This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What research-backed practices can school districts, schools and classroom teachers use to support immigrant-origin students' educational success and build inclusive environments in learning contexts transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) Immigrant-origin children are the fastest growing segment of the school-age population in the U.S.; (2) Immigrant communities have been disproportionately affected by COVID-19 in terms of loss of employment, representation among frontline and essential workers, and rates of illness; and (3) Immigrant-origin students tend to have lower access to at-home resources that might support their learning during the pandemic. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by Re-Imagining Migration and UC Santa Barbara, The Gevirtz School Graduate School of Education.]