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Identifying Three Focus Priorities to Direct Improvement Efforts
In response to the pandemic, Cedar Rapids Community School District identified three critical, high impact strategies for the entire central office to focus on.
Flexibly Redeploying Classified Staff to Student Support
Monterey Peninsula Unified School District creatively leveraged personnel, particularly staff whose capacities were freed up, to address various student and family needs, such as attendance and engagement when shifting to distanced learning.
Focusing Learning Through Standards Prioritization at Renton Public Schools
This video of Bob Ettinger, Director of Curriculum, Instruction, and Assessment at Renton School District explains how the district brought together collaborative teams of teachers who taught the same subject and grade level to identify priority...
Using an Asset-Based Language Approach
Highline Public Schools intentionally reflect and improve their use of strengths-based (often referred to as asset-based) language when supporting and referring to students.
Rethinking the Use of Outdoor and Community Spaces
With school closures as a result of the COVID-19 pandemic, Hopkins Public Schools reimagined their use of outdoor and community spaces to return to in-person teaching and learning.
Using Highest-Qualified Staff for 1:1 Support
To support students with the greatest needs for intervention, Hopkins Public Schools’ central office deployed paraprofessionals to school sites to support independent learning and work time for whole-group classes while highly-qualified teachers...
School-Based Budget Decision Making with District-Facilitated Support
To support school leaders in building decision-making skills and autonomy around school-based budgeting, Hopkins Public Schools provided district-facilitated support to school leaders.
Deepening Arts Enrichment Through Three-Week Focus Scheduling
Modifying arts enrichment schedules to minimize risk to enrichment teachers also leads to deeper engagement in the arts for students.
Reflecting on Hops, Skips, and Leaps at Taos Academy Charter
In this Insight, Elizabeth LeBlanc shares some of the hops, skips, and leaps Taos Academy Charter has made during the COVID-19 pandemic to facilitate effective teaching and learning – and examines what they'll take forward with them.
Episode 10: Distinctive Schools on Communities of Care and Thoughtful Instructional Strategies
On this episode of What Will We Take With Us?, a series featuring our conversations with education leaders across the United States on how they grappled with the COVID-19 pandemic in K-12 education, we speak with two leaders at Distinctive Schools...