Best practices for online instruction study

 There is no "right" way to adopt remote instruction, according to a recent study. Its review of 12 schools revealed several best practices, including innovative instruction, support for students with special needs and a focus on social and emotional learning.  Among areas of best practices includes providing support and adjustments, innovative instructional approaches; big-picture planning and establishing core principles; designing data-intensive approaches; creating supportive school-student connections; and building relationships with families and communities. 

 LiBetti, A., BGraziano, L., & Schiess, J. (2020). Promise in the time of quarantine.  Bellwether Education Partners and Teach For America.   https://bellwethereducation.org/sites/default/files/PromiseInQuarantineBellwetherFinal.pdf

In a second report, researchers investigate the relationship between teachers' reports of their students' internet access and their interaction with students and families during school closures related to the coronavirus disease 2019 (COVID-19) pandemic. These data are drawn from the American Instructional Resources Survey (AIRS), which was fielded in May and June 2020 and included questions to teachers regarding their instruction during school closures as a result of the COVID-19 pandemic. When teachers deliver remote instruction, their capacity to communicate with students and their families is shaped by home internet access. Researchers found that half of teachers estimated that all or nearly all of their students had access to the internet at home, and teachers in schools located in towns and rural areas, schools serving higher percentages of students of color, and high-poverty schools were significantly less likely to report that all or nearly all of their students had access to the internet at home. These data suggest that existing inequities for students in rural and high-poverty schools might be exacerbated by students' limited access to the internet and communication with teachers as remote instruction continues.

Stelitano, L., et al. (2020). the digital divide and COVID-19. Rand.  https://www.rand.org/pubs/research_reports/RRA134-3.html?utm_source=WhatCountsEmail&utm_medium=NPA:2559:6359:Sep%2024,%202020%206:03:48%20AM%20PDT&utm_campaign=NPA:2559:6359:Sep%2024,%202020%206:03:48%20AM%20PDT