Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Newport News’ Virtual Learning Academy Academy designed and piloted a program focused on building more meaningful social connections in virtual learning.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Plymouth-Canton Community Schools’ Virtual Academy designed and piloted a program that would help middle-school students intentionally work toward mastery.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, KIPP DC designed and piloted a program to help teachers implement best practices for effective virtual instruction that would encourage students to attend class, participate in activities, and submit required assignments.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, KJ Virtual Academy designed a pilot program that outlined common expectations for student behavior and engagement in synchronous classes to increase engagement and produce higher academic outcomes.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, NYC School Without Walls designed and piloted a program that increased communication with students and families, and created connections between class-based lessons and hands-on, fieldwork activities.
Cabarrus Virtual Academy designed and piloted a project-based learning (PBL) lesson for middle-school students to provide them with critical opportunities to socially interact with peers while also empowering them in their learning.
Advocating for equitable edtech investments starts with collecting and understanding data. School and district leaders must consider what data points they collect and analyze before investing into new technology.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, West Chester Area School District’s Cyber Program sought to develop multiple ways for students to demonstrate mastery of standards and establish common understandings of rigor and expectations for cyber courses.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Highline Virtual Academy sought to establish common expectations for synchronous class participation and provide scaffolds to encourage student discourse.
Through their participation in TLA’s Strategy Lab: Virtual & Hybrid program, Plymouth-Canton Community Schools’ Virtual Academy sought to articulate expectations to better support students with virtual learning and train teachers on best practices for establishing norms and expectations in a virtual learning environment.
