| Food insecurity and child nutrition |
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Deliver meals even if schools are closed
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Communicate with families about meal services and options
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Forge partnerships with community organizations offering meal services (eg, food pantries)
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Allow families to apply for free and reduced lunch multiple times throughout the year
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Use all methods of receiving free and reduced applications (online, mail, in-person)
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Request any available flexibilities and waivers offered by the USDA to support districts in providing meals to students
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| Homelessness or temporary housing |
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Ask homeless liaisons to maintain contact with these students and ensure that they have access to school- and/or community-based supports
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Remove potential barriers to learning, including lack of Internet access
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Set aside Title IA funds to support students experiencing homelessness
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Consider prioritizing these students for in-person instruction
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Deliver meals through buses parked in areas convenient for homeless families
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Consider transportation needs if schools are open
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| Lack of access to Internet or technology |
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Identify students in need (eg, by surveying families about access to technological resources)
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Secure funding for devices
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Share community locations with free Internet access
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Provide free Internet access (eg, through business partners, or by allowing students to come into school with appropriate supervision during remote learning days)
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Deploy devices offered by schools
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Give assignments that can be completed without technology
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Provide technological support, including opportunities for parents to learn how to use devices or online resources
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| Students with disabilities or special needs |
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Review and revise Individualized Education Plans as necessary
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Assess learning loss from school closures
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Provide accessible routes of communication for individuals with visual or hearing impairments
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Prepare for scenarios in which physical distancing is not possible (eg, consider enhanced PPE for staff)
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Consider unique needs with daily health screenings, restroom use, paths of travel, use of campuses, and cleaning/disinfecting. Consider how cleaning/disinfecting needs may reduce time available for instruction
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Face shields or clear face coverings may be helpful for instructors (eg, when students require clear speech or lip-reading to access instruction)
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Prioritize these students for in-person instruction. If schools open, invite students who are visually impaired or have other buildings a day or two before the official start date so these students can develop some familiarity with the layout of the building
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Ensure access to general education peers
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Consider transportation needs, including a special COVID-19 transportation protocol, if schools are open
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Consider recording videos for families to assist with at-home supports
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| English-language learners |
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Engage parents in a language they can understand
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Prioritize these students for in-person instruction
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Face shields or clear face coverings may be helpful for instructors, or teachers may consider pre-recording demonstrations
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Provide signs and messaging in alternative formats if they cannot be understood by students whose primary language is not English
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Assess academic losses incurred from school closures
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Provide remote learning support for students (eg, through translation services) and consider professional learning opportunities on teaching English learners remotely
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English-language instructors and content area teachers should collaborate to meet the needs of these students
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Encourage the continuation of native language learning through television programs, social media, etc. Foster a school culture in which multilingualism is seen as an asset
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| Students involved with or on the verge of involvement with DCFS or equivalent agency |
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Continue mandatory reporting requirements, even during distance learning
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Provide teachers with guidance on recognizing signs of abuse and neglect in a remote environment
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Monitor absenteeism and partner with DCFS or equivalent agency to consider outreach strategies for difficult-to-reach students
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Encourage regular communication between foster caregivers and teachers/school staff through multiple modalities (phone, text, etc)
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| Mental health support |
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Inventory existing supports and identify needs
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Provide access to mental health specialists (eg, through opportunities for teletherapy)
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Make sure that any technology being used to deliver mental health services remotely is secure and HIPAA-compliant
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Provide families or staff with community mental health resources
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Provide resources for self-care (eg, resiliency strategies)
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Conduct mental health screenings or check-ins for students and staff
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Familiarize staff with remote suicide risk assessment
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Provide professional learning opportunities related to compassion fatigue, mental health first aid, and trauma-informed practices
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| Students at greater risk, or living with someone at greater risk of severe illness from SARS-CoV-2 infection |
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Consider providing a distance learning option
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Provide opportunities to interact with peers even if they do not attend classes in person (eg, by recording classes live)
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Ask students/families to consult with their healthcare provider on recommendations for re-entry
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Designate special spaces for these students (eg, a seat on the bus that is not shared by other students) and disinfect these areas regularly
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Do not penalize for failing to attend classes in person
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Protect these individuals' privacy
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| Staff at greater risk, or living with someone at greater risk of severe illness from SARS-CoV-2 infection |
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Consider providing a telework option
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Modify job responsibilities to limit exposure risk
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Ask staff to consult with their healthcare provider on recommendations for re-entry
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Protect these individuals' privacy
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