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LHS Curriculum Presentation

Presented to School Committee

November 17, 2020

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We had a busy summer!

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Retrieved from: Reich, J. & Mehta J. (2020) Imagining September: Principles and Design Elements for Ambitious Schools during Covid-19.

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“...in a highly complex and uncertain situation...the right organizational form is one that is modular and adaptive...you don’t know exactly what is going to work, nor is it clear that what works in one context will work in another. You want to let people closest to the ground innovate and then make sensible adaptations as they see what is working. You keep what works, and seek to spread it, and you abandon what doesn’t work.”

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We embraced ambiguity...

We had a lot of questions

Will we be coming back as hybrid, full remote, or fully back to school? What will hybrid look like?
What if we all need to go back to fully remote like the spring?
How do we balance hybrid, RLA and hybrid remote students?
How do we provide students with the courses they want to take?
How do we address multi-grade courses?
How will we teach students at same time?
How will we assess students?
What about special ed and ELL students?
Does it need to look the same for everyone?
How will we fit everything in???

And we laid out some ground rules

Hybrid model will require slower pacing, and allow for deeper dives
All students in a class must progress at same pace
Build coherence across courses (PLC’s)
Create engaging and comprehensive content
Ensure access for all learners
Plan for the potential of going back to emergency full remote status
Be ready to pivot and adapt as needed

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...and forged ahead

About that 50% figure...it is not

5 of 10 months of curriculum
Every other lesson/unit

It is

the curriculum that we felt we would be remiss in our duty if our students did not have the chance to learn it
Essential and provides vertical integration

For LHS, determined that hybrid and RLA students would be taught together in the same classes, an approach that has both strengths and challenges.
Strategically prioritized approximately 50% of the curriculum, and be ready to add more if possible
Form needed to follow function - different curriculum areas could organize in ways that best fit their needs

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Retrieved from: Reich, J. & Mehta J. (2020) Imagining September: Principles and Design Elements for Ambitious Schools during Covid-19.

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“To respond to this tension between serious obstacles and the vital importance of success, the most promising path forward is to focus: to do fewer things and do them well.

The alternative is not to retreat into test prep, but to make strategic curriculum reductions across the content areas so that students study a rich array of topics, but they study fewer of them and more deeply.”

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“...having some basic common structures is important for creating the shared infrastructure on top of which experimentation can happen.”

Zoom
Consistent, predictable daily meetings with whole class - remote and in-class students together
Published schedules for blue/remote weeks
Most specialists classes in blue weeks done synchronously
Advisories at LHS

Retrieved from: Reich, J. & Mehta J. (2020) Imagining September: Principles and Design Elements for Ambitious Schools during Covid-19.

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Retrieved from: Reich, J. & Mehta J. (2020) Imagining September: Principles and Design Elements for Ambitious Schools during Covid-19.

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“We’ve moved to a different model. She has flipped the lectures so that we all watch them at home. Then on the days where we are physically there, we do more interactive activities, like discussion and she also answers our questions. We also have some silent work time during our 90 minute block. On the days where we are home, Mrs. Kimble is available to answer our questions while the students in class are doing silent work time.”

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“With students at home likely half the time, schools need to build stronger partnerships with families and communities, and create environments that will enable students to work successfully away from school.”

Synchronous classes: all students (hybrid & remote) follow the same schedule
All students attend class at the same time
Counseling Seminars & check-ins
Advisory Structure
Art materials sent home
Science kits
Ubiquitous Google Classroom use
Video versions of instructional materials
Remote coding platforms for programming courses
Schedules for 4 week cycle
Weekly newsletter to school community

Retrieved from: Reich, J. & Mehta J. (2020) Imagining September: Principles and Design Elements for Ambitious Schools during Covid-19.

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“...finding ways to re-envision learning experiences so that they are relevant, purposeful, and meaningful for all learners.”

Let’s find out what this actually looks like...

Retrieved from: Reich, J. & Mehta J. (2020) Imagining September: Principles and Design Elements for Ambitious Schools during Covid-19.

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Why HyFlex?

Constraints/Decisions:

Had to work with cohorting in a week-on week-off model with significant portion of students fully remote.
No way to have completely separate RLA for LHS
Shifting numbers of hybrid/fully remote students
Brought scheduling team together for three weeks
Key decision: run all classes students wanted to take - 8 period schedule
Identified a number of models
Needed to have maximum flexibility:

For week on-week off model
To meet needs of fully remote students
For movement between modes

Landed on the HyFlex or One-School or Polysynchronous model

What It Solves:

Allows every course to run - significant academic and SEL impact for kids.
Allows all students (hybrid & Full remote) equitable access to the curriculum & pacing
Provides flexibility for movement between hybrid & remote

Challenges:

Requires synchronous teaching with hybrid & remote students at same time.

Pedagogical Implications

Curriculum & Assessment implications
Technology Challenges:

Added equipment (Budget & PTO)

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Modular and adaptive (with)...some basic common structures

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Maintaining Course Selection

All departments were able to maintain all courses
Re-envisioning those courses took place in all departments to accommodate necessary adaptations due to Covid-19 health and safety considerations

Science (16)
Math (25)
English (16)
History (30)
World Language (51)
Physical Education (13)
Health (2 + independent study)
Performing Arts (31)
Visual Arts (19 + independent studies)

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College Admissions

Admissions Process

COVID-19 Impact on College Admissions Process

This resource is compiled and updated by our Counseling Staff

Admissions Deans Respond to COVID-19

This statement was developed in collaboration with admissions leaders and has been endorsed by leaders at more than 360 institutions across the United States. It describes what college admissions offices value and expect—and don't expect—from students during the pandemic.

‘Your academic engagement and work during this time matters to us, but given the circumstances of many families, we recognize that you may face obstacles to academic work. We will assess your academic achievements in the context of these obstacles. In addition, we will assess your academic achievements mainly based on your academic performance before and after this pandemic. No student will be disadvantaged because of a change in commitments or a change in plans because of this outbreak, their school’s decisions about transcripts, the absence of AP or IB tests, their lack of access to standardized tests (although many of the colleges represented here don’t require these tests), or their inability to visit campus. We will also view students in the context of the curriculum, academic resources, and supports available to them.’

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“....the right organizational form is one that is modular and adaptive…”

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AP courses

What is consistently true

We continue to provide college-level learning opportunities in 17 subject areas.
College-level rigor and depth, rather than exam preparation, has always been our primary purpose, and remains so.
Regarding AP exams, the College Board has announced that it is not reducing its topic expectations for the 2021 exams.
All LHS courses began later and slowly, and continue to have reduced instructional time.

What varies by course

National topic outlines for AP courses vary greatly in how extensive and prescriptive they are.
As a result, some AP content outlines will be impossible to cover in a reduced school year, while others can still be covered fully.

Examples of courses we expect to still fit: �Physics, Calculus, Statistics, Computer Science, ...
Examples of courses that present a challenge: Biology, Chemistry, ...

In subjects where it will be difficult to fully address the national AP syllabus this year, �schools everywhere are facing that challenge.

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“...not to retreat into test prep, but to make strategic curriculum reductions across the content areas…”

AP

As I speak, we are operating in between two different and seemingly incompatible realities. On one side are all of the contact time and curricular implications discussed above that have and will significantly impact curriculum in all levels and especially at the AP level. There are also COVID related constraints that impact specific courses with more hands-on activities like science (labs) and Art. Thus, the reality is that there is much adjustment that will need to occur with pre-pandemic AP Curriculum and pacing.
On the other side is the current statement from The College Board that 100% of the AP content and curriculum will be assessed.
We are working to reconcile these incompatible realities and are also seeking more guidance and clarity from The College Board as to what exactly 100% means, since we are most decidedly NOT in a pre-pandemic setting for all of the reasons stated above.
As it stands, our AP teachers have worked and are working hard to compress existing units and content pacing to match our current reality while also utilizing resources with students provided by The College Board. The core concepts and most significant content will be explored and teaching and learning will be valuable and informative, but it cannot occur at the same pace, level, or volume that occurred before this pandemic. My hope is that The College Board will recognize the inherent issue with such a broad statement that applies to all schools, many of which (especially in the northeast) are faithfully implementing school and schedule models with COVID health and safety procedures and guidelines as a first priority. As said above, such implementation has significant implications.

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About Assessment

Before Closure 19/20 School Year

Pen & paper assessments
In-school group work/projects
Face-to-face interaction (individual & small group)

Challenges:

Multi-modal setup (in-person & remote students at same time) makes traditional assessments technically challenging
Much higher currency on formative and smaller assessments

20/21 School Year

Utilization of video and audio performance recordings for performing arts classes is being used more widely and heavily
Using objective tests as formative assessments
Some courses still using quizzes and tests, with remote students photographing and submitting their work. �This requires more student responsibility for monitoring their own academic integrity.
Continue to emphasize writing
Continue to use Documentary Based Questions
Student projects
Online quiz - entry/exit tickets
Pear Deck, Google Docs, Jamboard, etc.

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Keeping equity at top of mind

Maintaining equal opportunities for all students

Access to courses

Updating curriculum to address DEI issues has not stopped because of Covid 19

Letter to LHS Community on Shifting School Culture -- 7/30/20
Performing and Visual Arts Statement on Anti-Racism
World Language Statement on Anti-Racism
Science for All Statement
PE, Health and Wellness Statement and Teaching Tolerance Social Justice Standards
English Department Statement on Anti-Racist Teaching
Social Studies Department Statement on Anti-Racism

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Math: Equity and avoiding bias is a focus of K-12 Curriculum Review that is in progress.

K-12 Performing Arts has been focusing greatly on culturally responsive teaching as a means of supporting anti-racist practices and making social justice a centerpiece of our curriculum and instructional practices. In this way the arts act as a vehicle to both celebrate and support students of all backgrounds in a way that contextualizes their learning both here in Lexington, as well from a global perspective. Ways in which this has been implemented is through the selection of culturally responsive resources and materials (i.e. music/dramatic texts centered upon issues of social justice, analyzing and performing music/dramatic works from underrepresented composers/writers (i.e. cultural backgrounds, LGBTQiA+, artists with exceptional needs), and taking the steps necessary to provide a safe place to have conversations around systemic racism and social justice.

The Social Studies Department Anti-Racism Statement: The Social Studies Department will continue to embrace our commitment to diversity, equity, inclusion, and anti-racist practices to break the cycle of racism and other forms of oppression. Now, more than ever, we need to speak up, listen, talk with one another, take action, and effect change. In the Lexington Public Schools community, we all belong. We invite you to partner with us as active "upstanders" who shape history and create a more compassionate, humane world.

The World Language Department is refining its focus on social justice education, including the development and acceptance of a department statement: WL Anti-racist statement. We are committed to appyling an anti-racist and anti-bias lens to our curricula and to developing and curating materials that honor the diverse cultural backgrounds of our LHS and global communities.

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English

Teaching & Learning

Spring 2020: Grade level PLCs created 4 common units to span the 2020-2021 school year.

Since then: planning and refinement of those common units for new lessons, activities, assessments.

English curriculum standards focus on skills that are recursive.

What has not changed? Treatment of texts by BIPOC authors, focus on writing skills, development of collaborative skills, fostering community and interpersonal skills.

Examples

Content sharing: Podcasts, websites, Screencastify recordings

Formative Assessments: via Zoom (polling, chats)

Group projects: Breakout groups on Zoom to engage remote and in-person students simultaneously

Portfolio assessments

1:1 writing conferences via Zoom (in place of I block)

Gr 9 Lit and Comp I: Archetype Research Project

Gr 10 Lit and Comp II: Memoir Anthology Project

Gr 11 American Poetry: Group Portfolio Project

Gr 12 Brit. Lit. Elective: Nation Script assignment

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“Strategic curriculum reductions ...re-envision learning experiences so they are relevant, purposeful and meaningful...”

What is different this year? Last spring we reviewed curricula and selected 4 units (1 per quarter) across each grade level to focus on skill development. Teachers worked all summer to prepare lessons and activities for these units. These units may be moved around during the course of the year, but having these in common helps the grade-level teacher teams break up the workload and make revisions together. (Teachers may supplement these common units with their own material.)

It is not new to focus on writing, where the skills learned in prior years are built upon and refined, but this year, in addition to formal academic writing, students are being asked to reflect on their learning experiences during this unusual school year with more opportunities for journaling and informal writing. This assists the teacher in knowing how students are managing the increased demands on their executive functioning this year, which informs how to approach future lessons.

Adjustments around texts: There is an increased use of teacher-built readers compared to past years. This allows for more access for sts and more voices to be heard than would be the case when doing a single text study. All of these readers are also available electronically. For the quarters/units that involve a text, barcoding and book distribution for Q2-4 is in progress. This is new and involves at least 5,000 individual copies. Text selection also involves consideration of the availability of audio versions of texts. Additionally, content is shared beyond packets and bound texts by including LHS teacher-made podcasts, websites, and Screencastify recordings.

What has not changed? Generally, the bones of our work has not changed. We still seek to provide meaningful content, strategic activities and practice, and effective assessment while building successful classroom communities.

As seen in the slide, we continue to employ formative assessments to gauge student progress towards learning targets. The manner in which we can gather this information has expanded to include Zoom tools like polling and chats.

Collaborative learning continues and is now facilitated by the use of breakout groups during Zoom meetings, which bring together remote and in-person students.

Summative Assessments still occur, but in the form of projects and portfolios that allow more opportunities for student choice and which can be completed, in part or whole, by the student according to their own schedule.

The links to examples of assignments in each grade level illustrates the adjustments to include student voice and choice, self-reflection, collaboration, and attention to diverse voices.

The English department is committed to developing self-sufficient students who can read, think, speak, and write effectively. Our ongoing work in Diversity, Equity, and Inclusion involves broadening the range of voices beyond a traditional canon. We encourage collaboration and discussion around challenging topics to prepare students to consume culture critically.

Refining focus on anti-racism education, including development and acceptance of an English Department Statement on Anti-Racist Teaching: In solidarity with our district’s commitment to diversity, equity, and inclusion, the LHS English department recognizes the ways in which the English classroom is uniquely positioned to engender empathy and the ways in which it has historically fallen short. As we continue to cultivate the anti-racist practices crucial to dismantling systemic inequities, we will also look to our roots to identify the unlearning necessary to break the cycle of racism and other forms of oppression. This is not the task of one year, but rather an ongoing commitment to examine and shift the perspectives of our community in order to truly ensure that “we all belong.” Adjustments made to length of analytical writing in grade 9 and reteaching of analytical skills in grades 10 and up. More writing practice done in small groups, before individual writing assignments. Opportunities to practice reading, writing, discussion, and collaborative skills around observing the way the world works develops community in our classes and treats the difficult topics that our readings. There is a greater incorporation of what some might call “soft skills”: self care, mindfulness, finding joy and practicing gratitude has helped students build these practices into their school life to alleviate anxiety and stress.

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History & Social Studies

Teaching & Learning

Planning: Spring/ summer 2020:

PLCs created common units for SY 2020-2021
Developed common units for new technology, lessons, activities, and assessments

What hasn’t changed?

General scope of curriculum
Skills: reading, writing, source analysis, and documentary based questions
Essential Questions and themes
Commitment to DEI & anti-racist education

What has changed?

Strategic reduction in level of detail
Increased expectation for AP Students to access AP Classroom
Still a work in progress

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“Strategic curriculum reductions ...re-envision learning experiences so they are relevant, purposeful and meaningful...”

Slides: Illustrate the work that has continued despite the pandemic:

Continued focus on civic education: Mock Election Ballot
Continued integration of 9th Grade English and History = humanities approach

Snapshot of the planning document created last June

Theme/Topic & Questions: Q4 - Social Constructs, & Identity

Continued commitment to DEI & anti-racist education:

Students explored website that highlights a map linked to advertisements posted by former slaves in search of missing loved ones
A staff member’s PPG on cultural proficiency, equity and inclusion
A slide from a lesson in AP US History examining historical images (on American Spirit) - African American Artist Jacob Lawrence, Washington crossing the Delaware River

The Social Studies Department Anti-Racism Statement: The Social Studies Department will continue to embrace our commitment to diversity, equity, inclusion, and anti-racist practices to break the cycle of racism and other forms of oppression. Now, more than ever, we need to speak up, listen, talk with one another, take action, and effect change. In the Lexington Public Schools community, we all belong. We invite you to partner with us as active "upstanders" who shape history and create a more compassionate, humane world.

Department Size:

30 different courses
25 staff
Includes the Debate Program

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World Language

Teaching & Learning

Our world is changed, our goals are not → Building Language Proficiency

Prioritizing 4 standards: interpersonal, interpretive, and presentational communication and cultural comparisons.

Streamlining vocabulary and language structures and spiraling content within thematic units.

Examples

Practicing and assessing for Interpersonal & Presentational speaking with tools such as Zoom, Flipgrid, Extempore, and virtual exchange partners. Flipgrid

Retooling curriculum

Experimenting with Digital Notebooks

Creating asynchronous modules

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“Strategic curriculum reductions ...re-envision learning experiences so they are relevant, purposeful and meaningful...”

We are prioritizing the following standards for the 2020-2021 academic year WL Standards Fall 2020. Our circumstances are different but what we do as language teachers to develop student proficiency has not changed. We have identified the Interpersonal mode of communication as the most challenging to practice and assess in the hybrid/virtual format. Additional challenges include practicing and assessing Presentational writing in the world of online translators. We are also refining our focus on social justice education, including the development and acceptance of a department statement: WL Anti-racist statement. We are committed to appyling an anti-racist and anti-bias lens to our curricula and to developing and curating materials that honor the diverse cultural backgrounds of our LHS and global communities.

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Special Education

Teaching & Learning

Commitment to continuity of services
Commitment to inclusion
Commitment to culturally responsive teaching

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Modular and adaptive (with)...some basic common structures

Inclusion

Continuity of services

Culturally responsive teaching

3 areas of focus areas for the 2020-2021 school year.

Continuity of Services

Additional Support sessions have been up and running at LHS since October 13. By 12:00 each Friday, Special Education liaisons add their students' names to small group sessions that are conducted by IAs and SIAs from 1:30-2:00 the following Monday through Thursday.

Given the LHS 4 week hybrid schedule, some weeks are more rigorous for students than others, and services occur unevenly in some cases. While not all students will require Additional Support, some students may need Additional Support every week, and some students may need Additional Support only at certain challenging times. Given their schedule and needs, others may need Additional Supports on particular weeks in the cycle. Like so many new practices during this time, we will continue to review the current Additional Support structure with the goal of providing the best intervention possible.

Commitment to inclusion - Students who were served through the Developmental Learning Program in middle school, and continue to require that level of support, have a home at LHS as of September 8 2020.

Commitment to equity -

Johnny Cole is completing a 3 part Cultural responsiveness training series with all of our IAs, SIAs, and SSI’s.

A majority of our Special Education faculty have chosen to participate in a group book read of Zaretta Hammond’s Culturally Responsive Teaching and the Brain.

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Physical Education

Adaptations to Instruction

Worked collaboratively during the summer months to modify the curriculum and focus on social and emotional learning
Physical education concepts, and individual healthy lifestyle goal development

Examples of Study Units/Concepts

Racket Activities (Pickleball, Badminton)
Lifetime Activities (Golf, Ultimate Frisbee, Yoga, Pilates)
Fitness Activities -Total Body Fitness, Fitness Concepts
Safety and Prevention Activities
(CPR and AED Training,and Sports Medicine Concepts, Nutrition)
Recreational Activities (Bocce, Cornhole, )
Leadership Activities (Student Leadership and Collaboration)

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Re-envision learning experiences so that they are relevant, purposeful to all learners

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Physical Education

Social distancing plans can be easily devised and followed
Accustomed to prioritizing student safety and maintaining an environment conducive for learning through active participation in a safe and carefully planned classroom setting.

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Re-envision learning experiences so that they are relevant, purposeful to all learners

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Physical Education - Aligning standards with LPS Core Values

cal Education

We all Belong:

Accepts others’ ideas, cultural diversity and body types by engaging in cooperative and collaborative movement projects. (S4.H4.L2)

Use Your Mind:

Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.51 (S5.H2.L2)

Be Curious:

Applies strategies and tactics when analyzing errors in game play (S2.H5.L2)

Care for Yourself and Others:

Uses communication skills and strategies that promote team or group dynamics.50 (S4.H3.L1)

Do Your Part:

Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance. (S4.H2.L1)

Be Courageous:

Uses communication skills and strategies that promote team or group dynamics.50 (S4.H3.L1)

Embrace Your Revolutionary Spirit:

Chooses an appropriate level of challenge to experience success and desire to participate in a self-selected physical activity.51 (S5.H2.L2)

You are Enough:

Selects and participates in physical activities or dance that meet the need for self-expression and enjoyment. (S5.H3,L3)

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Health

Teaching & Learning

A coordinated planning process

Multiple summer workshops and PLCs to modify and revise curriculum concepts to maximize learning opportunities for students

Development of standards based statements and rubrics that engage students in authentic conversations, with a focus on health disparities, self advocacy in accessing services and barriers to health services, including mental health

Focus on the combined standards and principles of The National Health Education standards, Teaching Tolerance Social Justice Standards and The National Sexuality Education Standards

Examples

Units of Study/concepts and Examples of assignments

Health Disparities and Advocacy- Health For All Assessment; Group Project to eliminate health disparities

Social & Emotional Health- Signs of Suicide (SOS), Minding Your Mind (MYM)

Sexual Health- Rights, Respect and Responsibility

Substance Abuse Prevention- Stanford Prevention Toolkit for nicotine, Toolkit for Cannabis Prevention

Lessons incorporate YRBS, CDC, other relevant data

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Re-envision learning experiences so that they are relevant, purposeful to all learners

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Health- Prevention Program

Teaching & Learning

Modify/revise Prevention curriculum and Interventions - focus on equity and inclusion
Continue expanding student leadership opportunities
Emphasis on reducing shame/stigma related to substance use disorders & mental health issues
Development of Diversion Services/alternative to suspension for students facing discipline for drug offenses at school.
Reviewed model that allows students to self-refer, access services independent of disciplinary referral
Focus on the combined standards and principles of The National Health Education standards, Teaching Tolerance Social Justice Standards and Principles of Prevention

Examples

Substance Abuse Prevention - Stanford Prevention Toolkit for nicotine, Toolkit for Cannabis Prevention

Peer Educator Leaders/SADD Video

Prevention Program & LexENDS Vaping Initiative

Interpersonal Relationship Violence Prevention

Diversion Services- LPS PE, Health & Wellness Diversion

Health Classes- K-12 drug prevention

Parent & Community Education- Safely QuaranTEENing

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Performing Arts

Teaching & Learning

Physical Guidelines:

Health and Safety Guidelines - DESE/Board of Health
Band, Orchestra, and Dramatic Arts - Hybrid Inside and Outside
Chorus is Fully Remote - Access, Equity, Curriculum
Technology/Equipment Provided to Students/Staff

Prioritized Standards:

Still Using Artistic Processes and Anchor Standards

Creating, Performing, Responding, and Connecting

A shift of mindset and reimagination of the ways we EXPERIENCE Performing Arts
Focus on Social Emotional Learning (core of the arts) & Social Justice/Culturally Responsive Teaching
Change of what “Performance” looks like

Examples

DESE Guidelines - July 25 and Oct. 13
Virtual Recordings/Performances
Department Themes Around Social Justice - culturally responsive resources, compositions, composers, events
Performing and Visual Arts Statement on Anti-Racism
Piano keyboards, School Owned Instruments, SMART Music, Rental of Additional Equipment

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Re-envision learning experiences so that they are relevant, purposeful to all learners

Similar to what we talked about with elementary and middle school performing arts classes, the LHS performing arts department has been focusing on shifting and reimagining both our approaches to performing arts education as well as our curriculum. We have had to navigate guidance from the state and Lexington Board of Health, however, we must keep in mind that our students have not only signed up to perform in a dramatic production or sing or play an instrument in an ensemble; students have also signed up for an EXPERIENCE, and this is something that we, as educators, have the opportunity to broaden during these times.

All programs, with the exception of chorus, are being taught in the hybrid polysynchronous model where we are holding rehearsals/classes with both in-person and with remote students Zooming in live. Orchestra is allowed to perform inside, masked, and at 10 feet social distance. All bands (concert and jazz) meet outside under tents (or when the weather is very nice outside in general) and have taken advantage of having some semblance of music-making as an ensemble. Recent guidance has allowed us to play wind/brass instruments inside at 15 ft social distance, masked, and with instrument bell covers. Students are spread out in the auditorium seating. Dramatic arts classes are taking place inside being done creatively via the use of Zoom and other interactive technologies. The LHS Chorus Program is being held fully remote where students are able to sing freely and safely at home. When students are in school, they are taking part in variety of projects connected to their overarching learning.

Equipment has been provided to our students to aid in their at-home learning such as small piano keyboards for our piano classes, school owned instruments being lent out to our band students, rental of additional equipment (i.e. percussion equipment) for student use, the purchase of software subscriptions of such programs as SMART Music, which provides students with a more realistic rehearsal experience in an asynchronous environment, and we are using a vast amount of creativity with resources we would use in a typical year.

In terms of standards, students in the performing arts program across the entire district are STILL Creating, Performing, Responding, and Connecting (via the National Core Arts Standards and the Massachusetts Frameworks for the Arts) providing these learning experiences in both traditional and non-traditional ways. As an example, in the LHS Band Program, we are focusing greatly on developing ensemble culture (Performing, Responding, Connecting) and how this culture has a direct impact on the way we experience music-making from an individual, collective, and human level. Focus has been on the investment of music both within ourselves and each other as a link to life-long learning.

Along with this, amidst the pandemic, we are focusing heavily on culturally responsive instruction, resources, and content emphasizing underrepresented composers, selecting culturally respectful materials (repertoire and dramatic texts), relating performing arts connections to global topics and issues (social justice and anti-racist practices), and bringing contexuality to the lives our students through the arts.

The way we are looking at what “performance” looks like has also been reimagined. Using a variety of technologies for putting together virtual productions, concerts, and events will be a focus for this year. Our technical director is well-versed in this process and will help the department K-12 develop such products for the students and the community!

In the end, the arts are still bringing the community of Lexington together! There is still an incredible amount of joy in learning and celebration of using the arts to connect to each other in such a challenging time! We have outstanding performing arts educators paired with an equally outstanding school district and community who sees the value in educating the whole child; and for that we extend our greatest gratitude!

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Visual Arts

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National Core Art Standards

Creating, Presenting, Responding, & Connecting

Anti-Racism &

Social Justice

Decolonizing the curriculum, aesthetics, and assessments

High Quality Art Instruction

Individualized

Comprehensive

Serving students with a range of experience

SEL

Relationship skills

Empathy

Student Safety

Individual student art supply packets

Sanitizing shared equipment

Equity

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Science

Teaching & Learning

MA Science & Engineering Practices were used to develop and highlight specific content standards. AP Courses used AP Science Practices to prioritize essential standards.
Lab Experiences are complicated in COVID19
Teachers engaged in rigorous conversations around content depth v. breadth. This resulted in current course standards and structures that are discipline specific
Science for All Statement

Examples

All Science Teachers are using Zoom, PearDeck, EdPuzzle, Jamboard, Google Classroom, Padlet
Take Home Science Kits for RLA students

Environmental Earth Science

Fresh Water Unit (Stream Tables)

Biology

Microscopy (Moticam & Virtual)

Chemistry

Teacher Video Demos

Physics

Friction (Video Analysis)

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Re-envision learning experiences and strategic curriculum reductions

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Mathematics

Teaching & Learning

Course teams chose strategic content reductions in sequential core courses Math 1/2/3/4.
Statistics, applied math, and technology courses mostly able to cover usual content.
AP’s expecting to cover required topics, but less time for extensions and review.

Examples

Assignments and feedback: Google Classroom, Slides, hyperdocs, choice boards.
Collaboration: Zoom breakouts, online whiteboards, browser-based coding.
Assessments: typically shorter and more often. Sometimes remote. New formats such as portfolios and Flipgrid videos.

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Practices vary by grade and by course.

Our sequential core courses, Math 1/2/3/4, needed to adjust their content significantly, reflecting last spring’s coverage and this year’s changed situation. Teachers met extensively as teams, spring and summer, to decide what to prioritize and what to omit. Teams continue to collaborate weekly.

Statistics, applied math, and technology courses depend less on prerequisite knowledge so are able to cover most or all of their usual content. AP courses in math and computer science generally expect to cover required topics, but less time for extensions and review.

Teachers are using new tools for assignments and feedback: Google Classroom, Slides, hyperdocs, choice boards. Teachers build inquiry activities using Desmos Activity Builder and PearDeck.

Zoom breakouts and online whiteboards enable student collaboration. Programming has shifted to remote browser-based coding instead of desktop computers.

Assessments are typically shorter, more often, and more varied. Many quizzes are now being taken remotely. Some courses have students developing portfolios and making explanation videos using Flipgrid.

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What do we still need to do?

Ongoing curriculum development & revision - managing sustainability of this for the long term
Ongoing Professional Learning for staff - technology use, instructional strategies for remote learning
‘Pause and reflect’ opportunities
Ongoing assessment of student progress with analysis and intervention
Sustaining materials distribution as needed
Continue supporting staff for Advisory periods

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Our LHS presenters and contributors tonight

THANK YOU!

Jared L. Cassedy, K-12 Coordinator of Performing Arts

Rob Collins, History Department Head

Tracy Conte, Supervisor of Special Education, LHS

Jane Day, English Department Head

Julie Fenn, K-12 Asst Coordinator of Physical Education & Wellness

Robyn Dowling-Grant, PK-12 Director of ELL

Reggie Hobbs, Science Department Head

Kevin Kelly, Mathematics Department Head

Chris Lyons, Asst. Supt for Curriculum, Instruction, Assessment & Professional Learning

Amy Moran, World Language Department Head

Alethea Roy, K-12 Coordinator of Visual Arts

Eamonn Sheehan, K-12 Coordinator of Physical Education & Wellness

Andrew Stephens, Principal, LHS

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Questions?

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Appendix

The following slides provide more information on various aspects of this presentation

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Moticam - Microscope Cameras

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Set-up for Teacher and Student Use

Image of Human Cheek Cell

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Science Practices

MAScience & Engineering Practices

Ask questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics & computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

AP Science Practices: The student can

Use representations and models to communicate scientific phenomena and solve scientific problems.
Use mathematics appropriately.
Engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.
Plan and implement data collection strategies in relation to a particular scientific question.
Perform data analysis and evaluation of evidence.
Work with scientific explanations and theories.
Connect and relate knowledge across various scales, concepts and representations in and across domains.

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Examples of Take Home Science Kits

10th Grade - CP 1 Biology

12th Grade - Robotics

Lab Kit Includes - Materials for Semester

Safety Information & Protocols
Consumable & Recyclable Materials
Lab Procedures
Use of chromebook for data collection, programming

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Environmental Earth Science

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Stream Table Lab - Incorporating demos for RLA students to supplement their partners in class

Teachers are developing PBL to take the place of the lab...still emphasizing the same NGSS skills

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Vernier Video Analysis Software

Physics Classes are using video analysis software that allows students to go back to review and take data from teacher demos.

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Chemistry - Teacher Demos & Modifications

Vernier Video Analysis Software

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Lab Partners - in person & remote students

Station Learning replaced with videos, recorded by teacher or from online

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ELL

ELL teachers use the WIDA in the 4 domains of: reading, writing, speaking, and listening
Social and Instructional Language for each content area
ELL standards are addressed in ESL classes in conjunction with the content standards being taught across the LHS curriculum.
This ensures ESL students are still being exposed to each of the domains and standards.

This practice with Mrs. Adolph was in preparation of a reading excerpt from the novel, Girl with a Pearl Earring:

ESL III - Writer’s techniques: Practice with similes, metaphors

Instructions: Read the similes and metaphors. Decide if the sentence is a simile or a metaphor. Then, …

1) Determine what things are being compared.

2) How can you rewrite the same line in plain English, using no figurative language?

“She smiled softly, and walking through her husband as if he were a ghost, she shook Tom’s hand.” (F.Scott Fitzgerald, The Great Gatsby)

Rewrite the sentence in plain English: She walked past her husband, ignoring him, and shook Tom’s hand.

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Modular and adaptive (with)...some basic common structures

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Sources

Reich, J. & Mehta J. (2020) Imagining September: Principles and Design Elements for Ambitious Schools during Covid-19.

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