with disabilities.