Are you an NYC public school leader responding to COVID-19?

Here's how we can help:

1. *NEW: End of Year Benchmark Assessment  

Remote learning has created challenges for schools schools trying to track student progress, see where students are falling behind, and plan for 2020-2021. It has amplified existing inequities as some students have greater access than others to technology, connectivity, and family resources to access learning. We can help you build and administer a short end of year benchmark assessment to help you plan for 2020-2021.

2. *NEW: Grading Equity Analysis

We can provide an analysis that shows how students have been graded compared to what we would expect based on the previous year’s state exam scores. For example, how do the grades of students with IEPs compare to the grades of non-IEP students with the exact same state exam scores? Why? While the answers may be complex, this data can help inform critical conversations among teachers and leadership about grading and equity.


3. Remote Learning Attendance Tracking and Analysis  

We can build or customize a simple, easy-to-use system for tracking and analyzing students' attendance in the COVID-19 remote learning environment. We can help you launch a new system, or improve your current systems to more easily track, analyze, and prepare attendance data for upload to STARS in the DOE Daily interaction spreadsheet.

4. Understand Academic Performance Trends

We can build tools to help you see student trends across and within digital platforms.  We can combine data from multiple sources according to your needs.

For example:

1) See how students are doing across subject areas, or from one assessment to the next in Google Classroom, 

2) Compare pre- and post-COVID iReady and Google Classroom results

3) Compare Google Classroom engagement with pre-COVID attendance data

5. Automate and Personalize Family Outreach

We can help you deliver personalized outreach to students and families, building on the systems you are already using.  Keep families informed and engaged about their students' learning.

6. Analyze COVID-19 Progress to Graduation (HS only)

NYSED's guidance on the June 2020 Regents administration means that some students will be able to use exemptions from Regents exams to meet graduation requirements – do you know who they are? We can help you identify students who are already exempt from exams based on credits already earned, as well as students whose exemptions depend on passing current courses.

7. Customized solutions

Let's talk! Tell us about your Remote Learning challenges and we'll work with you to find a solution that builds on what you are already doing.  

What we've learned so far:

Here's a list of best practices in transitioning to Remote Learning that we've gathered from research and conversations with school leaders.  Stay tuned for more updates!

1. Keep equity top of mind. 

Think through the impact of each decision on the student with the most need first.  Incorporate plans for students with IEPs.

2. Use backwards design.   

Ask the big questions first: what outcomes do we want, what do we want students to learn, etc, then design your remote learning systems and processes to meet those outcomes.  (Instead of building a system first, then trying to make it achieve the desired outcomes). The grade 3-8 NY state tests have been cancelled and the June Regents are in question - this is an opportunity to move beyond test prep and ask what we want our students to have learned in preparation for the next grade level. 

3. Group families by need. 

Create 2-3 groups based on need, and consider how you can deliver support to those families as a group.  

4. Minimize the number of platforms used.  

Keep it simple.  Stick with 1-2 platforms and accept their limitations, rather than adding new ones that students, parents and teachers need time and mental energy to learn.

5. Establish a single source of the truth (SSOT). 

Have one source that parents, teachers, and students can feel confident is offering consistent, accurate, reliable and up-to-date information that applies to the whole school.

6. Maintain structure.  

Make sure teachers keep a structure and schedule for students - students need structure to feel safe, especially in this scary time.

7. Center asynchronous learning, but keep some synchronous activity

Make sure students with greater constraints can access all key learning.  Accept that not all students will be able to get online at set times, especially students who are sharing devices with family members, have limited internet access, or are managing family obligations. But build in synchronous experiences that don't cover critical content so that students can experience a sense of solidarity and community. 

8. Don't shy away from discussing Coronavirus.  

While it's a scary topic, students are eager for information and want to talk about their fears. Build in time for discussing what is happening and answering questions.


9. Be realistic.  

Plan to cover less.  Keep lessons tight and focused and accept that technology and life constraints will keep you from covering as much content as normal.

What is Covid-19?

Taking your school online?

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