• Remote learning survey results

    To better understand how students, families and educators adjusted to remote learning during the Spring 2020 COVID-19 pandemic, the Delaware Department of Education (DDOE) developed a remote learning survey covering five key areas: access and connectivity, students’ academic needs, resources and supports, communication, and wellness and social emotional learning (SEL). The survey was distributed from June 10 to June 23, 2020. Thirteen (13) school districts participated with the following results:  

    Learn more about the survey and results:

    • Remote Learning Survey report - Provides key takeaways from the Delaware’s Remote Learning Survey as well survey’s purpose, data, methods, and more.
    • Survey infographic - Summarizes key takeaways and open-ended responses from the Remote Learning Survey.

    Key Takeaways

    • Access and Connectivity
      • Students preferred going back to school, families and teachers had similar preferences for going back to school and remote option, and school leaders preferred remote or hybrid option.
      • Students and families were twice as likely to not have a properly working device, had a device and someone else needed it, or did not have a device.
      • When asked about supports needed for the next school year, educators identified instructional technology support as critical. Specifically, 82% of district leaders, 51% of school leaders, and 38% of teachers reported needing expanded instructional technology personnel capacity.
    • Resources and Supports
      • Over two-thirds of educators indicated feeling supported and valued by school leaders.
      • In contrast, as they thought about the next school year, 16% of teachers reported that their students will be prepared, and more supports and resources would be needed in the fall.
      • Teachers and school leaders identified ongoing professional learning communities, professional development on how to use online platforms, and staff-only discussion boards to receive peer support and advice in their top 5 most useful resources. In open-ended comments, some educators also included the need for self-care professional development for educators and staff.
      • Teachers identified the following resources and supports for the fall - continued resources to support remote learning, additional instructional planning time and resources, additional diagnostic tools to understand where their students are in their learning, and flexibility to focus on standards from the students’ previous grades. About two-thirds of school leaders reported focusing on supporting teachers to address students’ unfinished learning and reducing barriers for at-risk students as key priorities for next year.
    • Communication
      • Students received the information about COVID-19 from their parents and guardians; families and teachers from the school principal; school and district leaders from their supervisors and administrative meetings.
      • Students, families, and educators were able to get in touch when access and connectivity was not an issue.
      • Educators found it challenging to communicate with students and families with limited or no internet/device access.
    • Wellness & Social and Emotional Learning
      • The survey asked students, families, and educators how they felt in the past week. Students and educators felt stressed out, frustrated, overwhelmed, and worried.
      • In contrast, over the last several months, students said they felt safe, loved, kind, and happy. Similarly, educators felt kind, grateful, helpful, and hopeful.


    • District, charter survey webinar – Provides technical assistance for district and charter school leaders on accessing and analyzing district-level survey data. Includes survey’s statewide findings.
    • Policy and practices webinar – Showcases district and charter school strategies for remote learning and school reopening. Spotlights a partnership between Christina and Seaford school districts.

    For more information, please contact Seher Ahmad or Nermin Zubaca.



Last Modified on September 4, 2020