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 ?