Anchored in Continuity: Building Curriculum, Connection, and Digital Access for the Future
Figure 1. Online Learning Environments. Image created by the author using Canva.
In March of 2020, I gave my last hugs to my kindergarten students and transitioned to teaching entirely online. At the start of the pandemic, I learned more about distance education than I ever had before. My school district had a crisis plan in place, something we practiced each year through designated e-days, but nothing could fully prepare us for the magnitude of what was to come. I think back now and better understand the many layers our school leaders had to navigate to maintain learning during such uncertainty.
As a classroom teacher, I focused on how to structure meaningful curriculum for young learners, support digital access within my role, and maintain strong communication with families. In this blog, we’ll explore these elements when planning for continuity of instruction in a distance learning environment, no matter the situation. I’ll reflect on how schools can strengthen curriculum, digital access, and communication systems to support all learners in all environments.
Curriculum: Intentionality Matters
According to The Continuous Learning Rubric (n.d.), an optimizing curriculum in a crisis learning context continuously analyzes teacher-collected data to refine scope and pacing while ensuring every student can access enrichment, remediation, and post-secondary learning opportunities, with expanded options available in remote settings. Simonson and Zvacek (2024) describe how well-designed online learning programs consider participant feedback when evaluating the effectiveness of distance learning. CoSN (2022) also emphasizes that effective school systems empower educators to adapt best practices to their local context and use assessment data to personalize instruction. I saw a great example of this when reviewing Columbus City Schools’ (2020) reopening plan. They used data gathered from families about preferences on learning to help determine the best way to send out instructional materials. The district implemented a blended learning model that included both digital and print materials, along with clear instructional expectations for students at home and in the classroom. They took an intentional approach to make space for different learning needs while ensuring consistency across the district.
Digital Access: Beyond the Devices
In the U.S., digital access became one of the most urgent needs during the pandemic. As a teacher, I understand how inconsistent access to devices and the internet creates barriers to learning. The Continuous Learning Rubric (n.d.) describes an optimizing approach as one where all students have reliable access to devices, broadband, and technical support at home and at school.
Columbus City Schools (2020) acknowledged these challenges in their reopening plan. They provided hotspots and loaner devices during the initial shift to remote learning, while also outlining a plan for long-term one-to-one access and improved broadband infrastructure. The Continuous Learning Rubric (n.d.) notes that best practices for digital access include not only providing devices and connectivity but also supporting the conditions that influence success, such as relationships, mindsets, expectations, and digital literacy. Simonson and Zvacek (2024) also emphasize the importance of designing distance education programs that intentionally address the accessibility needs of students with disabilities, including those with mobility, hearing, or vision impairments. Providing good digital access means recognizing that access is not just about devices, but about creating sustainable, supportive systems that help all students succeed.
Communication: Keeping Families Connected
Strong communication was so important during the pandemic, especially when families were overwhelmed and unsure of what to expect. It had to be made a priority by both district leadership and classroom teachers like me. The Continuous Learning Rubric (n.d.) defines an optimizing level of communication as consistent, two-way messaging delivered across multiple platforms, with attention to language access and family engagement. Simonson and Zvacek (2024) explain that effective student support includes accessible teachers, individualized guidance, and clear, timely information. These elements are connected to strong communication practices in all learning environments. CoSN (2022) also emphasizes that school systems should have reliable communication systems in place to keep all stakeholders informed and engaged. Hamilton County Schools modeled these ideas well by developing a detailed communication plan that included daily themed updates, Spanish-language messaging, and outreach through email, phone, social media, video, and community partners. Clear and consistent communication is important for keeping students and families connected, supported, and engaged in any learning environment.
While the immediate crisis of the pandemic has passed, the need to plan for learning continuity remains just as important. As an elementary educator, I’ve seen how curriculum, digital access, and communication can either support or hinder student success, especially during times of disruption. The lessons we’ve learned from crisis schooling should remain relevant. Simonson and Zvacek (2024) note that a key part of evaluating distance education is identifying what worked, what didn’t, and how programs can improve over time. This kind of reflection is important if we want to build systems that are flexible, equitable, and responsive to students and families. Whether instruction takes place in a classroom or at home on a device, we must continue to prioritize our decisions in what supports learning for all students.
Care to take a walk down memory lane? The video below shows the state of U.S. education in the middle of the COVID-19 pandemic. It highlights many of the ways local school leaders and teachers worked to maintain continuity of instruction from a distance.
References
[Video]. YouTube. https://www.youtube.com/watch?v=8XF5UTeRtTM
Columbus City Schools. (2020). CCS Academic reopening recommendations. https://www.ccsoh.us/cms/lib/OH01913306/Centricity/Domain/1643/CCS%20Academic%20Reopening%20Recommendations%206-30-20%20FINAL.pdf
Hamilton County Schools. Draft hamilton county schools: Reentry & continuous learning plan. (2020). https://docs.google.com/document/d/17W07eGEuBdn2byFX7mqaA0VmKadLabRLsMOhPgsQ_UM/edit?tab=t.0
Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.
State Educational Technology Directors Association. (n.d.). Continuous learning rubric v2.1. https://docs.google.com/spreadsheets/d/1lXAwsLWBfNslkhIGxHqgojVjmV5n8KIrR7SCmZnNqsA/edit?gid=1000901060#gid=1000901060
Hi Tanishia! You made many great points about continuity in education during times of crisis or extended school closures. During the pandemic, my school district also provided devices for students who did not have internet access in their homes. Simonson and Zvacek (2024), discuss the importance of planning distance education based on student accessibility. In a system as large as ours, the process to find out who needed devices and how to get it to them took a lot of time and energy but with out internet access, it would not have been possible for these students to continue learning a long with the rest of their peers.
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