May 09

Many students who were chronically absent when school was in are vulnerable to loss of learning when school is closed due to COVID-19

  • Narrowing the equity gap includes:
  • examining access to digital devices
  • English language learners need documents available in multiple languages
  • teachers need support to conduct distance learning and connections with students
  • emotional stability can be provided by schools Read article

May 09

Connecting with students even at a distance through the small things helps teachers maintain and build relationships

“These small daily experiences with our students forge a deep bond. We laugh with them. We hug them when they’re sad. We lose our tempers, make mistakes, and make amends. We yearn for quiet time alone, which is a scarce commodity in the confines of a classroom. There’s exhaustion. Renewal. The well-laid plans that go horribly, comically awry. Spontaneous moments of delight that we never could have planned.These moments accumulate, until being there for our students becomes as deeply ingrained in our days as a cup of coffee in the morning or watching Netflix at night. When our students are worried about a lost toy, a sick family member, or a frightening story they’ve seen on the news, we’re there to reassure them that they will be OK.” Read article

May 05

Morning meetings builds connections with students even when it’s asynchronous online: one teacher’s adaptations to home learning

“We know SEL must be woven into our home learning plan for our students, who are out of their routine, discombobulated, and quite possibly scared. Aren’t we all feeling those things ourselves? Many families have told me they saw a tremendous change in their child’s emotional state once I began the morning meeting routine. I didn’t begin with all four parts already set—instead I started small and built our meetings up. The biggest challenge we have is helping our students return to school not traumatized by this situation. Their social and emotional health should be our number one goal so they return to us with their spark and love of learning intact. Morning meetings and reflection are the foundations of that social and emotional work.” Read article

May 04

“Students are more likely to complete tasks that they care about”:encouraging student engagement in remote learning

“…we want students to engage in learning due to actual intellectual interest. This happens when we provide tasks and assessments that are authentic, playful, student-centered, and dynamic. In all disciplines and at all grade-levels, we need to get students moving, thinking, interacting with family members, creating (off the computer), and making choices. Providing a menu of options for small tasks or assessments cultivates student engagement because the empowering act of choosing builds trust, confidence, and motivation.” Read article

May 02

6 reasons why student’s aren’t showing up for virtual learning

Reason 6 “Student – Teacher Relationships – Some students are not connecting because they felt invisible while they were in the physical classroom, so they feel that they will not be missed in the virtual one. Additionally, some students just didn’t find their teachers very engaging in person, so they aren’t really concerned about engaging with those particular teachers online. “ Read article

Apr 30

“Regardless of the precise date school buildings reopen, when they do there will be a “new normal” for at least some time to come. “

  • 5 themes to consider when re-opening schools
  • a. clear communication to staff and parents about what social distancing is all about
  • b. schools need guidelines on combinations of social distancing measures to put into practice
  • c. schools may need to enact combinations of hygiene practices like handwashing, masks, disinfecting surfaces
  • d. keeping students in one class for the day
  • e. staggering arrival and drop-off times Read article

Apr 29

Practical suggestions for keeping secondary students connected during COVID-19

“Robert Balfanz, director of the Everyone Graduates Center and research professor at the Center for Safe and Healthy School at Johns Hopkins University School of Education, highlights the importance of school connectedness and why it’s so important for secondary students to remain connected.” Read article Download pdf

Apr 28

In a time of distance learning, focus on health and meaningful connections

California districts focus on “engagement and school connectedness for students and families; monitoring attendance and participation in remote learning activities; and using data on lack of participation for real-time problem-solving.” Read article

Apr 27

Chronic absenteeism in the time of coronavirus

“Missed school days predict weaker social skills in kindergarten, poorer reading skills in third grade, lower GPAs in middle school and higher dropout rates in high school. This is the reason schools track absenteeism in the first place: Missing school takes a toll on academic achievement, especially for disadvantaged students.” Read article

Apr 26

Responsive Circles for COVID-19

“As many of us gather virtually during this time of COVID-19, we feel a need to talk about what is happening and how we’re being affected. The impact has to do with those who become sick, obviously. The rest of us who are settling in place in our homes and maintaining physical distance are also dramatically affected.” Read article from IIRP