Sandelius: Collaboration, Consistency, Continuity Are Keys To Adjusting And Making Up For Lost Learning As Schools Reopen After COVID

Sandelius: Collaboration, Consistency, Continuity Are Keys to Adjusting and Making up for Lost Learning as Schools Reopen After COVID

One year ago, when schools closed due to the COVID-19 pandemic, the education community faced the challenge of reimagining what schools should look like to ensure students continued to receive an education despite the circumstances. Schools had to assess and restructure their educational services, while also adapting to changing health guidelines.

Now, a year later, as schools gradually reopen, we have an opportunity to reflect on the aspects of COVID-era schooling that are beneficial for students and educators. This is a moment of equity, where we can focus on supporting the most marginalized and diverse learners.

Collaboration is one area that shows promise. The Ability Challenge, a nonprofit organization that supports schools, has worked with educators who were able to transition to remote and hybrid instruction more smoothly due to their pre-existing collaborative practices. This collaboration has led to sustained student learning and improved working conditions for educators. Schools that have embraced community and prioritized working together have been better able to adapt to new pandemic realities and safely bring students back to school when appropriate.

Collaboration between educators and families is not a new concept. Numerous studies have shown that collaboration has significant benefits for instruction, service delivery, and equitable education, especially for students with disabilities.

Students with Individualized Education Programs (IEPs) often have diverse needs beyond academics, and collaboration between special education and general education teachers allows for more effective support by dividing responsibilities. Successful collaboration occurs when teachers work together to share the workload and allocate tasks based on each team member’s expertise and personality. When educators collaborate, they build trust, which has a positive impact on job satisfaction and performance.

However, not all forms of collaboration are equal. Specific collaborative practices that aim to create consistency across classrooms and schools have been proven to be beneficial. Consistency and continuity are crucial for students who require tailored support, ensuring that all of their teachers are involved in planning specific learning goals. A shared vision for collaboration keeps the focus on students and their needs. The same applies to implementing and monitoring the effectiveness of student interventions. While a behavioral intervention may work well for one teacher, using it across all of the student’s teachers and classes can lead to better outcomes. Implementing strategies consistently helps students acquire new skills and apply them in different settings. For students with disabilities, this can be particularly challenging, so providing consistency in the school environment gives them more opportunities to practice and increases their chances of using those skills beyond school. The key is to tap into each educator’s expertise, plan collaboratively, and regularly review implementation and impact data.

Creating a cohesive experience for students also involves involving parents and families in instructional planning. Building trusting relationships and collaborating with families is crucial in understanding where students are struggling and identifying moments of opportunity. For example, some parents have noted that their children with disabilities thrive with remote learning because they are not faced with sensory overload in school hallways or the social challenges of group work. Establishing sustainable partnerships with families that positively impact students requires understanding one’s own background and perspective and connecting with families empathetically. Asking families how they would like to be involved, promoting transparency, and empowering their voices can help create a team approach to planning, especially as schools reopen with COVID-related protocols in place.

Collaborative practices are already happening, but it is essential to be more intentional about using collaboration to create consistency and continuity, especially when meeting the needs of diverse learners as schools reopen. Despite the challenges of the past year, it is time to focus on recovery and implement practices that improve collaboration among educators, empower families to be part of the solution, and drive positive outcomes for all students, particularly those who are most in need.

Sarah Sandelius, an experienced educator and special education administrator, founded The Ability Challenge, a nonprofit organization that partners with educators to develop effective systems for students with disabilities in inclusive settings. The Ability Challenge recently introduced an online course that supports general education teachers in working with diverse learners.

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