JULY 2, 2020 - SECONDARY INSTRUCTION SUBCOMMITTEE MEETING
Secondary Instruction Subcommittee Meeting
July 2, 2020
Attendance: Jordan Sheer, Carolyn Shields, Allison Jaynes, Mary Gavioli, Celinda Vanichpong, Michael Nunes, Jessica Rich, Sara Schreiver, Lisa Cavallo, Lisa Conner, Kerri Bergartner, Dana Rose, Karen Policar, Susan Phalen, Mary Chamberlain, Shauna Wold, Jon Wedvik, Christine Alia, Kiesha Tillman, Marianna Artale, Jon Slaybaugh, Mike St. John, Alisa Baka, Susan Yom
- Vision, Mission, Goals
- Essential Question
Vision, Mission, GOals
Essential Question: How can the district ensure that all (in person and virtual) classrooms are personalized, engaging, authentic, and differentiated to address students’ varying readiness levels, interests, cultures, and learner profiles?
District is focused on:
- Health and Safety are Paramount
- Educational Equity
- Need to think about all students needs
- One size does not fit all
Cultivating an open scenario that is mindful of all student, staff and parent needs.
- Modified Traditional In Person Model
- Blended Hybrid
- DIstance Learning
Covid has impacted acquisition of new skills/knowledge and retention of previous skills/knowledge
Personalized, engaging, authentic and differentiated to address students varying readiness levels interests, cultures and learning profiles
- Need to focus on how students are learning
- Completing assignments but not really learning
- Social distancing in schools and how to manage that
- How to handle working parents
- Hybrid Learning
- Periods 1-4 (HW on M and W)
- Period 4-8 (T and TH)
- Flex Friday was great
- Rotation options in the hybrid space
- COncerned with secondary kids going all remotes- kids need connection to teachers
- All classes offering some element of synchronous learning- talking with students at some point in the week
- Classes that met live everyday were most successful
- Helped develop a schedule
- Flex Friday- used for small conferencing
- Only one teacher incorporated that into the week
- Not sure of the need for Flex Friday (students treated like 3 Day weekend)
- Remote learning has been very challenging
- Needed parent assistance for students to focus
- Need more structure and a specific time for school
- Have teachers rotate instead of students
- Grouping the students together
- Challenges with technology
- Not all teachers are on Google Classroom
- Teachers that were not on Google Classroom, it was tougher
- Leave Replacements having challenges
- Children did not take advantage of extra help opportunities
- Would have liked Guidance Counselor to touch base
- Keeping to a schedule is important
- Taught virtually all day
- Going completely back or going completely virtual, not in favor of hybrid
Teacher and Counselor Comments:
- Differentiated instruction has been difficult
- Teach a wide range of students
- Hybrid would be the best option (still have face to face but can also social distance)
- Issue with day care
- Keeping classroom personal and transparent
- Help to maintain student motivation and interest
- Making things as connected as possible
- Quasi successful because we knew our students
- Going right to remote would be very difficult
- Recorded video lessons were really helpful
- Mixed results
- Need to have a model where we meet them in September
- Submitted notes
- Variety of platforms worked best (mix of recorded, interactive lessons, worksheets, synchronous)
- Focus on the process of learning
- How are we grading the students
- Concerned about ENL Students & Special Ed
- Challenges at different home environments, challenges for parents
- Special Ed Self Contained and remedial classes - Students with limited support at home had many challenges
- Setting students up for success
- Special Ed in a hybrid model should be prioritized
- Birchwood innately develops relationships with families
- Participation in Zoom classes is essential
- Take into account in grading policy→ need to focus on participation
- Inconsistencies across the schools
- Will create 2 classes, in person and remotely
- You are doing your best, let me know how I can support
- Special Ed often struggles being independent
- Social aspect is a huge component and Mental Health
- Keeping up with the work and curriculum when parents are working full time and
- Parents want kids to go back for their services
- Disconnect between students and teachers where there was no relationship grew bigger
- Creating smaller google classrooms for special ed students
- Difficulty engaging all students
- Hybrid is the way to go
- Students like doing work at 2, 3, 4 am
- Grading policy was way to lenient (understandable at the time)
- Needs to be accountability
- Hybrid- need to figure out childcare
- Difficulty engaging students
- Lack of structure was difficult for some students but others did thrive
- Stressful time for students and parents
- Reached out more to families- more than before (reached out consistently)
- Important to form relationships with students at the beginning of the year
- Students need some synchronous contact with teachers
- Moved tone of communications to compassion and support
- Traditional schooling has not worked→ this is an opportunity to move to a better model
- Focus on personalization, flipped classroom, small conferences, moving on at that their own speed, choice oriented, student driven
- Synchronous relationship building, not instruction
- Meaningful instruction require structure and engagement
- Home challenges make it difficult to create structure to be successful
- Need to Maintain interpersonal relationships
- Remote instruction was extremely challenging
- Missed the interactions with the students
- Concerned with consistency
- New cases are going to happen
- Would be bad to close
- Parents having concerns with sending the kids in
- No substitution for live and in person instruction
- School day is 24/7- answering emails and texts all day and night
- Communication with guidance, parents and admins→ would like to streamline communications
- Feedback Fridays
- Organized Google Classrooms were best
- How do assess students coming in?
- Live and recorded instruction
- Teachers with personality and compassion had the most successful
- Most vulnerable students struggled
- Need a structured Schedule
- Encouraging PBL
- PLC to help differentiate instruction
- Consistency with teachers and staff
- Assessment was a major issue
- Concerns with Special Ed Progress Reports
- Assign IEP Teachers (touch base with the kids at the end of the day)- assign a small group of kids
- Advisor assigned to a small group of kids
- High school students need structure and face to face
- Personal connection is key
- Need the face to face- ideal for hybrid
- Communication, flexibility, most vulnerable students
- Teaming and co taught models works for remote learning
- Look at what worked well
- We are not making everyone happy
- Different stakeholders everyone has different views and perspectives
- Hybrid model is the best idea
- How do you enforce masks? Is discipline going to be out of control? What do you about student discipline issues related to not social distancing or wearing a mask?
- Look at what worked well- how do we build on that
- How do we set expectations?
- What do lessons look like? When is synchronous happening? When will extra help be happening
- Are students expected to be live? WHat are expectations for asynchronous lessons?
For the Next Meeting on July 7:
- Committee Members will read and review articles on scheduling. Also, other resources:
- “How Blended Learning Fosters Equitable Classrooms”
- Getting Ready to teach next year
- Rockland County Summary (of different schedules)
- Students need face to face time, modifications, consistent instruction.
- Availability of parental support
- Think about the pillars of what was discussed- think about different perspectives (teachers, essential worker parents, students with needs)
- Members will put their notes in the Google Doc.
- Please use this sheet to help you prepare.
Comments in greater detail.
How can the district ensure that all (in-person and virtual) classrooms are personalized, engaging, authentic and differentiated to address students’ varying readiness levels, interests, cultures and learner profiles
- A variety of platforms, not just one type of lessons synchronous, non recorded, some interactive, awesome worksheets. Try to focus on the process of learning rather than just completing it. How will we start grading the students? Worry is the at risk population such as ENL chair - logging on, SPED needs contact with teacher and student contact. Home challenges.
- Speak to SPED and reading the challenge is for being at risk and falling behind. Creation lessons that students can access and understand hopefully independently but also to create things pushing and challenging them. Student support at home was at times difficult and posed enormous new challenges. How to put the students in a position to complete the work that we are giving them by seeing them sometime.
- Difficult for special ed. Students who participated on a daily basis in a zoom class and online for live instruction. They actually engaged with each other through zoom. As the students become more familiar with them they are more open. Take into account in the grading policy that participation will count in your grade. Most important thing to think about is how students are learning. We were completing assignments but we weren't learning.
- Agree with differentiated and what would be ebay for students. Learning styles and differentiated views. The hybrid would be easiest and given an opportunity to teach students face to face. The idea as a parent who is at high risk of health and putting them in school full time makes us nervous. Day care can be something that would be a concern for parents. HS student with younger siblings . keep the classroom personal and transparent.
- Agree with the last speaker and was quasi successful because we knew the students we met. Can't imagine not meeting the students prior to going to remote, who was struggling. Challenge . videos could be slowed down so that challenges by math can slow it down. It is more one on one when remotes . meet in September with kids.
- I have a motivated engaged middle schooler to connect with remote learning. As a special ed teacher can individualize. Students responded differently. Individual google classrooms for some students. Flexibility in students' schedules … students built on their. Child care for the younger kids.
- Remote instruction was extremely challenging. Missed interaction with students. Big concern is consistency. We are going to have people testing positive. Worst thing we are going to do is close. Parents will have concerns about sending. How will this be structured? There is no substitution for live in person instruction. School was 24 hours in a remote learning structure. Constantly answering emails and texts all day and night. Students competing assignments. The schedule needs to be adhered to by all.
- The big problem is the clustering in the classroom in school and in the classroom. How are we going to get students in school? Liked the schedule of the last plan of the different periods. Hybrid would have to have different periods come to school. Limit the clustering and then do it in the morning and help with lunch issues etc. students were completing assignments with little learning. Focus on a way to have the education that they are learning and not completing assignments.
- Home support - students were facing so many different issues and difficulties with home learning. Not all are the same which provides challenges. No one size fits all so a lot of follow up to engage students. The lack of structure made it difficult for some students while others students thrived. The accountability was put on the parents especially for students who had difficulty with being accountable. One model didn't work for some but worked well for others.
- It is important that we form a relationship early in the year. It is important to have some synchronous learning contact with eye to eye contact in a year. Move tone to compassionate support of all communication. Assumption was you are doing your best and let me know you have a problem. Traditionally schooling has not worked for this new society. This is a huge opportunity to move to something that is personalized. Learning constructs: flipped classroom. More individualized individual model.
- Meaningful instruction is important and requires structure and engagement in an interpersonal connection with students and their teachers. Don't always have the ability to level the playing field and create an environment that students tube in when they are at home. How do we do this so that students are engaged and thriving in the environment.
- Elements that are important worry about proposals that are one group face to face and some are all remote. The students need connection to teachers in a face to face way. fully remote is hard to keep connection alive. Expectations across the spectrum of classes and that they are offering synchronous learning so that they are interacting with teachers during the week. They need to maintain connection to teachers especially in a brand new setting online.
- The classes that were most effective were the ones that met live everyday. Not sure it is possible to do but having a set schedule supported students in more real regular classes. Why did we need to have Fridays off and incorporate conferencing.
- SEPTA president - inconsistencies across the schools. The engagement piece was more successful for students. Being engaged and focused . The social and mental aspect in this situation is huge. Another concern was keeping up with the work for students and parents when you have multiple needs. Parents want the students to go back for their services and what it will look like. Hybrid models may work but not sure about the other. No learning until 4 weeks out.
- Remote learning was difficult. There should be a structure for school. Like the hybrid but have the teachers rotate. Grouping the students together. Students expressed that they were stressed. Technology was difficult.
- Not all of the teachers are on google classroom. That's how the students were able to get their work. The teachers who were not were more difficult getting the students their work (ie leave replacements) . DIfficult for students to get extra help. Students are always not wanting to reach out. Would have loved a touch base even if the student wasn't having any issues. Communication is helpful even when it is a little note .
- Making a schedule and making lessons live. Looking forward to going completely backor completely virtual. Hybrid will be too difficult for the parent. Virtual is the way to go.
- What worked was live and recorded lessons; organized google classrooms; flexibility; communicating with guidance , counselors and ap. Organize communication in different ways. i.e. feedback fridays - these are the students i haven't heard from so that it is one path for communication and provided to parents. Teachers that were all in kids were successful. Teachers expected students to operate in the same way as being in the brick/mortar. SPED and ENL had issues with struggling. Students not engaged because of working parents, SE issues . meeting in the beginning of the year . proponent of hybrid schedule. Facetime and routine is something that needs to happen. We need to shut it on and shut it off. Encouraging teachers to do more project based learning, PLCs for differentiation, have a uniformity across the courses Algebra 1 is Algebra 1.
- Consistency for teachers and staff. Assessment especially in Sped. Teachers are anxious on how to assess students comin in and continuing to assess them, especially progress reports for special education and the legality of the progress reports with assessments.
- Elementary meeting talked about closure. We need to assign people as point person to touch base with the kids. At the end of the day all teachers get assigned students who they have to touch base with. That way the communication can be more streamlined. The students need to still have adults in their life. You can’t check in at 2oclock in the morning. This is your class, this is when you show up.
- Getting the staff whatever model it will be would be helpful. Believes in personal connection. Hybrid model would be great. They need face to face. More accountability for students pressure off of parents. Build on what we did well. Middle school model with teaming; co taught with 1 IEP teacher and 12 students. Festa had few sped students fall through the cracks. Because of small class sizes. Appreciate this model.
- It was important that the teacher's hear the parents and the parents hear the teachers. We will not please everyone. We do have to keep in mind touch time. Hybrid may be the best idea. Very worried about a model that some come out with. How do we enforce masks?. Is the discipline going to be out of control with working down the hallway.
- We have to look at what worked well. How do we build on it? How do we set expectations? What do lessons look like? When are they doing live lessons when they are available for office hours. Set the expectations for students and parents. How do we support them in their roles? How do we provide time for collaboration? What are the assignments we are putting on them? Can teachers collaborate and build a rubric? What are the kids responsibilities during those lessons? How are they contributing during this time? How do we support parents in supporting their students ?