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Building a Direct Channel Between Teachers, Coaches, and Academic Leadership
Liberty Public Schools district leadership established communication channels with school-based practitioners. This allowed teachers and instructional coaches to share insights into day-to-day challenges with district leadership. This also provided...
District Distance Learning Progression
To support the shift to remote learning, the Personalized Learning Department at Dallas ISD created the Distance Learning Progression, which identifies the necessary system, leader, teacher, and student actions that are needed when operating in a...
Weekly "Navigator" Check-Ins With Every Student
Metro Nashville Public Schools created a new district-wide point-person program to ensure every student was known, cared for, respected, and supported
Technical Support Centers for Families
To ensure every student and family could get help troubleshooting technology, Metro Nashville Public Schools launched districtwide support centers online, by phone, and outdoors.
High-Dosage Tutoring
Metro Nashville Public Schools partnered with higher-education and community partners to provide one-on-one tutoring to students during the school day.
Weekend and Vacation Meals Distribution
To support students and families during school closures of in-person learning, Meriden Public Schools provided free breakfast and lunch to all students daily, on weekends, and over school holidays.
Building Consistency in Family Engagement Through Common Process and Tools
In response to the pandemic, Cedar Rapids Community School district implemented a district-wide family engagement plan based around quarterly phone calls to surface needs and concerns from families.
Piloting Mastery-Based Grading
In response to the high failure rates seen during the pandemic, Monterey Peninsula shifted its grading system to be more focused on standards mastery.
Advice: Considerations for Creating a Homegrown Residency Program
This report aims to provide K-12 systems with a means to identify and align on the ideal outcomes and expectations for a residency program, as well as to recognize specific characteristics that serve as indicators for success.
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.
Setting Expectations Through Surveys
As students and teachers return to in-person learning, it is important to align on expectations, leverage learnings and students' skills from remote instruction, and design experiences that will support students in effective ways.