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Return to Site-Based Instruction for Middle Schools

June 2, 2020

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MISSION POSSIBLE!

https://www.powtoon.com/c/dULtZsNgFTO/1/m

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Develop programs to help our students feel connected and supported

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What We Know

  • Now is the time to rethink and redirect the way education looks and feels like for our students.
  • We are not going back to “the way things use to be done.”
  • Teachers, students, families have proven we can be flexible and learn new ways of achievement.
  • We must adhere to current state and county Public Health guidelines for student cohort groups.

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WE DON’T KNOW WHAT WE DON’T KNOW

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What can we do NOW?

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Planning for Rethinking & Acceleration of Learning

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Authentic Collaboration & Stakeholder Engagement

Diverse Stakeholder Group Provides Multiple Perspectives

Access

Supports

Equity Lens

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Focus on the process not the outcome.

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Authentic Collaboration & Stakeholder Engagement

Hold meetings and send surveys throughout the process and communicate to and from all stakeholders

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The process adds strength to the overall outcome and plan.

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Criteria & Restrictions

  • Keep racial equity in mind when considering advanced placement courses to be aware of unintended consequences.
    • Example: 7th/8th grade compact math class
    • Provide advanced modules that allow students to accelerate their learning independent of their cohort group.
  • Limit student and staff contact
    • Limit cohort size to reduce contact (hoping for 15, current Public Health is at 12)
    • Use childcare program as placement criteria when making cohorts
    • Have siblings across schools attend on the same days
    • Limit movement across campus
      • Restrict non-essential movement on campus or overlap between groups
      • Recess and lunch restrictions
      • Not changing classes

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Planning for Rethinking & Acceleration of Learning

​

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Classroom-based instruction

  • Split classes into halves
  • *Cohort A: attends class in person Monday/Tuesday
  • Wednesday is extensive campus cleaning between tracks.
  • *Cohort B: attends class Thursday/Friday.

As of now, teachers may NOT interact with multiple cohorts. Therefore one teacher will lead the cohort in their classroom and three other teachers will provide virtual instruction in the classroom

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*If restrictions are relaxed teachers may be able to move between cohorts. However, physical distancing might be required and teachers will need to wear essential protective equipment including masks and gloves.

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Middle School Hybrid Model

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5 period day with enrichment wheels and optional 7th period elective (delivered virtually)

  • Periods 1-5: ELA, Math, Science, Social Studies, and Enrichment Wheel
    • Enrichment Wheel
      • 6th: Quest, Art, Music, Maker, Tech
      • 7th: Spanish, Art or Music
      • 8th: Spanish
  • PE is delivered virtually
  • Optional Period 7 (virtually)
    • Electives - Art, Band, Tech, etc.

OR 4 periods at school where 3 of those lessons are pushed to the screen and the teacher matched with that cohort supports independent practice

    • PE and electives delivered virtually

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Middle School Hybrid Model

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Distance Learning

  • Cohort A: Wednesday/Thursday/Friday*
  • Wednesday is individual/small group support and services, electives, PE, and teacher planning.
  • Cohort B: Monday/Tuesday/Wednesday

Delivering Instruction

  • Both groups join Zoom to watch lessons during classroom-based instruction
  • And/or departments divide up content and pre-record all mini lessons/direct instruction. Pre-recordings are shown during both classroom-based and distance-learning.
  • During classroom-based Instruction, the teacher will confer individually and/or in small groups to personalize learning

*Current restrictions will require one Cohort to be on campus and one to be virtual learning.

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Middle School Hybrid Model

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Consider Small Learning Communities

  • 100 students
  • Four period day
  • One day with electives
  • Two cohorts of 12 share one homeroom teacher*
  • Four teachers can collaborate and create thematic, PBL units for that given cohort.

*Current restrictions will require one Cohort to be on campus and one to be virtual learning.

Math

Math

Social Studies

Social Studies

Science

Science

ELA

ELA

Class A

Class B

Class C

Class D

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Consider Small Learning Communities

Period 1

MATH

ELA

Period 1

Period 1

Period 1

SCIENCE

SOCIAL STUDIES

Period 3

ZOOM

Period 3

ZOOM

Period 2

ZOOM

Period 2

ZOOM

Period 4

ZOOM

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Planning for Rethinking & Acceleration of Learning

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Developing dispositions that positively impact student learning

Acceleration vs. Remediation

    • Spiraling prior year standards
    • Math and Science Practices to develop habits of mind

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Scaffolding Strategies for Acceleration

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Develop Dispositions that Positively Impact Student Learning

Acceleration vs. Remediation

  • Spiraling prior year standards
  • Math and Science Practices to develop habits of mind�

Creating individualized learning goals based on essential standards

  • Rubrics & Exemplars
  • Developing metacognitive/reflective habits
  • Constant progress monitoring & adjustments

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Back to School Here We GO!

Connect & Assess

  • Build Culture
    • Norms
    • Protocols
    • Provide strategies and routines for building relationships, resilience, empathy….
    • Establish routines for safety both physical and emotional
    • Culturally Responsive Practices
  • Assess
    • Social emotional well-being and growth embedded throughout curriculum
    • Academic areas of strength and for growth
  • Provide
    • Tiered supports at all levels for academic and social emotional needs
    • Tools for Educators/Turnaround Schools

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Timeline: Scope and Sequence

June

  • Establish and assemble your Design Team to support planning process
  • Set acceleration vision and goals - all working toward same goal.
  • Understand the current state of students’ learning
  • Develop work plan for the tasks.
  • Consider support survey

June/July

  • Prioritize the most critical prerequisite skills and content knowledge for each subject area and grade level.
  • Draft/finalize your guidance for how teachers should diagnose unfinished learning.
  • Begin updating scope and sequence - to reflect plan.
  • Begin professional learning plan to support staff with accelerated learning strategies.

August

  • Finish updates to district’s scope and sequences.
  • Finalize “Accelerate Student Learning” plans.
  • Reopening of school in some form...A, B, C, or D

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Visit our Website for Additional Resources on Rethinking Schools in the Age of COVID-19

https://bit.ly/MCOERethinkingSchools

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Resources in this Presentation