Guidance and Tools to Ensure Continuity of Learning in a Time of Transition for Charter School Authorizers

| By | Categorized: Authorizing Practices, COVID-19

Guidance and Tools to Ensure Continuity of Learning in a Time of Transition for Charter School Authorizers

| By | Categorized: Authorizing Practices, COVID-19

NACSA’s Continuity of Learning (COL) Resource

School will look different this year, in every school and in every community. Given the likelihood that instruction will occur across multiple settings, schools must ensure students are learning, no matter their environment. 

Continuity of Learning (COL) plans must outline how schools will meet students’ need in multiple modalities and locations—including academic needs and additional considerations that are important to school quality and student success and respond to the specific needs of the community. Authorizers should require schools to design and submit continuity of learning (COL) plans for all students, with specific supports outlined for low-income students, students with disabilities, and English Language Learners.  

  • A COL plan must outline how schools will meet students’ needs in multiple modalities and locations—including academic needs, technology access, food services, and mental and socioemotional health supports needed to ensure that all students have an equitable opportunity to learn 

The following guidance and resource provide flexibility and adaptability for authorizers to support schools, students, and communities. Visit AuthoRISE — NACSA’s comprehensive digital learning community — to access the full resource and other resources to strengthen your authorizing practices. 

Access Now: Guidance and Tools to Ensure Continuity of Learning in a Time of Transition

Anyone can access all of our new COVID-19 resources in AuthoRISE by emailing [email protected] and requesting a login. 

This resource was developed by and in collaboration with: Heather Wendling, Jason Zwara, and Erin Marwah from NACSA, The 305 Education Group, along with Jana Wilcox Lavin, Opportunity 180; Rob Kimball, Grand Valley State University; Lauren Rhim, The National Center for Special Education in Charter Schools; Ryan Marks, Colorado Charter School Institute; Bridgett Abston, Indiana Charter School Board, and Gina Post, Maine Commission. 


Most Recent Posts
New Charter Schools Need Vetting. But the Process Shouldn’t Shut Good Ones Out
Over the last year, the National Association of Charter School Authorizers and our partners engaged nearly 150 school leaders, authorizers, organizations, prospective school founders and advocates — through interviews, focus...
Read More
NACSA’s New Schools With Communities Guide
In every community–especially those historically under-resourced–there is long-ignored and underutilized knowledge and potential. At the heart of NACSA’s work lies the recognition of these tremendous assets and a desire to...
Read More
Continuing Conversations on Multiple Measures
At NACSA, we work to ensure students and communities—especially those who are historically under-resourced—thrive. Thriving means different things for different students, schools, and communities. And to ensure we capture the...
Read More