These fifth-grade daily agendas are clear, have an image to catch students’ attention, and are very detailed so that students know exactly what they should be doing and when. This is especially important when working in the virtual space, or when having some students working asynchronously while others work synchronously.
This video by Dallas ISD explains why it is so important to communicate a clear plan in simultaneous learning to ensure smooth routines and procedures.
This weekly plan for high school students is detailed with hyperlinks and objectives for each day. Educators should be clear and consistent with the design, ensuring all students know what to expect for the day, helping all students stay on the same page, which is especially important when transitioning between in-person and remote learning within a hybrid model.
This example schedule, or daily roadmap, is a fun way for students to know what to do throughout the day while also having all of their links and resources organized in one place. This is especially important for younger students to help them navigate remote and hybrid learning.
This is an example of a digital notebook that a high school science teacher builds for their students every unit. Their students participate in a hybrid model in which they are both in-person and remote throughout the week. By having everything in one place, students are able to engage more easily when switching between learning experiences, catch up if they miss class, review content, and show their understanding in various ways. By creating a Google Doc, students are also able to quickly tag their teacher when they need additional support or help.
This document is given to students weekly to ensure they know their expectations for the week, where to go for content support, and what content they will be covering throughout the week. Included throughout the document are definitions, graphics, checks for understanding, and color-coded stop-points to enable the teacher to check that everyone is at the same spot and on-task quickly via GoGuardian.
These work samples were produced by students for a virtual oral math assessment. Students shared this work with their teacher virtually and explained their thinking orally to demonstrate mastery.
This is a question that eighth-grade students were assessed on for their virtual oral assessment. The rubric provides more in-depth details on how students were assessed.
Attendance looks dramatically different in the COVID-19 era. Many states and districts have sent us requests to support the alignment of policy with a more innovative imagining of attendance that moves away from the old-fangled definition based on seat-time. We’ve responded with a new offering for the field, Determining Attendance and Alternatives to Seat-Time.
While COVID-19 offers numerous opportunities to advance systems change and free K-12 of its limiting factory-model structures, schools and districts are grappling with very real and present issues in ensuring students can access learning and progress along their learning journey. Our analysis shows that states can best remedy this issue by allowing the flexibility of districts and schools to develop an attendance policy using a combination of options. These options include, but are not limited to:
Time on task (can include engagement);
The issue brief contains 10 examples for creating attendance policies for learning remotely, including competency-based attainment. In addition, we offer policies from four states using seat-time alternatives as one of many policies to advance toward personalized, competency-based education.
This executive summary highlights key findings from research conducted by TLA to understand if learning facilitators’ participation in LUSD’s Guided Reading Learning Academies and Micro-Credentials professional development helps ensure all learners read at content level. Early results from the 2018-19 Academic Year show a positive relationship between learning facilitators’ participation in Guided Reading professional learning and learners’ reading growth. Certification is also a potentially powerful mechanism for converting professional learning experiences into visible instructional and achievement-related changes in the classrooms. The full report can be found online; an accessible version of this report is also available for download.
