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  • What is Blended Learning?

    REL Mid-Atlantic

    This infographic reviews the research and highlights impacts and implementation of blended learning.

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  • Assessing Students This Fall: Focus on the Classroom

    Education Week

    See this informational sheet for a summary of expert advice for handling testing for remote or blended learning.

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  • Addressing Unfinished Learning After COVID-19 School Closures

    Council of the Great City Schools

    This guide focuses on the instructional challenges posed by school closures. In particular, it presents district curriculum leaders and staff with an instructional framework and additional resources 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.

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  • Academic Supports for Students with Disabilities

    EdResearch for Recovery

    This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students with disabilities during and following the novel coronavirus pandemic.

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  • A Teaching Routine for Academic Vocabulary in Grades PreK-1

    REL West

    This video walks viewers through a 3-step routine for teaching new vocabulary to young children that includes lots of opportunities to practice using the new word in different ways through repetition, images, sentence frames, and more. It can be adapted for at-home learning and to supplement family reading activities.

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  • 2020-2021 Priority Instructional Content in ELA/Literacy and Mathematics

    Student Achievement Partners

    These documents were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19. They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.

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