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.
When schools closed for in-person learning due to COVID-19, Prince George’s County Public Schools leveraged their local television station to have a variety of lessons broadcast widely to students.
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.
With the switch to virtual learning, the School District of Cudahy identified a core set of power standards and shifted from quarters to trimesters to better align with their assessment cycle.
Modifying arts enrichment schedules to minimize risk to enrichment teachers also leads to deeper engagement in the arts for students.
For students who are involved in remote learning, Hopkins Public Schools provided authentic, in-person learning experiences for hands-on activities and collaboration.
Using feedback from multiple stakeholders, Hopkins Public Schools crafted a vision for what an innovative education would look like within the district by 2031, including the ideal portrait of a graduate.
Hopkins Public Schools shifted decision-making to be more school-based and used the district learning framework to provide guidance and ensure coherence and continuity across the district.
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.
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 supported one-on-one and small-group instruction and intervention.
