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Thanks to our school for providing materials for science experiments for virtual learning. The best part was getting to pick up items at the school so our 6th grader could actually meet his teachers for the first time since starting middle school. A nice moment even outside with masks!

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my son's social studies teacher emailed yesterday just to let us know that she enjoyed a comment he made in virtual class

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Teacher's note to student during school closure

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Teacher's note to student during school closure

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Found on the sidewalk in Cambridge

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My daughter appreciates that there isn’t an overload of required work, and again, that’s what I really have come to value as a parent. Initially we all wanted it to be business-as-usual, but it soon turned out that that’s impossible. They are simply not able to focus in the same way as before. None of us are.

It’s difficult not to worry about the long term impact of this on our kids’ education, and the fact that the workload seems manageable and the way new learning is presented in 🤬-sized chunks, eases that worry.

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Teacher friend finally reached a student who hadn't logged on to remote class. His mom had lost his job, he said, and his little brother didn't have diapers. She left a supply on his porch & connected family to help. 

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Teacher friend finally reached a student who hadn't logged on to remote class. His mom had lost his job, he said, and his little brother didn't have diapers. She left a supply on his porch & connected family to help. 

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MASFEC interviews one parent about her experience with a virtual IEP meeting.

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my daughter's teacher left her a birthday card in our mail box

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my daughter's teacher left her a birthday card in our mail box

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Thanks for remembering!

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Cambridge Street Upper School (CSUS) leaders speak with our Family Engagement Center about school building closure intitiave they call Cobra Dens.

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From a parent’s perspective being included on the weekly schedule has been immensely helpful. I print out the attached PDF and put it up in the kitchen so both my husband and I can see it and check in with our daughter.

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kid saying to teacher, "I never knew you watched good TV like that. You are interesting."

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I just realized that not all schools are doing something like this so I want to shout out to FMA in Cambridge where we have weekly meetings online with families and the administration. I think this is helping us all feel more informed. Thank you!

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We have enough food and we have internet and you don't know how much it means that you asked

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A teacher who I have never met showed up at our apartment with a computer for our daughter the weekend after the closure was announced

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thank u to the teacher who sent me an email to ask if everything is ok because my child looked sad today

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At my child's middle school, plan for today are a couple of activities (via Google classroom). I think upon completion the child will find this both valuable and engaging. Activity#1: COVID19-How Can We Make Choices That Promote the Common Good? On a piece of paper students will insert a 'color', a 'symbol' and an 'image' that represents what common good means to them. Then reflect on the color, symbol, image they chose?
Activity 2: What actions can I take to promote the common good?  Students have to write their name in the center, Around their name, write names of the people, or groups of people, that they feel connected to.  Draw a line between each one and their own name.

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FOX 5 and its sister station, FOX 5 Plus (WDCA), are partnering with the Washington Teachers' Union to air lessons on television, starting Monday, March 30, for students who do not have access to laptops or Wi-Fi during school closures due to the coronavirus pandemic.

Each day of the week will feature a 30-minute lesson, presented by the District of Columbia Public Schools teachers, that is aligned with district learning standards for a particular grade group.

Lessons will begin Monday on Fox 5 Plus at 10 a.m.

Mondays will be for early childhood learners and first-graders; Tuesdays for second- and third-graders; Wednesdays for fourth- and fifth-graders; Thursdays for sixth-, seventh- and eighth-graders; and Fridays for ninth- through twelfth-graders. Lessons will be mostly in the subjects of English language arts, math, science and history.

The program is called "Learning Doesn't Stop-Lessons on TV."

"We're doing this because at least 30 to 40 percent of our city's students do not have access to a computer. They shouldn't be left out of distance learning because of their economic circumstance," said WTU President Elizabeth Davis.
CLICK HERE TO DOWNLOAD THE FOX 5 NEWS APP
"Even with the city's recent investment in 16,400 new laptops and thousands more available in our schools, DCPS has been slow to release them to every student who needs one. Every child needs an equal chance to learn while schools are closed, and we're working to help fill the gap with lessons on TV."

FOX 5 General Manager Patrick Paolini said the station was thrilled to team up with WTU in this time of crisis.

"FOX 5 is committed to serving the community in any way we can. The lessons on WDCA taught by our community heroes-teachers-will help kids keep learning as we all get through the coronavirus crisis together in a variety of ways," said Paolini.

The lessons on WDCA will be promoted daily on FOX 5's " Good Day DC " morning show and on TEGNA-owned CBS affiliate WUSA9's "Great Day Washington" morning program.

Teachers also will post the lessons on WTU's website, www.wtulocal6.net, so students and their families can work on the lessons discussed throughout the week.

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FOX 5 partners with Washington Teachers' Union to air lessons on TV for students without laptops

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FOX 5 and its sister station, FOX 5 Plus (WDCA), are partnering with the Washington Teachers' Union to air lessons on television, starting Monday, March 30, for students who do not have access to laptops or Wi-Fi during school closures due to the coronavirus pandemic.

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We were scheduled to have a home visit with our son's teacher. Since we couldn't have her come into our home, she came to our house and stood on the sidewalk talking to us while we were on the porch. It would have been so easy for her to just cancel the visit.

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"Set up your digital classroom rules or at-home learning rules: send students home with the rules for online or at-home learning and communication with you and with each other. Asking questions will help guide learning as well: Where is your learning space? How much time do you need to complete each task?"

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"Set up your digital classroom rules or at-home learning rules: send students home with the rules for online or at-home learning and communication with you and with each other. Asking questions will help guide learning as well: Where is your learning space? How much time do you need to complete each task?"

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As you make the transition to online teaching, here are some tips, activity ideas, and resources to support your virtual classroom:

Communicate to parents the supplies their children will need for at-home learning.

Set up your digital classroom rules or at-home learning rules: send students home with the rules for online or at-home learning and communication with you and with each other. Asking questions will help guide learning as well: Where is your learning space? How much time do you need to complete each task?

Consider beginning each "digital day" with a Morning Message or Responsive Advisory Meeting Announcement. This direct communication from their teacher will help students stay connected to you and their classroom. You might email this to parents or post it to a shared school or classroom chat space. You might even consider adding your student's individual names in your messages (a few each day) for a personal connection (for example, "Rosemary, I'm so glad you enjoyed yesterday's reading!" or "Ben, I think you'll enjoy showing your parents Bug in a Rug.").

Keep kiddos moving! Link students to daily energizers and brain breaks with GoNoodle. You might suggest 2-3 each day. For younger students, a great idea is to have them teach their family or babysitter/nanny an activity from class, such a Bug in a Rug or Baby Shark.

To simulate interactive learning structures, consider using an online resource like Flipgrid. Our older students could navigate this on their own; younger ones will need parental help.

To maintain a sense of belonging, significance, and fun, have students do "daily check-ins" with each other. This might take the form of a discussion board on Google Classroom or a Google Doc where each student posts a response to a question with each classmate responding to two others. Questions can range from academic (What do you think is the most important part of the human brain?) to personal (Describe the perfect birthday cake.); just make sure the questions are open-ended to stimulate discussions! For younger students, these could be written or drawn as part of an at-home journal that students will bring to school when they return.

Daily reflections simulate closing circle, and research shows that reflection helps all learners retain information. Think about how you can have students reflect on learning with something as simple as Three Words, Picture This (a drawing of something from their day), or What Stuck With Me to facilitate reflection.

Here are some additional resources to consider:
All Grades Grades K-4 Grades 5-8
Written by Emily Parrelli and Megan Florentine, Responsive Classroom Consulting Teachers

Tags: Engaging Academics, Transitions, Virtual Learning

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Tips, Activity Ideas, and Resources for Virtual Learning

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As you make the transition to online teaching, here are some tips, activity ideas, and resources to support your virtual classroom: Communicate to parents the supplies their children will need for at-home learning. Set up your digital classroom rules or at-home learning rules: send students home with the rules for online or at-home learning and communication with you and with each other.

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My child's teacher from three years ago texted me to make sure he is ok since he has a history of respiratory problems.

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"Also, at the school level, teams are continuing to meet and they’ve developed systems for tracking who are the students who have not engaged or families we haven’t heard from so we can try to have follow up and additional effort to connect and potentially marshal other services to offer support."

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"Also, at the school level, teams are continuing to meet and they’ve developed systems for tracking who are the students who have not engaged or families we haven’t heard from so we can try to have follow up and additional effort to connect and potentially marshal other services to offer support."

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All of our coronavirus stories are being provided for free as a public service to our readers during the coronavirus outbreak. For more coverage go to cambridge.wickedlocal.com/topics/coronavirus. Subscribe to our newsletter here. Please support local journalism by subscribing to the Cambridge Chronicle at buy.mypapertoday.com.

Whats happening with graduation? Will MCAS be canceled? How is the district looking after its most vulnerable students?

As the learning landscape changes under a pandemic state of emergency, Cambridge Public Schools is trying to iron out an unprecedented change in the way students are being taught at every grade level. Questions abound.

While we prepared to speak to Superintendent Dr. Ken Salim on Friday morning, we asked you on Facebook and Twitter what questions you wanted answered. We also asked some of our own.

Heres an edited version of what Dr. Salim had to say.

Does the district have a plan in place for remote learning across all grades? And how much of that is virtual?

We do have a distance learning plan that we have rolled out to educators for the first few weeks of closure. But were actually releasing the next version of that plan to educators and communicating with families early [this] week on that updated plan.

One of the key components is the idea of really focusing on the health, safety and wellness of our students. Also, making sure were engaging every student in meaningful ways, that were focusing support on students with the greatest needs. These learning opportunities, with state guidance, are about half a typical school day, and are a combination of both online and offline and both educator facilitated and student self-directed.

Is technology, like Chromebooks, available to all students?

We did distribution of Chromebooks for students in grades 3-8. Students at the high school each have Chromebooks already.

What about students in JK through second grade?

We have ordered additional Chromebooks to distribute to younger students -- JK to second grade -- who dont currently have access to some technology. Typically these types of devices are not used with our youngest learners.

The reason for the emphasis on both online and offline learning is you dont need to be mindful around the amount of screen time students are engaging in around this period. We want to make sure they have access to communication tools and opportunities to engage with teachers. And for ways to also provide some level of feedback to students on work thats completed during this time.

How are you ensuring that access to learning is equitable to all students? How are you meeting the needs of those who require specialized, individualized instruction?

This is one of the core challenges around the emergency closure period, and we know that there are going to be students who are from our most vulnerable populations that will be disproportionately impacted.

We also know the reality that during this emergency closure period, even students responsibilities during the day may also vary. Some may be looking after younger siblings, others may not have technological proficiency. So were centering the idea of supporting the whole child and having meaningful connections with students to try to reduce the isolation that students are feeling during this time.

In regard to students with disabilities, our Office of Student Services is looking hard at how we can shift some supports to a more virtual environment, but recognizing, just as the case for all students, were not going to be able to replicate everything that happens in a regular face to face school day. But we are working hard to provide some level of service.

Whats happening with the families who dont have internet access?

In terms of technology and access gaps, we gathered information about families who dont have internet access, and used a network of staff volunteers to deliver mobile hotspots to families. I think weve distributed over 130 hotspots along with instructions in multiple languages.

Our instructional technology department has also provided tech support remotely. And theres a walk-in clinic at the high school where folks can actually swap out Chromebooks, if people are having issues with devices.

What are you doing to support the students who are most at-risk?

I think making sure theres access to mental health services and counseling for students. We have maintained our contracts with counseling providers who support our students with some of the most significant social, emotional and mental health needs. Those services, when possible, are being delivered remotely.

Also, at the school level, teams are continuing to meet and theyve developed systems for tracking who are the students who have not engaged or families we havent heard from so we can try to have follow up and additional effort to connect and potentially marshal other services to offer support.

What are the expectations of teachers and families?

We are using the framework that students should be engaged in learning that is about half of the school day and that teachers should be preparing and planning and communicating those learning plans to families.

We also are asking folks to make sure they are having meaningful contact with students, with the idea that every student is engaging in meaningful exchanges, which may be with a number of different staff members. Also providing feedback on work students are completing.

We recognize its a lot. As a working parent myself, to get lots of different streams of information, its really difficult to adapt that to a home environment.

Were also asking educators to hold office hours daily as a way to engage in two-way communication with students. Not necessarily one-on-one, and it can be in different ways. On the elementary level, that can look more like a morning meeting. It may be using some of our communication apps. Its a range of different pieces.

What are the implications for the 2021 school year? Will students have to repeat the year? Will the school year go into the summer?

Were actively engaged in that longer-term planning, which is really sort of planning for lots of different scenarios.

Our overall goal is to see how we can do as much as we can to stem the learning loss. Particularly for our students who have the greatest needs. In a typical summer, we have learning loss that disproportionately affects our most vulnerable students, but also recognizing that all students at some level will be affected by this emergency closure period.

I think something like a decision around repeating a year would be more at the state level. There is going to be a need for adjustments. But opportunities that may include summer or extended day for some students, those are options were also exploring.

Whats happening with MCAS? And AP testing?

Theyre having modified AP tests that are 45 minutes online. For MCAS, thats still being determined by the state because the commissioner needs to have the authority from the Legislature to make changes. Its certainly possible it will not happen, but thats a state decision.

How has this impacted graduation requirements? How will you determine of a students eligible for graduation?

So that is informed by state level guidance thats still being finalized. The state does have outlined specific requirements that include MCAS as well as instructional minutes and core course requirements.

We dont know yet, but what we do know is that moving into this last quarter of the school year, well be using a credit/no-credit grading system at the high school and middle school.

We certainly want to support all of our students, particularly recognizing the feelings of loss that many of our seniors are feeling right now, knowing that its unlikely theyre going to have the typical milestone experiences that most seniors have. Were going to continue to support their transition to their next phase.

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Q&A: Cambridge superintendent answers your questions

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All of our coronavirus stories are being provided for free as a public service to our readers during the coronavirus outbreak. For more coverage go to cambridge.wickedlocal.com/topics/coronavirus. Subscribe to our newsletter here. Please support local journalism by subscribing to the Cambridge Chronicle at buy.mypapertoday.com. What's happening with graduation? Will MCAS be canceled?

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Connecticut students, teachers and parents are adjusting to Gov. Ned Lamont's announcement that schools will stay closed until at least April 20 to stop the spread of coronavirus here in our state.

In Southington, elementary teachers are trying to make the best of this trying time for everyone.

The principal of Thalberg Elementary in Southington said teachers of young, elementary school students are so used to face- to- face learning that virtual teaching is something completely new, but they're taking it in stride.

In that spirit, a teacher came up with an idea to show students they're still there for them -- at a social distance of course.

It's not what Victoria Ventresca, a fifth grader, imagined.

"I know all my friends. We've been texting and stuff and we all miss our teachers very much," she said.

With school closed for more than a week now, she misses seeing her teachers and boy do they miss students like her.

"This is your life. This is your second family, so it's hard not being with everyone," Sabina Skarzynski, a math specialist, said.

Instead of pulling into their parking spots for a day of teaching at Thalberg Elementary School on Tuesday morning, teachers created a caravan and began their first day of virtual teaching , not in a classroom, but inside their cars.

"We're going to do our best not to miss anybody. We'll see what happens," Katie Reeves, the principal of Thalberg Elementary school, said.

They took p art i a parade of sorts around Southington with the hopes of catching a wave or a smile from their students.

The elementary students initially went home with school work, but today they'll work with their teachers, but from afar.

"We're just trying to find a positive way to get it out there to support each other and just let the students know we're here. Even if we have to be behind a computer, we're here for them," Skarzynski said

Kayo Klatt, a second grader, said she was happy to see her teacher and she misses school.

Brian Klatt 08:18:52 Dad: Do you miss school? Daughter: yeah.

"It's very different, you know we're doing what we can, you know, the teachers have been sending out instructions and the various workloads for the different students, but it's tough," her dad, Brian Klatt, said.

Southington teachers hope the parade also had an impact on parents too. and that they are driving home the message that with a positive mind set, a community can come together to overcome obstacles.

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Southington Elementary Teachers Hold Driving 'Parade' on First Day of Distance Learning

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Connecticut students, teachers and parents are adjusting to Gov. Ned Lamont's announcement that schools will stay closed until at least April 20 to stop the spread of coronavirus here in our state. In Southington, elementary teachers are trying to make the best of this trying time for everyone.

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Culturally Responsive-Sustaining Family Engagement in the Time of COVID-19 and Remote Learning, and Always

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Culturally Responsive-Sustaining Family Engagement in the Time of COVID-19 and Remote Learning, and Always

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My son's residential program has moved its monthly family meeting online to Zoom.

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https://decaturish.com/2020/04/city-schools-of-decatur-bus-driver-calls-students-and-families-to-offer-support-during-covid-19/

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Nashoba Valley Technical High School is doing a rendition of the Masked Singer. They have released four videos on YouTube and the school community can guess who is behind the mask!

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I heard about a teacher who mailed a note and an addressed and stamped envelope to a student she had not been able to contact via phone or email.