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Supporting students through Covid-19

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The Hunt Institute
SUPPORTING STUDENTS THROUGH COVID-19
COVID-19 has disrupted society’s daily routines. As schools across...
The Hunt Institute
SUPPORTING STUDENTS THROUGH COVID-19
Access to High-Quality Instruction
With news of statewide school c...
The Hunt Institute
SUPPORTING STUDENTS THROUGH COVID-19
SUPPORTING
STUDENTS
THROUGH
COVID-19
Childcare
As schools and busi...
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Supporting students through Covid-19

  1. 1. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 COVID-19 has disrupted society’s daily routines. As schools across the nation close, childcare services are suspended, and social distancing becomes the new reality for the foreseeable future, our nation’s education system is being uprooted. Given these unprecedented events many are wondering what they can do to support families and students that rely on the education system to provide more than just learning. The following are some of the major consequences of the COVID-19 pandemic that The Hunt Institute is tracking. Food Security Millions of students across the country rely on school for at least one meal a day – and in some cases receive three meals a day from their school. With schools being shut down, it is imperative that we continue to support these families that rely on this service, especially with many hourly employees’ jobs being cut back in response to the pandemic. A number of barriers exist limiting the ease of access to food for students that need it, including: • School eligibility is a concern; according to the U.S. Department of Agriculture, only schools and groups that usually serve meals during the summer months are eligible for federal support to feed students during emergency closures. In areas where less than half of children are economically disadvantaged, school systems will only be reimbursed for meals provided to children in households that qualify for free or reduced-price lunch. Unfortunately, this may not be enough to meet the needs of all students that need support. A full list of flexibilities that are available under U.S. Departmet of Agriculture programs can be found here. • For those who live in communities where support is offered, transportation to pick up provided meals is often a barrier, especially in rural communities. • Daily contact with students and families at meal pickup sites still provide opportunities for the spread of COVID-19. Some families might be concerned that this will put them at risk of contracting the virus. In many states, including North Carolina, state leaders have announced that strategies to distribute meals will be determined at the local level, and schools across the state have moved to provide food for students in need. When approaching schools, community partners should look to incorporate the following best practices: • Schools have identified designated community pickup locations, such as community centers, apartment complexes, or school bus stops, and are using school buses to transport meals to these locations. Additionally, some schools plan to deliver a limited amount of meals door-to-door. Volunteers and community agencies could assist in staffing pick-up sites and delivering food. • Schools have strategically approached scheduling pickup times for student meals. By providing multiple days’ worth of meals in each bag and only allowing one adult or older student per family to pick up meals, districts are able to maintain suggested observe social distancing norms. • Restaurants in North and South Carolina have begun offering free meals to students while schools are closed. • In addition to direct support for student meal initiatives, supporting local food banks through donation food drives can provide another level of support to combat food scarcity. Oportunities for Support • Support coordination across school districts, community organizations, and local businesses are key to ensure students who need access to food during school closures receive it. This can include: • Increase the availability of meals at strategic community locations to overcome traveling barriers. • Support local food banks that provide food for students in schools that aren’t eligible for federal funds. • Help disseminate information about programs and other efforts to students and families.
  2. 2. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 Access to High-Quality Instruction With news of statewide school closures emerging quickly, teachers, parents, and students found themselves without the necessary time to plan effective, high-quality learning opportunities for students while schools are closed. Teachers did not have time to create and distribute packets of materials to take home. While many suggest pivoting to virtual learning is the obvious solution, it neglects the fact that some students don’t have access to the appropriate technology or internet at home and that many teachers are not trained to execute lessons in this manner. Schools lack the infrastructure to make this transition and holding students accountable for their work is a challenge. For younger students especially, online learning requires a degree of parental involvement to ensure that students stay on task. Further, online learning is not equitable for students with disabilities that need additional support or differentiation to master skills and content. Nationwide, schools and other organizations have sought innovative ways to approach increasing high-quality options for students while schools are closed. Some approaches include: • For schools and districts that have the technological capacity to ensure that every student has access to online materials, districts must provide additional training and support for teachers and parents on how to use tools such as Zoom, Google Classroom, and discussion boards. • On Sunday, March 15, Mariah Morris, the 2019 Burroughs Wellcome Fund North Carolina Teacher of the Year, convened more than 80 educators from across the state on Facebook Live to discuss how educators can respond during school closures. Beginning on Monday, March 16, the North Carolina Teacher of the Year cohorts will begin rolling out instructional videos on Morris’ YouTube channel. At 9 a.m. each day, an elementary lesson (grades K-5) will be posted, and then at 9:30 a.m. each day, a secondary lesson (grades 6-12) will be posted. Teachers across the state are encouraged to submit similar videos to increase the volume of resources available to students. • A number of excellent resources already exist online. By aggregating such resources with an eye to content and grade level, students and parents can be provided with a list of places they can go to find age appropriate lessons that can serve as stop gap while schools are closed. This can also include tablet apps that provide academic support. A number of organizations have started to compile lists; one good starting place is from Swing Education. Additionally, schools and other organizations are attempting to help students secure the technology and internet access that they need. Some efforts include: • In Colorado, one school offered Chromebooks and paper copies of schoolwork for pick-up at the school for students to use during the break. Schools often lack basic resources like copy paper and toner to produce weeks’ worth of assignments at a large scale. By supporting schools in acquiring the necessary materials and the delivery of hard-copy materials, either directly to student’s homes or to more other community locations, we can ensure that students don’t get left behind when schools are closed. • Organizations like the Kramden Institute give students laptops they can use at home through a donation- and volunteer-based program. • One barrier that persists for children and adults is whether they are accessing current and accurate information. By working with companies like Charter Communications or Comcast an effective media campaign can be created so that those who are in need of the internet at this time are able to access it within the programs that have been established. The same goes for those who already have internet access, but struggle to pay their bills due to a lack of employment during this pandemic. Opportunities for Support • Compile resources for parents (both instructional and general coronavirus related support) and partner with organizations that can provide access to materials through technology. • Work with partners to help get the requisite hardware, such as laptops and tablets, into the hands of studets who otherwise do not have access to them at home. • Connect with organizations to spread verified information about low-cost or no-cost internet solutions for households.
  3. 3. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 SUPPORTING STUDENTS THROUGH COVID-19 Childcare As schools and businesses across the country close due to the COVID-19 pandemic, questions around the continued availability of child care are taking center stage. To ensure social distancing and prevent the unintended transmission of the virus between young children and their caregivers, many child care facilities are closing. While this may pose an inconvenience to white collar parents now working from home, for others – particularly those in medical, first responder and other roles critical to the nation’s response to the pandemic - the need for emergency child care is growing. As the situation continues to evolve, states are exploring how they can provide increased licensing flexibility to new emergency care providers. Meanwhile, traditional child care providers - many of whom already operate on the narrowest of financial margins – are faced with the real question of whether the loss of revenue associated with temporary closure could result in an inability to reopen. While there remains much to learn about the virus, very young children – infants and toddlers, in particular – do not, themselves, appear to be seriously endangered by COVID-19, with most infected children presenting with mild symptoms – or none at all - according to the Centers for Disease Control. That said, otherwise asymptomatic children may play a significant role in spreading the virus according to a new study in the journal Pediatrics. These findings may contribute to the rationale for limiting child care access to essential pandemic personnel only. Opportunities for Support • Work with states to provide support, as needed, to ensure that emergency/temporary child care programs being created for emergency, service and medical employees are safe and appropriate for young children, with special consideration of children between the ages of birth-three. • Advocate for both the stability of the child care industry as part of the nation’s response to the pandemic and the needs of the early childhood workforce, many of whom work at an hourly rate and without employer-provided health care benefits. • Support the creation of online resources designed for parents at home with young children. Federal Policy Considerations Federal Accountability | Assessments With district and state leaders making the difficult decision to close schools for anywhere from two weeks to over a month, stake- holders have been left wondering how to proceed with state testing and accountability programs. Georgia, Texas, and Nebraska have already cancelled their state assessments this year, with other states likely to follow. Many state leaders are calling for the U.S. Department of Education to waive its mandated testing requirements, something that the Depart- ment has said it will consider on a case-by-case basis but has not committed to doing a national scale. Assessment companies are also adjusting their testing schedules. The ACT college admissions test scheduled for April 4th has being rescheduled for June 13th. College Board has cancelled the SAT exam scheduled for May 2nd and is refunding students who have already registered. College Board has not yet made a determination about rescheduling the AP Exams scheduled for May 4th-15th. The Challenge of Waiving State Assessments A significant challenge in waiving state assessments is that this data is used to strategically allocate significant financial and human capital resources, determine student retention, evaluate teachers and school leaders, and determine school voucher eligibility. Some states also use state assessments as a high school graduation requirement. Eliminating these assessments would require shifts across the system to compensate and might have short- and long-term impacts. Removing one year of testing sounds like an easy fix, but growth models implemented by many states require multiple years of testing data and eliminating a year would throw off the calculations that are currently in place. Further, using data from the 2018-19 school year to determine resource allocations could result in schools with in need not receiving adequate supports.
  4. 4. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 SUPPORTING STUDENTS THROUGH COVID-19 The Case for Waiving State Assessments State assessments are high stakes for all parties involved. Teachers and Schools have worked to ensure that students are still learn- ing the state required content by providing packets of assignments that, for younger learners, require adult support or transitioning to online platforms that don’t equitably serve all students. Some schools have the infrastructure in place to effectively transition into virtual learning but assessing students as if they all have equal access to high-quality instruction amidst school closures will only serve to increase the achievement gap between schools in more affluent areas and those serving high-need communities. When school does resume, students and teachers will return during or immediately before the testing window. Returning to school and immediately testing after being out for an extended period would not only provide unreliable data, but also place a psycholog- ical burden on students when they are faced with an assessment on material they have not had the opportunity to learn. This also has the potential to decrease attendance for state testing, further invalidating the results. Attempting to squeeze in a truncated assessment window would also make it difficult for schools to provide the resources necessary for meeting the needs of students with disabilities and reduce time for potential makeup assessments for those who are absent due to quarantine. By waiving state testing requirements, teachers and administrators will be able to focus on the pressing needs of stu- dents instead of having the looming weight of an assessment as school closures drag on for the foreseeable future. However, if they choose to do so, states must be committed to finding alternative measures of school performance to guide allocation of personnel and funds and ensure that we are providing the best possible education for students. Distance Learning | Students with Disabilities As schools and districts identify options to fill the learning gaps that have arisen from school closures, many have turned to virtual learning. However, one of the key challenges that comes with this flexibility is ensuring that the needs of all students are being met, including students with disabilities who have specific requirements under federal law. The U.S. Department of Education's current guidance on serving students during COVID-19-related school closures reads: “If a school district closes its schools and does not provide any educational services to the general student population, then a school would not be required to provide services to students with disabilities during that same period of time. Once school resumes, the school must return to providing special education and related services to students with disabilities in accor- dance with the student’s IEP or, for students entitled to FAPE under Section 504, consistent with any plan developed to meet the requirements of Section 504.” Given this guidance, there have been instances of districts being concerned about offering online programming that may not fulfill federal requirements and put themselves at risk. The challenge facing education leaders is how to continue to move learning forward for as many students as possible while also continuing to serve all students according to their needs. Some districts are offering supplementary, non-required learning online, while pausing new instruction; this approach may prove to be more difficult as school closures grow longer. Additional Resources: • U.S. Department of Education: Q&A on Providing Services to Children with Disabilities during the Coronavirus Outbreak • SETDA: Supporting Students with IEPs During eLearning Days • Understood.org: Legal FAQs on Coronavirus, School Closings, and Special Education • Center on Online Learning and Students with Disabilities: Voluntary Product Accessibility Template (VPAT) Review • Center on Online Learning and Students with Disabilities: Guidance for SEAs | LEAs | Teachers | Parents
  5. 5. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 Federal Accountability | Chronic Absenteeism As states drafted their Every Students Succeeds Act (ESSA) plans, many chose chronic absenteeism as their non-acadmic indicator. In fact, 33 states and the District of Columbia use some definition of chronic absenteeism in their accountability plans. School closures are likely to have an impact on these figures and, as a result, the U.S. Department of Education has indicated that it will consider waivers that would allow for this indicator to be excluded from their accountability systems this academic year. This indicator became popular because of clear evidence that chronically absent students' acadmic performance suffers from being out of school. States could also consider amending their indicator to cover the academic year leading up to the COVID-19 outbreak (e.g. from the start of the fall semester through February). Additional Resources Many organizations have begun to compile valuable resources. • PIE Network: Rapid Response Resources: COVID-19 • Chalkbeat: Latest Coverage • US Department of Education: Information and Resources for Schools and School Personnel • US Department of Education: Providing Supports to Students with Disabilities • Starr Commonwealth: COVID-19, School Cancellation, and Trauma • NCDHHS: Interim Guidance for Child Care Settings • Common Sense Media: Resources for Parents to Prepare for Coronavirus School Closures • We Are Teachers: Free Online Learning Resources for Teaching Your Students Virtually
  6. 6. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 The following lists provide links to state-specific guidance for K-12, child care, and higher education. State-Specific Guidance (K-12) State Link to State Department of Education Website Links with School Closure Guidance CDC Interim Guidelines for K-12 Schools http://www.cdc.gov https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/ guidance-for-schools.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc. gov%2Fcoronavirus%2F2019-ncov%2Fspecific-groups%2Fguidance-for-schools.html Alabama https://www.alsde.edu/ https://www.alsde.edu/covid-19 Alaska https://education.alaska.gov/ https://education.alaska.gov/safeschools/infectiousdisease Arizona https://www.azed.gov/ https://www.azed.gov/communications/2020/03/12/pandemic-preparedness/ Arkansas http://dese.ade.arkansas.gov/ http://dese.ade.arkansas.gov/divisions/communications/covid-19-information California https://www.cde.ca.gov/ https://www.cde.ca.gov/ls/he/hn/coronavirus.asp Colorado https://www.cde.state.co.us/ https://www.cde.state.co.us/safeschools Connecticut https://portal.ct.gov/SDE https://portal.ct.gov/SDE/Press-Room/Press-Releases/2020/Guidance-to- Connecticut-School-Districts-in-Regard-to-COVID-19 Delaware https://www.doe.k12.de.us/ https://www.doe.k12.de.us/covid19 District of Columbia https://osse.dc.gov/ https://coronavirus.dc.gov/node/1466931 Florida http://www.fldoe.org/ http://www.fldoe.org/em-response/index.stml Georgia https://www.gadoe.org/Pages/ Home.aspx https://www.gadoe.org/External-Affairs-and-Policy/communications/Pages/ coronavirus.aspx Hawaii http://www.hawaiipublicschools. org/Pages/Home.aspx http://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/ Pages/COVID-19-Information-Updates.aspx Idaho https://www.sde.idaho.gov/ https://coronavirus.idaho.gov/resources-for-schools/ Illinois https://www.isbe.net/ https://www.isbe.net/Documents/COVID-19-School-Closures-Letter-Guidance.pdf Indiana https://www.doe.in.gov/ https://www.doe.in.gov/safety/health/covid-19-resources-indiana-schools Iowa https://educateiowa.gov/ https://educateiowa.gov/article/2020/03/16/pk-12-guidance-response-covid-19 Kansas https://www.ksde.org/ https://www.ksde.org/Home/Quick-Links/News-Room/commissioner-of-education- issues-guidance-to-school-districts-regarding-covid-19-1 Kentucky https://education.ky.gov/Pages/ default.aspx https://education.ky.gov/districts/SHS/Pages/2019-Novel-Coronavirus.aspx Louisiana https://www.louisianabelieves. com/ https://www.louisianabelieves.com/resources/covid-19 Maine https://www.maine.gov/doe/ home https://www.maine.gov/doe/covid-19 Maryland http://marylandpublicschools.org/ Pages/default.aspx http://marylandpublicschools.org/Pages/default.aspx (all information can be found on the front page). Massachusetts http://www.doe.mass.edu/ http://www.doe.mass.edu/sfs/emergencyplan/covid19.html Michigan https://www.michigan.gov/mde/ https://www.michigan.gov/mde/0,4615,7-140-37818_53456---,00.html
  7. 7. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 Minnesota https://education.mn.gov/MDE/ index.html https://education.mn.gov/MDE/dse/health/covid19/ Mississippi https://www.mdek12.org/ https://www.mdek12.org/COVID19 Missouri https://dese.mo.gov/ https://dese.mo.gov/communications/coronavirus-covid-19-information Montana https://opi.mt.gov/ http://opi.mt.gov/COVID-19-Information Nebraska https://www.education.ne.gov/ https://www.education.ne.gov/publichealth/resources/ Nevada http://www.doe.nv.gov/ https://nvhealthresponse.nv.gov/information-for/schools-families/ New Hampshire https://www.education.nh.gov/ https://www.education.nh.gov/who-we-are/commissioner/covid-19 New Jersey https://www.nj.gov/education/ https://www.nj.gov/education/topics/index.shtml New Mexico https://webnew.ped.state.nm.us/ https://webnew.ped.state.nm.us/bureaus/safe-healthy-schools/covid-19- coronavirus/ New York http://www.nysed.gov/ http://www.p12.nysed.gov/sss/schoolhealth/schoolhealthservices/coronavirus.html North Carolina https://www.dpi.nc.gov/ https://www.ncdhhs.gov/divisions/public-health/coronavirus-disease-2019-covid-19- response-north-carolina/covid-19-colleges North Dakota https://www.nd.gov/dpi/ https://www.nd.gov/dpi/nddpi-updates-and-guidance-covid-19 Ohio https://education.ohio.gov/ http://education.ohio.gov/Topics/Student-Supports/Coronavirus Oklahoma https://sde.ok.gov/ https://sde.ok.gov/newsblog/2020-03-12/coronaviruscovid-19-faqs-oklahoma-public- schools Oregon https://www.oregon.gov/ode/ pages/default.aspx https://www.oregon.gov/ode/students-and-family/healthsafety/Pages/COVID19. aspx Pennsylvania https://www.education.pa.gov/ Pages/default.aspx https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID-19/ Pages/default.aspx Rhode Island https://www.ride.ri.gov/ http://media.ride.ri.gov/COVID19/COVID19_Guidance_Families_3.13.20.pdf South Carolina https://ed.sc.gov/ https://ed.sc.gov/newsroom/school-district-memoranda-archive/health-related- emergency-school-closings/health-related-emergency-school-closings-memo/ South Dakota https://doe.sd.gov/ https://doe.sd.gov/coronavirus/ Tennessee https://www.tn.gov/education. html https://www.tn.gov/content/dam/tn/education/health-&-safety/Coronavirus%20 A%20Guide%20for%20Schools.pdf Texas https://tea.texas.gov/ https://tea.texas.gov/texas-schools/safe-and-healthy-schools/coronavirus-covid-19- support-and-guidance Utah https://www.schools.utah.gov/ https://www.schools.utah.gov/coronavirus Vermont https://education.vermont.gov/ https://education.vermont.gov/news/covid-19-guidance-vermont-schools Virginia http://www.doe.virginia.gov/ http://www.doe.virginia.gov/support/health_medical/office/covid-19.shtml Washington https://www.k12.wa.us/ https://www.k12.wa.us/about-ospi/press-releases/novel-coronavirus-covid-19- guidance-resources West Virginia https://wvde.us/ https://wvde.us/covid19/school-guidance/ Wisconsin https://dpi.wi.gov/ https://dpi.wi.gov/sspw/2019-novel-coronavirus
  8. 8. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 State-Specific Guidance (Child Care) State Link to State Child Care Agency’s Website Links to COVID-19 Guidance Alabama https://dhr.alabama.gov/child- care/ Child Care https://dhr.alabama.gov/wp-content/uploads/2020/03/Covid-Providers-1. pdf CCDF https://dhr.alabama.gov/wp-content/uploads/2020/03/Covid-CCDF-1.pdf Early Head Start- Child Care Partnerships https://dhr.alabama.gov/wp-content/ uploads/2020/03/Covid-EHSCCP-1.pdf Child Care Management Agencies and Quality Enhancement Agencies https://dhr. alabama.gov/wp-content/uploads/2020/03/Covid-CMA-QEA-1.pdf Alaska http://dhss.alaska.gov/dpa/Pages/ ccare/default.aspx http://dhss.alaska.gov/News/Documents/press/2020/SOA_03172020_HealthAlert008_ ChildCare.pdf Arizona https://des.az.gov/services/child- and-family/child-care COVID-19 Information (Food Assistance, Unemployment Assistance, Childcare Assistance, & Additional Resources) https://des.az.gov/services/coronavirus Arkansas http://www.arkansas.gov/ childcare/familysupport/ Resources for Parents https://humanservices.arkansas.gov/images/uploads/dccece/ DCCECE_FindChildCareLetter_03.17.2020.pdf Information for Childcare Providers Regarding COVID-19 https://humanservices. arkansas.gov/about-dhs/dccece (front page) California http://www.cde.ca.gov/sp/cd/ Coronavirus Information and Guidelines for Children's Residential Facilities https:// www.cdss.ca.gov/Portals/9/CCLD/PINs/2020/CRP/PIN-20-02-CRP.pdf Coronavirus Information and Guidelines for Child Care Settings https://www.cdss. ca.gov/Portals/9/CCLD/PINs/2020/CCP/PIN_20-02-CCP.pdf Information and Resources on Coronavirus Disease https://www.cdss.ca.gov/ inforesources/community-care-licensing Colorado http://www. coloradoofficeofearlychildhood. com/ COVID-19 Information for Early Childhood Programs http://coloradoofficeofearlychildhood.force.com/oec/OEC_ Resources?p=Resources&s=COVID-19&lang=en Connecticut https://www.ct.gov/oec/site/ default.asp Child Care During the Corona Crisis https://www.ct.gov/oec/lib/oec/OEC_COVID19_ Public_Orange_FINAL_2.pdf Delaware http://www.dhss.delaware.gov/ dhss/dss/childcr.html Guidance on Childcare Center During COVID-19, from Governor John Carney https:// news.delaware.gov/2020/03/15/guidance-on-childcare-centers/ District of Columbia http://www.osse.dc.gov/ Coronavirus (COVID-19) Resources https://coronavirus.dc.gov/page/coronavirus-covid- 19-resources Florida http://www.floridaearlylearning. com/ Updates and Response on COVID-19 in Florida http://www.fldoe.org/em-response Georgia http://www.decal.ga.gov/ Press Release from Governor Kemp on Approaches to Childcare during COVID-19 outbreak http://decal.ga.gov/documents/attachments/release_YMCA%20 partnership%2003182020.pdf Hawaii http://www.hawaii.gov/dhs/self- sufficiency/childcare/services/ https://humanservices.hawaii.gov/provider-vendor-covid-19-information/
  9. 9. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 Idaho http://healthandwelfare.idaho. gov/ Response from the Division of Welfare Services to COVID-19 https://healthandwelfare. idaho.gov/AboutUs/Newsroom/tabid/130/articleType/ArticleView/articleId/2091/ To-minimize-COVID19-risk-Division-of-Welfare-offices-open-for-appointments-only. aspx Illinois http://www.dhs.state.il.us/ Pregnant Women and Children http://www.dph.illinois.gov/topics-services/diseases- and-conditions/diseases-a-z-list/coronavirus/pregnancy-children Indiana http://www.in.gov/fssa/ carefinder/ COVID-19 (coronavirus) guidance for OECOSL stakeholders https://www.in.gov/fssa/ carefinder/5761.htm Iowa https://dhs.iowa.gov/ Childcare Guidance in Response to COVID-19 https://dhs.iowa.gov/childcare-covid-19 Kansas http://www.dcf.ks.gov/pages/ default.aspx Interim Guidance for Child Care Facilities Licensed by the Kansas Department of Health and Environment (KDHE) http://www.kdheks.gov/coronavirus/toolkit/Interim_ Guidance_for_Child_Care_Facilities_Licensed_by_KDHE.pdf Kentucky https://chfs.ky.gov/agencies/dcbs/ Pages/default.aspx Guidance on COVID-19 by Topic https://govstatus.egov.com/covid-19-guidance-by- topic Louisiana http://www.louisianabelieves. com/ COVID-19 Frequently Asked Questions (FAQs) about Childcare Centers https://www. louisianabelieves.com/docs/default-source/louisiana-believes/covid-19-faq_-child- care-centers_providers.pdf?sfvrsn=61d19b1f_2 Maine http://www.maine.gov/dhhs/ Children and Family Services Response to COVID-19 https://www.maine.gov/dhhs/ocfs/ COVID-19-response.shtml Maryland https://earlychildhood. marylandpublicschools.org/ families/child-care-basics Childcare in Maryland during COVID-19 State of Emergency https://earlychildhood. marylandpublicschools.org/child-care-maryland-during-covid-19-state-emergency Massachusetts http://www.mass.gov/edu/ government/departments-%20 and-boards/department-of-early- education-and-care/ Information and Guidance related to Coronavirus (COVID-19)https://www.mass.gov/ service-details/information-and-guidance-related-to-the-coronavirus-covid-19 Michigan http://www.michigan.gov/mde Head Start Agency Requirements https://www.michigan.gov/documents/mde/Head_ Start_COVID-19_684131_7.pdf Feeding Children During School Closures https://www.michigan.gov/documents/mde/ Feeding_Children_683839_7.pdf Minnesota https://mn.gov/dhs/people-we- serve/children-and-families/ services/child-care/ Guidance for Schools and Childcare https://www.health.state.mn.us/diseases/ coronavirus/schools.html Mississippi http://www.mdhs.state.ms.us/ Mississippi Department of Human Services COVID-19 Updates https://www.mdhs. ms.gov/covid-19-updates/ Missouri http://www.dss.mo.gov/cd COVID-19 Resources for Communities, Businesses, and Schools https://health.mo.gov/ living/healthcondiseases/communicable/novel-coronavirus/communities.php Montana https://dphhs.mt.gov/hcsd/ childcare CDC Guidance for Childcare Programs https://www.cdc.gov/coronavirus/2019- ncov/community/schools-childcare/guidance-for-schools.html?CDC_AA_ refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fspecific- groups%2Fguidance-for-schools.html Nebraska http://dhhs.ne.gov/ Children and Family Services – Frequently Asked Questions (FAQs) about COVID-19 http://dhhs.ne.gov/Documents/COVID-19%20CFS%20FAQ.pdf
  10. 10. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 Nevada https://dwss.nv.gov/ No direct guidance for childcare relating to COVID-19. New Hampshire https://www.dhhs.nh.gov/dcyf/ cdb/ No direct guidance for childcare relating to COVID-19. New Jersey http://www.state.nj.us/dcf/ COVID-19 Resources for Childcare https://www.nj.gov/dcf/coronavirus_ licensedchildcare.html New Mexico http://www.newmexicokids.org/ NewMexicoKids.Org Response to COVID-19 http://www.newmexicokids.org/ coronavirus/ New York http://www.ocfs.state.ny.us/main/ childcare No State Directive to Close Childcare (March 17, 2020) http://www.ocfs.state.ny.us/ programs/childcare/ North Carolina http://ncchildcare.nc.gov/general/ home.asp COVID-19: Colleges, Universities, Schools, and Childcare https://www.ncdhhs.gov/ divisions/public-health/coronavirus-disease-2019-covid-19-response-north-carolina/ covid-19-colleges North Dakota http://www.nd.gov/dhs/services/ childcare Human Services Coronavirus (COVID-19) Information and Resources http://www. nd.gov/dhs/info/covid-19/dhs-covid-19.html Ohio http://jfs.ohio.gov/CDC/childcare. stm Coronavirus Childcare Pandemic Information http://jfs.ohio.gov/cdc/ CoronavirusAndChildcare/ Oklahoma http://www.okdhs.org/services/ cc/Pages/CCDevFund.aspx Coronavirus Disease (COVID-19): Guidance for Child Welfare Group homes and other congregate care facilities providing care to youth in Oklahoma Human Services (OKDHS) Custody https://www.ourokdhs.org/s/congregate-care-facilities Oregon https://oregonearlylearning. com/ COVID-19 Resources https://oregonearlylearning.com/COVID-19-Resources Pennsylvania http://www.dhs.pa.gov/ Responding to Coronavirus in Pennsylvania https://www.pa.gov/guides/responding-to- covid-19/ Rhode Island http://www.dhs.ri.gov/ A Message from the DHS Director regarding COVDI-19 https://www.ri.gov/press/ view/37925 South Carolina http://childcare.sc.gov/main/ COVID-19 Announcements https://www.scchildcare.org/news-and-announcements/ covid-19-announcements.aspx South Dakota http://dss.sd.gov/childcare/ COVID-19 Guidance to Childcare Facilities https://dss.sd.gov/docs/childcare/COVID_ guidance_to_daycares.pdf Tennessee https://www.tn.gov/ humanservices.html Serving childcare needs during the COVID-19 outbreak https://www.tn.gov/content/ dam/tn/human-services/documents/Guidance-FAQs-3.17.20.pdf Texas https://twc.texas.gov/programs/ child-care-services-program- overview COVID-19 Guidance for Childcare Providers https://hhs.texas.gov/about-hhs/ communications-events/news/2020/03/covid-19-guidance-child-care-providers Utah https://www.jobs.utah.gov/ COVID-19 Guidance for School Closures and Dismissals (Page 4) https://coronavirus. utah.gov/wp-content/uploads/School-Closures-and-Dismissals_FINAL-1.pdf Vermont http://dcf.vermont.gov/cdd Information for Child Care Programs, Children's Integrated Services Providers and CDD Grantees and Contractors https://dcf.vermont.gov/cdd/covid-19 Virginia http://www.dss.virginia.gov/ family/cc/assistance.cgi COVID-19 (Coronavirus) Update and Resources for Child Care VA https://www.dss. virginia.gov/cc/covid-19.html Washington http://www.dcyf.wa.gov/ Coronavirus – COVID-19 Updates https://www.dcyf.wa.gov/coronavirus-covid-19
  11. 11. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 West Virginia http://www.dhhr.wv.gov/bcf/ pages/default.aspx Coronavirus Disease 2019 (COVID-19) Information for Childcare Programs and K-12 Schools March 2020 https://dhhr.wv.gov/COVID-19/Documents/COVID-19_Guidance_ for_Administrators_Schools_and_Childcare_Facilities_March.pdf Wisconsin https://dcf.wisconsin.gov/ COVID-19 Updates https://dcf.wisconsin.gov/covid-19 Wyoming https://dfs.wyo.gov/services/ family-services/child-care/ Does not provide state-specific guidance for childcare, but refers one to the CDC’s Interim Guidance https://www.cdc.gov/coronavirus/2019-ncov/community/schools- childcare/guidance-for-schools.html Wyoming https://edu.wyoming.gov/ https://edu.wyoming.gov/educators/covid-19-resources/ State-Specific Guidance (Higher Education) State Link to Guidance from State Higher Education Executive Officer (SHEEO) Link to Guidance from Community College (CC) Governance Body Alabama https://ache.edu/ACHE_Reports/Misc/coronavirus/ Coronavirus_Updates.pdf https://www.accs.edu/coronavirus/ Alaska https://sites.google.com/alaska.edu/coronavirus/ No CC-specific guidance found. Arizona https://www.azregents.edu/news/novel-coronavirus No CC-specific guidance found. Arkansas https://twitter.com/ArkHigherEd/ status/1238223934169980934 No CC-specific guidance found. California https://www2.calstate.edu/coronavirus/ https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/ Communications-and-Marketing/Novel-Coronavirus Colorado https://highered.colorado.gov/Staying_informed_ about_COVID-19.html https://internal.cccs.edu/coronavirus/ Connecticut http://www.ctohe.org/Docs/CoronavirusResourceLinks. pdf https://twitter.com/Leigh_Appleby/ status/1237853674065416194 Delaware https://www.udel.edu/home/coronavirus/ https://www.dtcc.edu/about/news-events/coronavirus-update District of Columbia No SHEEO guidance found. No CC-specific guidance found. Florida https://www.flbog.edu/2020/03/11/state-university- system-statement-on-covid-19/ http://www.fldoe.org/em-response/index.stml Georgia https://www.usg.edu/coronavirus https://tcsg.edu/covid-19-virus-information/ Hawaii https://www.hawaii.edu/news/2020/03/12/uh-actions- address-covid-19/ https://hawaii.hawaii.edu/covid-19 Idaho https://boardofed.idaho.gov/coronavirus-covid-19- resources/ No CC-specific guidance found. Illinois https://www.ibhe.org/IBHE-covid-19.html https://www.iccb.org/iccb/coronavirus-guidance-resources/ Indiana https://www.in.gov/che/ https://www.ivytech.edu/coronavirus.html Iowa https://www.iowaregents.edu/news/board-news/ coronavirus-resources No CC-specific guidance found. Kansas https://www.kansasregents.org/about/covid-19- information No CC-specific guidance found.
  12. 12. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 Kentucky https://kentucky.gov/Pages/Activity-stream. aspx?n=PostsecondaryEducationCouncil&prId=217 https://kctcs.edu/covid-19/ Louisiana No SHEEO guidance found. https://www.lctcs.edu/covid-19 Maine https://www.maine.edu/blog/2020/03/10/ university-of-maine-system-issues-covid-19- directives-prohibiting-all-non-essential-university- air-travel-opens-residence-halls-for-spring-break- and-urges-students-to-stay-on-campus/ https://www.mccs.me.edu/covid-19/ Maryland https://mhec.state.md.us/Pages/Information-for- Postsecondary-Institutions-on-Coronavirus-COVID-19. aspx http://mdacc.org/community-college-combat-covid-19/ Massachusetts https://www.mass.edu/covid-19/home.asp https://www.masscc.org/content/information-outbreak- coronavirus-virus-0 Michigan https://www.masu.org/news/health- safety/03-09-2020/updated-311-coronavirus-covid-19- guidance-michigan-higher-education https://www.mcca.org/coronavirus Minnesota http://www.ohe.state.mn.us/mPg.cfm?pageID=2390 No CC-specific guidance found. Mississippi http://www.mississippi.edu/pr/covid-19.asp No CC-specific guidance found. Missouri No SHEEO guidance found. https://www.mccatoday.org/covid19 Montana https://mus.edu/coronavirus/covid19.html No CC-specific guidance found. Nebraska https://nebraska.edu/news-and-events/news/2020/03/ university-of-nebraska-campuses-to-transition-to- remote-learning-after-spring-break No CC-specific guidance found. Nevada https://nshe.nevada.edu/covid-19-information-center/ No CC-specific guidance found. New Hampshire No SHEEO guidance found. https://www.ccsnh.edu/covid-19/ New Jersey https://nj.gov/highereducation/documents/pdf/index/ COVID-19_A%20Guide%20for%20New%20Jersey%20 Institutions%20of%20Higher%20Education.pdf https://www.njccc.org/coronavirus New Mexico No SHEEO guidance found. No CC-specific guidance found. New York https://www.suny.edu/health-alert/?utm_ source=home&utm_campaign=012020 No CC-specific guidance found. North Carolina https://www.northcarolina.edu/coronavirus No CC-specific guidance found. North Dakota https://cts.ndus.edu/coronavirus/ No CC-specific guidance found. Ohio https://coronavirus.ohio.gov/wps/portal/gov/covid-19/ home/covid-19-checklists/colleges-and-universities- covid-19-checklist https://twitter.com/TheOACC/status/1237519664650977280 Oklahoma https://www.okhighered.org/state-system/corona/ No CC-specific guidance found. Oregon https://www.oregon.gov/highered/about/Pages/ COVID19.aspx No CC-specific guidance found.
  13. 13. The Hunt Institute SUPPORTING STUDENTS THROUGH COVID-19 Pennsylvania http://www.passhe.edu/News/Pages/Releases. aspx?q=2020-03-16-state-system-additiona-measures- coronavirus No CC-specific guidance found. Rhode Island https://web.uri.edu/coronavirus/ https://www.ccri.edu/covid-19/index.html South Carolina https://www.che.sc.gov/HOME/Coronavirus(COVID-19) Information.aspx No CC-specific guidance found. South Dakota https://www.sdbor.edu/mediapubs/New%20Press%20 Releases/031220_COVID19.pdf No CC-specific guidance found. Tennessee https://www.tn.gov/thec/covid-19-campus-information. html https://www.tbr.edu/general/novel-coronavirus-covid-19- information Texas http://www.thecb.state.tx.us/misc/coronavirus-update- for-higher-education/ https://tacc.org/tacc/covid-19-updates Utah https://ushe.edu/ushe-covid-19/ http://www.slcc.edu/safe/c19.aspx Vermont https://www.uvm.edu/emergency/covid-19- coronavirus-information-and-updates; https://www.vsc. edu/wp-content/uploads/2020/03/Covid-19.pdf https://ccv.edu/2020/03/12/information-on-coronavirus- covid-19/ Virginia No SHEEO guidance found. No CC-specific guidance found. Washington No SHEEO guidance found. No CC-specific guidance found. West Virginia http://www.wvhepc.edu/coronavirus/ https://www.wvctcs.org/coronavirus-college-updates Wisconsin https://www.wisconsin.edu/coronavirus/ https://www.wtcsystem.edu/initiatives/covid-19 Wyoming https://www.uwyo.edu/shser/corona-virus.html No CC-specific guidance found.

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