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Districtwide Elementary SEL Block
To address an increased need to support students’ social-emotional learning (SEL) during the pandemic, Meriden Public Schools launched a districtwide, daily SEL block in grades K-5.
Districtwide Morning Meeting Time
Build in a time at all schools for all students regardless of location (virtual or in-person) when they are able to build relationships with staff members and their peers.
Inquiry-Based Outdoor Immersion Program
Two second-grade teachers at Eisenhower Elementary of Hopkins Public Schools created a pilot outdoor immersion classroom, leveraging the outdoors to drive inquiry-based learning.
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.
Heterogeneous and Homogeneous Groups
Students are assigned to both homogeneous and heterogeneous groups to support learning.
Team Work Tables
LPS Navigate uses tables rather than desks to allow better teaming, collaboration, and conferencing.
Committing to Work on Individual, Relationship, and Community Topics
Individual, Relationship, and Community-based activities that students complete and often share through a communal practice called “Circle.”
Online Agenda
Daily and weekly online agendas ensure all students – whether they receive instruction in person, remotely, or transition between both modalities – are on the same page and are set up for success.
Virtual Collaboration with Jamboard
Learn how to share ideas, build alignment and understanding, and push thinking effectively by using services such as Jamboard and collaborating through virtual sticky notes.
Offer Opportunities for Fun
Offering different ways for students to connect and engage with each other informally is incredibly important for building a strong culture and community, especially when implementing remote or hybrid 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...